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Inclusion Policy

IB MYP Inclusion Policy

 

Philosophy

J.H. Workman values diversity among the student body.  The Inclusion Policy of J.H. Workman Middle IB MYP is a working document, changing to meet the needs of students and the standards put forth by state and federal law.  We are committed to making the IB MYP curriculum accessible to all students, regardless of exceptionality.  This policy outlines the processes implemented at Workman.

 

Mission and Beliefs

J.H. Workman students will become inquiring, compassionate lifelong learners.  Through a challenging and engaging academic program that encourages international mindedness, our students will attain a broad and firm foundation of knowledge, cultural understanding and respect for diversity.

 

Environment

Students at Workman will experience their Least Restrictive Environment.   Students will receive meaningful, valuable, and authentic educational experiences through their access to the curriculum.  We strive to remove barriers while offering a challenging instructional setting that is appropriate to the learner.

 

Learners and Citizens

Students at Workman are

  • Inquirers
  • Principled
  • Open-Minded
  • Risk-Takers
  • Caring
  • Reflective

 

Intercultural Understanding and Respect

Students at Workman come from various cultural backgrounds.  Students are exposed to and immersed in experiences with many different views and beliefs.  The diversity at Workman is a positive resource that enriches and provides extra opportunities to students and staff to heighten awareness and encourage respect.

 

Special Education Needs Students

Workman’s Exceptional Student Education program consists of students who requires accommodations or modifications to the the IB MYP curriculum in order to meet the needs of exceptional learners and encourage and facilitate academic growth.  These students include, but are not limited to:

  • ESE Students with an Individual Education Program (IEP) in place
  • English Learners who have a barrier in the language of instruction
  • Students who are in need of counseling support
  • Students with medical or health issues which require a 504 plan
  • Gifted students with an Education Plan in place
  • Advanced or high achieving students who are driven to pursue further inquiry
  • Students of poverty

 

Program Goals:

The Goals of J.H. Workman’s Special Educational Needs programs are:

  • To provide a Free Appropriate Public Education to all learners, regardless of various needs while embracing differences and diversity
  • To provide all students education in their Least Restrictive Environment through inclusion and differentiation
  • To monitor student progress through data gathered from classroom work and observations and the Florida Standards Assessment and communicate with families about concerns and changing student needs.
  • To facilitate learning and encourage growth to a student’s unique intellectual capabilities.

 

Inclusion

Workman is committed to providing the Least Restrictive Environment for all students according to their learning needs.  Our inclusion model allows for the consideration of the following:

  • The student’s present level of performance
  • The student’s exceptionality
  • The course of study

Workman’s Inclusion Model allows for great flexibility across the curriculum, including:

  • Students enrolled in general education courses
  • Access to IB MYP curriculum and state standards for all students
  • Support in the general education setting from ESE teachers, ESE teacher assistants, ESOL assistants, and accommodations or modifications from the General Education Teacher
  • Accommodations or Supports to the general education setting according to student need including, but not limited to:
    • Oral presentation of items and answer choices
    • Verbal encouragement
    • Extended Time
    • Small group setting
  • Some ESE students benefit from a Learning Strategies class to support their Inclusion in the General Curriculum.

 

Differentiation

Differentiation is the key to teaching learners at all levels.  Different strategies can be implemented to ensure success and understanding for each learner to be able to reach his or her potential.  Teachers differentiate through various means, including, but not limited to:

  • Content - Accommodating resources and instructional tools
  • Process - Providing a variety of ways for students to learn
  • Product - Understanding learning preferences and allowing students to demonstrate their understanding in a variety of ways

 

Roles in Supporting SEN Students

  • Exceptional Student Education Teachers
    • Offer instructional support in core classes
    • Develop Individual Education Plans for ESE students through team meetings annually
    • Manage case loads of ESE students to develop IEPs, ensuring the delivery of services to ESE students, and tracking the progress of ESE students through progress reports.
    • Make accommodations to the general curriculum to ensure access to every student regardless of exceptionality
    • Teach learning strategies through inclusion or ESE instruction to help students build a base of knowledge in order to understand more complicated concepts

 

 

  • General Education Teachers
    • Teach specific content through concepts to all learners regardless of exceptionality or learning needs.
    • Collaborate with ESOL teachers, ESE teachers, and all services providers of all students to effectively design coherent and authentic instruction accessible to all students
    • Work closely with other teachers to monitor and report on progress of all students, especially those with an IEP and annual goals

Support Staff Roles

  • ESOL Assistant
    • Assistant that assists in classes with EL students
  • ESE Assistant
    • Assistant that works with ESE students in the general education classroom

 

Services Provided at JH Workman IB MYP

  • General ESE services in the classroom and on assessment
  • Speech and Language Therapy
  • Occupational Therapy
  • Physical Therapy
  • Deaf or Hard of Hearing Instruction
  • Vision Instruction

 

Accommodations

Accommodations for ESE students or students with a 504 plan are determined according to student need and are outlined in detail on the student’s education plan.  Classroom and Instructional accommodations are those that are provided for the frequency notated in the plan.  Accommodations on assessments are provided for every class assessment and all state and district assessments including, but not limited to:

  • Florida Standards Assessment
  • Civics End of Course Exam
  • Algebra End of Course Exam

 

JH Workman Middle IB MYP complies with all educational legislation such as:

  • Free Appropriate Public Education (FAPE)
  • Individuals with Disabilities Education Act (IDEA)
  • Section 504
  • Florida Senate Bill 108

In order to provide all students with a quality education that is accessible and appropriate to their learning needs.

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