Rationale/Purpose

The IB Program at City Honors School strives to ensure that all students are given every opportunity to reach their fullest potential.

City Honors School works collaboratively with all stakeholders to ensure that students with disabilities are given access to a Free, Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

According to the IB's Access and inclusion policy, published September 2022, IB believes in an inclusive approach to education that is designed to remove or reduce barriers so that every student can fully participate in, and develop through, IB programs.

The IB Middle Years and Diploma Programs for students with special education needs meet all state and federal requirements:

IDEA – Individuals with Disabilities Act
Section 504 of the Rehabilitation Act
ADA – Americans with Disabilities Act

More information on IB’s access and inclusion philosophy can be found here.

This document is intended to be used as a tool for used communication and to clarify the expectations for creating and maintaining a positive, safe environment for all students at City Honors School.

Special Education Needs Policy Goals

The main goals of this policy are:

To maintain compliance with the federal and local laws regarding Special Education;
To promote an inclusive, safe environment for the needs of each student;
To ensure that the special needs of students are identified early, assessed, and supported appropriately;
To clarify expectations and roles of City Honors School faculty;

Overview of Eligibility

Students who are in need of additional supports and/or accommodations in order to be successful include students who have met the eligibility requirements to qualify under one of the thirteen categories of disabilities as defined by the USA's Individuals with Disabilities Education Act (IDEA) and the Part 200 Regulations of the Commissioner of Education of the State of New York or has been classified as a student with a disability and has supports under Section 504 of the Rehabilitation Act of 1973.

Thirteen Categories of Disabilities

Autism
Deaf-blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impaired
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment

Prior to a referral for evaluation for eligibility for special education services and supports, the Buffalo Public Schools (BPS) requires that pre-referral interventions are documented to remediate the student’s performance. Once there has been documented student response to interventions, then a written statement, or referral, asking BPS to evaluate the student is given to the Chairperson to the Committee on Special Education (CSE), evaluations are completed, and a meeting is held, where the student’s eligibility to be classified under one of the thirteen categories is determined. If the student is determined to be eligible, then an Individualized Education Program (IEP) is created and reviewed at least annually.

A 504 plan may be needed when a student does not require the extensive supports of special education services, which requires specially designed instruction, but still needs additional supports to be successful in the general education curriculum. A 504 plan communicates the accommodations needed for students with disabilities to be successful in the general education setting. When a disability is suspected, a referral to the 504 Review Team will be made, evaluations will be completed (or documentation of an outside diagnosis of a disability), and a meeting will be held to determine eligibility. If the student is eligible then a 504 plan is created and implemented in the general education classroom setting.

City Honors School Roles and Responsibilities

The school’s Guidance Counselors will work with all students to ensure appropriate choices and guidance through their programs
The Student Support Team (SST), which consists of a full time School Psychologist, two Social Workers, and Chairperson, will work collaboratively with teachers and students on an individual basis to meet the needs of all students
The SST will support students and staff during student crises and ensure that Response to Intervention (RtI) procedures are properly followed and implemented consistently and with fidelity
The school’s Committee on Special Education (CSE) Chairperson will work collaboratively with the IB MYP or DP Coordinator to ensure that the program is in compliance with federal, state, and local laws regarding students with special educational needs
The CSE Chairperson will provide the teachers with all IEP’S and 504 plan documentation and ensure proper implementation
The IB DP and/or MYP Coordinator will apply to the IB for students’ accommodations
City Honors School will provide professional development opportunities to ensure that staff is able to fully support students in a manner that is appropriate for each student.

Differentiated Support

City Honors School implements a multi-tiered system of supports, or Response to Intervention (RtI), for students who are in need of additional supports and accommodations in order to be successful in the general education curriculum.

RtI is a model for assisting students with academic difficulties and identifying students with special needs according to IDEA. The purpose of RtI is to support students and to decrease the number of students being incorrectly identified as students who need special education services and/or who are incorrectly identified and classified with a disability. It consists of a multi-tier support system that provides interventions to assist students in building deficient skills, while systematically documenting the student’s response to the interventions. This process of determining whether a student’s academic deficits are due to the absence of an appropriate education and the student’s response to the interventions put in place to help close the gap.

