Inclusion Policy

At Coyote Ridge, we foster the development of the IB Learner Profile. The IB Learner Profile aims to develop learners who are:

• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective

Our school focus on the attributes of the Learner Profile helps to create and maintain a positive school culture and learning environment. Our IB policies, including the Inclusion policy, document our commitment to creating an environment in which the IB philosophy can thrive. Our students and staff strive to be internationally-minded learners who take action for positive change.

Philosophy

Education for all is a human right. At Coyote Ridge Elementary School, we provide an inclusive school environment that supports access to the International Baccalaureate Primary Years Programme (IB PYP) for each student and promotes a culture of collaboration, mutual respect, support, and problem solving. We teach with a strengths-based approach, which ensures all learners belong and experience equal opportunities to participate and engage in quality learning. Parents/caregivers and other members of our community are welcome in our school.

Our school community embraces the following definition of inclusion: “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers” (Learning Diversity in the International Baccalaureate, pg. 3).

We believe that a philosophy of inclusion is beneficial to our entire school community. Celebrating diversity and differences are essential elements of developing internationally-minded learners and are fundamental principles of our IB programme.

The Coyote Ridge Mission Statement also promotes inclusion. The staff and parents developed the mission statement collaboratively during the 2008-2009 school year, which was the year our school opened. We review it frequently to ensure that it still matches our shared vision for our school.

The full Coyote Ridge Mission Statement reads:

We provide our students with a challenging inquiry-based education to:

• Pursue academic excellence
• Recognize varying perspectives and embrace differences
• Encourage lifelong learning
• Become responsible world citizens
• Foster personal growth and reflection

The staff at Coyote Ridge fully supports the IB principles of an inclusive education:
(adapted from What Are IB's Principles of An Inclusive Education?)

• Equitable education for all is a human right

• Education is enhanced by the creation of affirmative, responsive environments that promote a sense of belonging, safety, self-worth and whole-child growth for every student

• Every educator is an educator of all students

• Learning is considered from a strength-based perspective

• Learning diversity is valued as a rich resource for building inclusive communities

• All learners belong and experience equal opportunities to participate and engage in quality learning

• The full potential of students is unlocked through connecting with, and building on, previous knowledge

• Assessment provides all learners with opportunities to demonstrate their learning, which is rewarded and celebrated

• Multilingualism is recognized as an asset, a right and a resource

• All students in the school community fully participate in an IB education and are empowered to exercise their rights and accept their responsibilities as citizens

• All students in the school community have a voice and their input and insights are taken into account

• All students in the school community develop the IB learner profile attributes and develop into inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect

• Diversity includes all members of a community

• All students experience success as a key component of learning.

Leadership

It is the responsibility of the school leadership to create a culture of inclusivity. At Coyote Ridge, inclusion is an expectation. We have systems in place to create an inclusive environment, which includes but is not limited to: inclusive scheduling; hiring of inclusive-minded staff members; professional development for staff in social emotional learning, equity, and inclusion; and an evaluation system that holds teachers accountable for inclusivity.

Policy and Legislation

We are a public school in the state of Colorado, and a part of the Thompson School District. Therefore we abide by the following state and district policies/plans: (click on the links below for more information)

• Colorado State Equity Plan
• Strive 2025 - Thompson School District Strategic Plan
• Thompson School District Equity Policy- TSD was the first school district in Colorado to adopt a board-approved district equity policy.
• Guidelines Regarding the Support of Students and Staff Who Are Transgender and/or Gender Nonconforming- Thompson School District Board Policy

School Practices and Procedures

Differentiation

A critical component of inclusivity is differentiated instruction. Educators at Coyote Ridge differentiate content, processes, and products. To the greatest extent possible, students are given opportunities to demonstrate their learning in different ways. We recognize students have unique strengths, needs, and learning styles. Therefore, we are committed to assessing student understanding through a variety of methods. Also, when appropriate, a replacement/alternative curriculum, extensions, and compacting opportunities are available for students that qualify.

Curriculum Development

Coyote Ridge uses the Four Principles of Good Practice, as described in Learning Diversity in the IB Programmes, page 5.

1. Affirming identity and building self-esteem
   Within our units of inquiry, particularly under the transdisciplinary theme Who We Are, students have numerous opportunities to explore and share their own identities. This exploration includes their beliefs, values, cultures, relationships, languages, and health.
2. Valuing prior knowledge
   Before beginning instruction, each unit of inquiry starts with a pre-assessment to determine students’ prior knowledge. The pre-assessment gives teachers valuable insight that will drive the learning engagements throughout the unit. Teaching is a process of connecting previous experiences to new learning.
3. Scaffolding
   Scaffolding is an essential component of teaching. At Coyote Ridge, students utilize graphic organizers, visual aids, small group learning, and demonstrations to move through the learning process. Teachers provide targeted support to individual students and small groups to meet learning needs.
4. Extending Learning
   There are times when students have mastered the grade level standards and expectations before the completion of a unit of inquiry. When this occurs, teachers provide students with extended learning opportunities, including special projects, support with action, and additional time to conduct personal inquiries. Our Gifted and Talented teacher also supports students and teachers through extensions, compacting curriculum and/or curricula replacement according to need.

