Inclusion Policy

Philosophy

The mission of Ybarra Academy is to be a place of learning where every student, regardless of abilities, background, or needs, feels empowered to reach their full potential. We believe that all students, including those with diverse learning needs, deserve an education that encourages them to become well-rounded global citizens. Ybarra’s inclusive environment is built on the foundational values of being principled, responsible, and respectful. Through differentiated support, appropriate accommodations, and targeted interventions, we strive to provide equitable access to learning. Success is achieved through collaboration between all stakeholders and by creating an environment where all students are best prepared to meet present and future challenges. 

Definitions

Learning Support

Learning support includes assisting students who require additional support, including but not limited to:

• Students with diagnosed learning differences

• Students with physical disabilities

• Students with social, emotional, and/or behavioral needs

• English language learners

• Gifted and talented students

Inclusion

Inclusion refers to the practice of educating all students in the same learning environment while providing appropriate support and accommodations to ensure access to meaningful learning. 

Roles and Responsibilities

Teachers:

• Create a safe and supportive classroom environment, including relationship building, soft starts, morning meetings, and brain breaks

• Use of Multi-Tiered System of Supports (MTSS) by differentiating instruction and assignments, including multiple entry points, flexible grouping, scaffolded instruction, student choice, leveled texts and assignments, use of home language, use of visual supports, Total Physical Response (TPR), Guided Language Acquisition Design (GLAD) and Specially Designed Academic Instruction in English (SDAIE) strategies, extended time, and Universal Design for Learning (UDL) framework

• Use a variety of assessment strategies to monitor progress of all students, including informative assessments, conferences with targeted feedback, and student choice

• Scaffold support in the classroom, including pre teaching key concepts and vocabulary, guided and shared reading, sentence stems, graphic organizers, anchor charts, chunking information, choice boards, goal setting, home language integration, flexible seating and sensory tools

• Collaborate with other teachers, including teacher specialists, to analyze data and implement appropriate interventions during PLC and grade level meetings

• Document student progress towards goals based on district criteria

• Communicate regularly with parents regarding progress, strengths, and needs

Education Specialists Teacher:

• Lead the development and implementation of Individualized Education Plans (IEPs)

• Conduct assessments and observations to determine students’ needs

• Provide support and collaboration with teachers in differentiating instruction, assessment, and classroom accommodations

• Monitor the progress of students receiving special education services through quarterly progress reports

• Ensure that legally mandated services are being provided as agreed upon by parents, teachers, and specialists during their IEP meetings

• Be a liaison between parents, school, and outside specialists

Administrators:

• Ensure adequate resources, including personnel, materials, and training are available to support teachers and paraprofessionals  

• Promote a culture that supports diversity and ensure all students have access to the curriculum and school activities

• Facilitate communication among all stakeholders to keep a shared commitment to inclusion practices

• Participate in meetings with students’ Individual Education Plan team to ensure that students are receiving services in the least restrictive environment

Parents/Guardians:

• Partner with the school in offering insights into their student’s strengths, interests, and needs

• Participate in meetings regarding their student’s support plans and progress

• Support learning goals at home

Identification Process

1. Analyze district data on students’ formalized assessment to determine at risk students

a. However, if a student is demonstrating characteristics of a suspected disability, the district will begin assessment process in accordance with “California Child Find Laws”

2.  Create Tier 2/Tier 3 interventions based on their needs

3.  Monitor progress through consistent assessment

4.  Determine appropriate next steps based on student progress

5.  The Student Support and Progress Team (SSPT) will convene for students who continue to show a need for additional support

6. Follow district SSPT Handbook for appropriate next steps

Support Services, Accommodations, and Resources:

Support services, accommodations, and resources at Ybarra allow all students to have equal access to learning opportunities. Tiered interventions are provided to all students and vary depending on student needs. Through collaboration between teachers, specialists, families, and staff, we aim to provide academic, social-emotional, and physical support to each student’s needs. Some of these may include, but are not limited to:

Academic, Social-Emotional, and Physical Support:

• Differentiated instruction and assessments

• Specialized Academic Instruction

• One-to-one support, when appropriate

• Push-in support through paraprofessionals and Education Specialists

• Positive Behavior Interventions and Support (PBIS)

• Behavior support plans

• Ybarra’s Calming Corners and Wellness Den

• Gifted and Talented Education program

• District translators

• Occupational therapy

• Speech and language intensive support

• School counseling services including SEL lessons and structured socialization groups

• DIS counseling

• Social worker

• Family Resource Center Liaison

• Accessible facilities

• Adaptive PE

• Translation apps 

• Assistive/augmentative devices or tools including low incidence books, material, or equipment

• Support for students with a visual impairments including materials in braille

Support Services, Accommodations, and Resources:

Individual Education Plan

• Progress reports

• Addendum IEPs, when needed

• Annual meetings

• Triennial meetings

SSPT Progress Monitoring 

• Teacher Follow-Up form

• Educlimber Elementary Referral Follow-Up form

• Follow-up meetings held every 6-8 weeks if need continues

• If student is showing progress, follow-up will be done through teacher communication to parent

PBIS Tiered Teams

• Monthly meetings with PBIS tiered teams

• Analyze SWISS data and SRSS data for students at risk

• Review Check-In Check-out student data

• Discuss tiered action plans; fading and graduation

• Discuss next steps, including referral to B.E.S.T. counselor, social worker, or school psychologist if needed

Communicating the Inclusion Policy

The Inclusion Policy is communicated to the school community in various ways, including the official school website, Ybarra’s IB Parent website, School Site Council meetings, Coffee with the Principal meetings, and ELAC meetings. It is at these various meetings that the school community members are invited to attend as well as to reflect upon and give feedback on the policy. 

Inclusion Policy Review

The Inclusion Policy will be reviewed annually, at the beginning of the year and at the end of the year, as a staff and can be found on the Ybarra Academy Website.