When a student is showing a deficit in the classroom, the teacher must use Tier 1 Interventions to meet the needs of the child. The idea is to build the skills of the entire group. If it is determined that the student has had poor response to Tier 1 interventions and the instructional setting is not preventing satisfactory academic achievement then the student would receive Tier 2 interventions, which are individually tailored interventions that are layered in addition to the Tier 1 interventions and should not replace any instruction. They should be systemic, directed instruction to assist with any deficits for individual students.

If it is determined that the student has had poor response to both Tier 1 and Tier 2 interventions and the instructional setting is not preventing satisfactory academic achievement, then the student would receive Tier 3 interventions that are highly specialized in addition to the other interventions.

Students enrolled in the IB Diploma Program work towards achieving the assessment objectives as described in each of the subject guides. Although the objectives of each subject guide cannot be changed, special accommodations will be made for students who show a documented need for them. Additionally, if a student is in need of testing accommodations, they can be made if the student meets the criteria as stated by the International Baccalaureate Organization.

Assessment Accommodations

City Honors School’s IB DP and/or MYP Coordinator will use IB's system for the submittal of arrangements for inclusive assessments for any student who requires special testing arrangements which need prior approval. The application will state the frequency and duration of any current testing accommodations which are based on any current conditions or disabilities that affect the student’s performance. Any current evaluations or documents that are available which show a need for specific testing accommodations are provided to IB with the submission. Educational evidence will also be provided to show that the requested accommodation is the typical way that the student is able to participate effectively and successfully in the activity or test.

Some accommodations, which do not require the prior approval of IB, may be provided at the discretion of City Honors School and the IB MYP or DP Coordinator and/or administration team if there is perceived need or benefit to candidates. Some of these accommodations may include: separate location, special seating, off-the-clock break time, and special medical arrangements.

Specific procedures for requesting candidate special arrangements are explained in IB's document, "Access and inclusion policy" published in September 2022.

Policy Use and Review

This policy is a working document that guides our school. It will be reviewed and revised at least every five years, or as necessary, by an administrator, IB coordinators, SBMT members, and the head of the school's Student Support Team (SST).

Terms and Definitions

Accommodation – Physical or environmental changes to help a student gain access to the general education curriculum without modifying instruction or curriculum.

Consent – Parents are made fully aware, in their native language, and is voluntarily agreeing to the activity for which consent is being sought.

Free, Appropriate Public Education (FAPE) – Every school-aged child is entitled to a public education that is appropriate for them and is at no cost to the family or student.

General Education Curriculum – Curriculum that is taught to students without disabilities.

Individualized Education Program (IEP) – Program that is written, planned, and reviewed in accordance to the Part 200 regulations of the Commissioner of Education of the State of New York, and is specific to the needs of each individual child who is classified as a student with one of the thirteen disabilities.

Intervention – a research-based method of supporting a student that targets a specific deficit and is implemented and documented with fidelity and consistency.

Least Restrictive Environment (LRE) – means that students are placed in the general education setting whenever possible and only removed when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be satisfactorily achieved.

Multi-Tiered System of Supports – see Response to Intervention (RtI)

Referral – Written request for an evaluation to determine eligibility

Specially Designed Instruction – Adapting the instruction to meet the needs of the students, while also ensuring access to the general education curriculum, so that the students can meet the expectations of all students.

504 Plan – Plan that is written, planned, and reviewed in accordance to the Rehabilitation Act for an individual with a physical or mental disability that affects one or more major life activities.

NOTICE OF NON-DISCRIMINATION

The Buffalo Public School District does not discriminate on the basis of an individual's actual or perceived race, color, religion, religious practice, national origin, ethnic group, sex (including sexual harassment and sexual violence), gender identity, sexual orientation, political affiliation, age, marital status, military status, veteran status, disability, weight or any other basis prohibited by New York state and/or federal non-discrimination laws in its programs and activities.

For more information, please click here.

Policy review and revision

This policy will be revisited at least every five years and revised when necessary by the school's pedagogical leadership team. Faculty are provided a comment period and it is also presented for comment to the CHS School Based Management Team. It is widely communicated through our website, student planners, and via our teachers.

Policy reviewed in Spring 2024

PS 195 City Honors School

City Honors IB Policies

Parent/Legal Guardian/Students Complaints Procedure

Academic Integrity Policy

Access and Inclusion Education Policy

Admissions Policy

Assessment Policy

Language Policy