Regular collaborative planning and reflection is essential to our curriculum development, instruction, and assessment practices. Teachers meet together regularly, to help all students thrive. Examples of this include the creation and revision of Individual Educational Plans and Advanced Learning Plans, READ Plans, student success team meetings, data dialogues, student well-being collaborative meetings, special education team meetings, professional learning committee meetings, team meetings, student-led conferences, and single subject articulation meetings. Parents and guardians are included in collaborative conversations as necessary and appropriate.

Technology

We value technology as a tool of inclusion. We encourage students to use various technologies to demonstrate their learning in various ways. All students at our school have access to iPads (K-2) and Google Chromebooks (3-5) throughout the day. As a result, we are able to use technology to differentiate lessons and activities to meet the needs of diverse learners. We have multiple dynamic programs that adjust lessons to students’ instructional levels and needs. In addition, we use technology to accommodate specific student access needs. We recognize that some students require alternative modes to express their learning, and therefore utilize technologies, such as text- to- speech and speech- to- text to release ideas and talent.

Accessibility

Another important component of inclusion is the development and maintenance of school facilities that ensure accessibility for all. Our school facilities were built to provide easy access for all students, including those with physical disabilities. Our facilities were designed to meet the Americans with Disabilities Act (ADA) requirements for physical accessibility.

Student Well-Being

All students have access to Social Emotional Learning opportunities at Coyote Ridge. Our social emotional learning (SEL) practices are aimed to: increase student motivation, teach problem solving skills, reduce behavioral challenges, help students set and achieve goals and build self-regulation skills. Building a positive learning community through cultivating empathy and teaching teamwork and inclusion is a top priority. Support for the social emotional needs of all students is provided through the counseling program. The comprehensive counseling program at CRES uses data to address the diverse needs of students and staff. Professional development opportunities for staff are offered in the areas of trauma-informed practices and evidence based approaches to improving student well-being.

Inclusive Positive Attendance

Promoting positive attendance is a school-wide effort that involves building and reestablishing connections with students and families, recognizing students for satisfactory improved attendance, identifying students who are at-risk of chronic absenteeism, and helping to remove barriers to positive attendance. The Attendance Team meets weekly and follows a tiered system of support to address absenteeism.

Student Support Team

There are times when teachers need additional in-the-moment support to meet the needs of a student. When a teacher or student needs immediate assistance to address an urgent student need, a member of the Student Support Team will respond. Staff on the student support team have additional training and expertise in de-escalation, connection, and co-regulation strategies to support a student in need. The Student Support Team members can provide support within the classroom, or give the student an opportunity to take a break or re-connect with an adult outside of the classroom. The Student Support Team member also provides assistance to re-integrate the student into their classroom after when they are ready to return.

Identity Affirmation and Self-Advocacy

We promote self-advocacy to affirm identity and empower personal freedom. Our programme of inquiry includes many units which address the importance of advocacy. We follow the district equity policy for all issues around gender support. State and federal law and district policy require that all programs, activities, and employment practices are free from discrimination based on sex, sexual orientation, gender identity and gender expression.

Additionally:

• All units encourage and celebrate taking action
• We encourage high community engagement (Back To School Night, conferences, student celebrations of learning)
• Student voice, choice and ownership culminate in the Exhibition experience in Grade 5. Through the Exhibition, students partner with community programs and take action to help our local community.
• Culture of volunteerism and service to the community (parents, teachers, and students)
• School Improvement Team/PTO (virtual and in-person options)
• IEP/SST meetings (virtual and in-person options)

Accommodations for Diverse Learning Needs

Here are some examples of accommodations that remove barriers and promote equal access for all students:

• Text to speech
• Speech to text
• Extended time
• Small group learning environments
• Frequent breaks
• Chunking academic tasks
• Check for understanding
• Repeated directions
• Minimize distractions
• Shortened assignments
• Choices for demonstration of learning
• Differentiated instruction
• Multiple modalities educational strategies
• Visual supports
• Home-school communication

Additionally, a wide variety of services are offered to eligible students:

• School Psychologist
• English Language Development
• Gifted and Talented
• School Counseling
• Intensive Learning Center staff to support students with moderate to severe learning needs
• Learning Center staff to support students with mild to moderate learning needs
• Occupational Therapist
• Speech-Language Pathologist
• Physical Therapist*
• Adaptive physical education*
• Vision specialist*
• Hearing specialist*
• Audiologist*

*available through the Thompson School District and can be utilized at our building as needed

Policy Review and Sharing

Staff

Our Inclusion policy is electronically stored in our Google Documents for easy access by all staff members. New staff members are guided through the inclusion policy during their induction.

Parents/Community

Once the Inclusion policy was complete, it was shared with and approved by the School Improvement Team. This is a joint committee of staff, parents, and community members. As a part of our self-evaluation process, the SIT will review the policy, including any changes, every 3 or 5 years. The Inclusion policy is available on our school website for community review.

Future Reviews

The staff will review the Inclusion policy annually for changes and additions. This annual discussion will ensure that all staff members are aware of the policy and adhere to our agreements. The annual review will also provide a way for us to make changes to reflect best practices in teaching. We would like this document to be an accurate reflection of our inclusion philosophy and practices.

Contributors

This policy is the result of collaboration between many staff members at Coyote Ridge. The latest major revision of this policy was facilitated by one of our kindergarten teachers. A small group of teachers with representation from primary, intermediate, special education, and single subject teachers assisted the policy revision leader. The PYP coordinator and principal were also involved with the revision of each policy. The full staff reviewed and approved the final policy.

Updated 8/23/2023