Inclusion Policy
Sandtown Middle School is a Candidate School* for the MYP. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Sandtown Middle School believes is important for our students.
*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org
Sandtown Middle School celebrates the diversity of all our students and does not discriminate based on factors such as strengths, challenges, age, social status, economic status, language, gender, race, ethnicity, or sexuality. We recognize that learner variability encompasses a dynamic blend of strengths and challenges influenced by evolving histories, circumstances, and contexts. Our approach aligns with the principles of the International Baccalaureate Organization (IBO), which emphasizes inclusive teaching that removes barriers to learning. We affirm students' identities and strive to create inclusive learning opportunities that empower every student to pursue their personal goals effectively.
Sandtown Middle School, aligned with Fulton County Schools’ mission to educate every student to be a responsible, productive citizen, offers comprehensive services and adjusts the learning environment to ensure all students can learn alongside their peers. Our staff includes professionals who provide a wide range of services including psychological, physical, health, social, language, enrichment, and specialized support as needed. Counselors and social workers are available to address both routine and emergency needs, while paraprofessionals assist students with physical and intellectual challenges. A dedicated nurse oversees specific medical requirements, further supporting student success at every level.
At Sandtown Middle School, all students participate in the Middle Years Programme (MYP), which includes students identified as gifted, homeless, English Language Learners (ELL), Students with Disabilities (SWD), and those covered under section 504, ensuring inclusivity and personalized support for all learners.
At Sandtown Middle School, inclusion is fostered through a culture of collaboration, mutual respect, support, and problem-solving that engages the entire school community. Teachers follow a structured procedure for observing and supporting students with learning difficulties, utilizing a variety of classroom diagnostic tools.
Twice annually, at the start and midpoint of the school year, students undergo a school-wide evaluation using the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) assessment. Analysis of MAP data categorizes students into Tier I, Tier II, or Tier III levels of support within our Multi-tiered Support System (MTSS). This framework ensures targeted support is provided based on individual student needs, promoting academic growth and success.
Tier I supports at Sandtown Middle School consist of general, research-based classroom teaching and learning strategies designed for all students. Students requiring additional learning support may progress to Tier II or Tier III levels of intervention.
At Tier II, students benefit from interventions. These interventions are facilitated by the classroom teacher with support from an MTSS professional.
If teachers suspect deeper issues impacting a student's learning, further observation is conducted and MTSS data is gathered using Fast Bridge, a screener and progress monitoring tool. Based on this data, an individualized plan is developed for the student, and the school initiates a series of meetings with the MTSS Team.
Throughout this process, parents are actively involved, ensuring collaboration and comprehensive support for student success.
Federal guidelines mandate that all efforts be directed towards accommodating students with learning disabilities at Sandtown Middle School. Teachers undergo training to effectively accommodate learners through differentiated instruction and assessment strategies. They incorporate inquiry-based and problem-solving activities within their units to foster engagement among all students. Utilizing technology and collaboration as needed, teachers address diverse learning needs within the classroom environment.
Furthermore, teachers implement the gradual release model of teaching, aiming to empower students to take increasing responsibility for their own education. Additionally, all teachers are proficient in the Approaches to Learning skills and integrate these skills into their unit plans to enhance student development and success.
At Sandtown Middle School, students are encouraged to receive instruction in the least restrictive environments possible. Special education teachers provide support and co-teaching within regular classrooms to ensure students with special needs and language learners stay on track with their learning.
In cases where self-contained classes are deemed beneficial for student outcomes, Sandtown Middle School provides highly qualified teachers and specially designed classrooms.
In self-contained environments, paraprofessionals accompany students to electives, physical education, and fine arts classes. This inclusive approach supports students in thriving within the school environment.
Parents and qualified coordinators play active roles in monitoring school activities and tracking student progress, ensuring comprehensive support and oversight.
All teachers at Sandtown Middle School have access to MYP special needs materials through the Programme Resource Center on IBO.org. Each year, appropriate curriculum and assessment strategies are reviewed comprehensively for students with disabilities and English learners. These reviews involve participation from classroom teachers, special education teachers, parents, and administrators.
Individual Education Plans (IEPs) are developed and implemented for students requiring specialized support. Students with significant cognitive or physical disabilities receive particular consideration for grade promotion to ensure fair assessment of their progress.
Teachers and coordinators receive each student's accommodations, which are documented and signed off to ensure clarity and adherence to these accommodations throughout their educational experience. This approach supports effective teaching and learning environments tailored to meet diverse student needs.
IB Coordinators at Sandtown Middle School collaborate routinely with Special Education Department Chairs and Instructional Support Teachers (IST) to ensure that all students requiring accommodations receive them both in their IB classes and during IB exams. When students register for exams or personal projects, the IB Coordinator facilitates the process of requesting accommodations from the International Baccalaureate Organization (IBO).
Accommodations requested may include extended testing time, small-group testing, larger font on paper exams, and the use of a scribe during exams, among others. The IBO reviews these requests and determines their approval based on individual student needs and the guidelines set forth.
This collaborative effort ensures that students with diverse learning needs are supported appropriately throughout their IB education, promoting equity and accessibility in assessment and learning experiences.
References
International Baccalaureate Organization. MYP: From Principles into Practice. Cardiff: International Baccalaureate Organization.
International Baccalaureate Organization. Programme Standards and Practices.
Cardiff: International Baccalaureate Organization, January 2014.
North Atlanta High School. Inclusion Policy. 2022.
Sutton Middle School. Inclusion Policy. 2022.
Westlake High School. Inclusion Policy. 2024