Diversity and Inclusion Policy
A fundamental characteristic of being internationally minded is valuing diversity, and one way this is accomplished at BTW is by differentiating instruction and accommodating the different learning styles and needs of students.
Students with special educational needs are identified through a variety of testing processes, and Individualized Educational Plans (IEP’s) are developed and modified as needed to ensure that accommodations are being made for each individual student based on his or her own needs. A part-time special education teacher meets regularly with students, parents, and classroom teachers to ensure that every effort is made to provide an opportunity for educational success for each student.
We are committed to meeting the needs of all of our students. All students are provided the opportunity to complete the requirements of the MYP, regardless of what modifications must be made to meet their needs.
Policy 3601: Students with Disabilities
It is the policy of Tulsa Public Schools to facilitate compliance with the Individuals with Disabilities Education Act (“IDEA”), Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act (“ADA”) concerning the identification, evaluation, educational placement, and provision of a free appropriate public education to children with disabilities. The purpose of this policy is to ensure that the District fulfills its legal responsibilities to children who are or are suspected to be children with disabilities. The overall purpose of the Special Education and Student Services Department is to provide the administrative support necessary to ensure that the District is in full compliance with applicable federal and state laws and regulations and the Policies and Procedures for Special Education in Oklahoma.
Policy 3603: Gifted and Talented Education
The TPS District Plan shall include:
Procedures for establishing gifted/talented committees at each school site.
Processes for selection and assessment of children who demonstrate high-performance capability in intellect, creative thinking, leadership, visual arts, and specific academic subjects.
A description of differentiated curriculum that is consistent for grades one through twelve in pace, depth, scope and sequence.
Criteria to annually evaluate the effectiveness of services provided in accordance with an approved site plan.
Procedures for providing written notification to parents/guardians and a summary of the services offered to qualifying students.
Gifted and Talented Advisory Board members who will serve two-year terms.
Evidence of participation by the local gifted/talented advisory committee.
Established qualification standards, required competencies, and duties of gifted instructional staff.
Procedures to comply with required reports.
A budget for District gifted child educational programs and services.
A calendar of required meetings.
The Gifted and Talented Education Department will develop the District Plan, and once the Plan is adopted, the District Plan shall serve as the regulations for operation of Gifted and Talented services until the next annual plan is approved.