Access and Inclusion Policy
Students may enter the MYP during any grade level and are considered automatic participants by proxy of enrollment at Warren T. Eich Middle School during any year of the Middle Years Programme.
Warren T. Eich Middle School recognizes that all students are individuals with unique personal and educational needs. It is our goal to meet the educational requirements for all students. The purpose of this document is to show best practices for addressing our student’s needs through inclusion and differentiated instruction in order to allow all students access to the Middle Years Program (MYP) curriculum. Our intention is to re-evaluate our student population, students’ needs, available services, philosophy, and procedures regularly.
This document is informed by the International Baccalaureate (IB) Access and Inclusion Policy. “This policy is intended to cover the entire range of diversity of IB students. It addresses provisions of support where required due to issues and challenges. These may be related (but not restricted) to difficulties due to barriers of language, ability, emotional and mental wellness, economic deprivation, gender and sexual identity, ethnicity, medical issues, impairments and/or other long-term challenges.” (IB Access and Inclusion Policy 1.16, September 2022 edition)
We believe that all students:
- can learn.
- have unique learning needs.
- deserve equitable access to MYP curriculum.
- have the right to a positive and safe learning environment.
- learn from a variety of academic experiences.
- will embody the IB Learner Profile.
Expectations
At Warren T. Eich Middle School, all students will have access to the IB programme; therefore the school community will work collaboratively to ensure student access is integrated across all educational settings.
Faculty (including teachers, counselors, media specialists, aides, case managers, and support personnel)
- Will utilize a variety of formative assessments to determine individual student needs and abilities
- to tailor subsequent instruction
- Will develop learning environments, experiences, and assessments that are differentiated to
- target the range of student needs to ensure access to the IB program
- Will know the individual need(s) of their students
- Will utilize appropriate tools and resources to best serve the unique needs of the students
- Will collaborate with a student’s support team
- Will respect student privacy and maintain discretion
- Will communicate with parents and students in a variety of methods
- Will evaluate student progress and needs in an ongoing manner
- Will be educated in IB philosophies and policies
MYP Coordinator
- Will ensure that all school and IB policies are applied fairly and consistently
- Will ensure that teachers, students and parents and legal guardians have access to the school’s access and inclusion policy and the programme-relevant IB regulations
- Will ensure faculty is educated in IB philosophies and policies
- Students
- Will engage in learning experiences and the MYP curriculum
- Will advocate for their learning needs
- Will promote and maintain a positive and safe learning environment.
- Will demonstrate their learning in a variety of methods
- Will embody the IB Learner Profile
Administration
- Will support Access and Inclusion Policy
- Will ensure that all faculty, students, and parents/guardians understand definitions and responsibilities in the Access and Inclusion Policy
- Will ensure the Access and Inclusion Policy is applied consistently throughout the school
- Will confirm students’ educational rights
- Will provide faculty development and guidance on inclusion and equity practices
- Will collaborate with a student’s support team
Parent/Guardian
- Will communicate to the school the unique needs of their students to the best of their abilities
- Will provide accurate and current documentation as related to their student’s needs
- Will be actively engaged in and supportive of their student’s learning
- Will take proactive measures necessary to contact appropriate staff members to voice concerns, clarify programming, and ensure best practices
Student Supports
Students will be supported to ensure the most effective use of learning opportunities. Differentiation provides an avenue for effective teaching and learning so that all students are included and can be successful. A student’s support team will evaluate individual student needs to determine the best pathway to access and engage in the IB program. Options at Eich include:
- Response to Intervention (RTI): At Eich, we offer Response to Intervention (RTI) on a twice weekly basis. This is an opportunity during the school day for students to receive targeted support in academic content.
- Resource Specialist Program (RSP): At Eich, this program supports students using a push-in and/or pull-out model utilizing both individual and group settings.
- Special Day Class (SDC): At Eich, this program provides more intensive specialized instruction in core academic areas and in executive functioning skills.
- Functional Skills Class (FSP): At Eich, this program provides a developmentally appropriate curriculum focusing on the areas of communication, functional academics, self-help, independent living, vocational skills, and enrichment/recreation.
- Study Skills: At Eich, a course designed to teach students strategies and techniques to improve their learning abilities.
- Math Intervention: At Eich, this program provides a dedicated class designed to provide extra support and focused instruction to students who are struggling with specific math concepts or skills.
- Honors/Accelerated Classes: At Eich, this program provides an accelerated curriculum in English Language Arts and Math.
- English Language Development Classes (ELD): ELD is a content class focused on California English Language Development Standards. ELD is focused on supporting students in acquiring the language that is needed to be successful in all academic areas.
- Heritage Language Classes: A Spanish Heritage class is offered to students who have strong oral proficiency in Spanish. The class provides the opportunity to strengthen Spanish literacy skills while exploring topics of cultural identity.
Revision Timeline
Review of the Access and Inclusion Policy
The plan will be reviewed every two years.
- Original Policy Created 2/25/15 by: Brandon Beadle, Lisa Shrider, Teresa Tabb, Carol Baker-Turner, Dave Stephens, Rachel Henderson, Erin Teske, Cory Maday, and Diane Turner
- Revised 4/17/17 by: Brandon Beadle, Lisa Shrider, Teresa Tabb, Kevin Dewey, Denise Wright, Mary Catherine Klein, and Jennifer Turner
- Revised 3/2/20 by: Principal (Darren Brown), MTSS coordinator (Denise Wright), Special Ed Dept. Chair (Teresa Tabb), Adriana Perales (SDC), RSP Teachers (Lauren Corral, Carolyn Trexler), Arts & PE Teachers, Instruction Aide (Katherine Shallcross), PE Dept. Chair (Cory Maday), Arts Dept. Chair (Michael Larsen)
- Revised 12/6/21 by: Special Ed Dept. Chair (Teresa Tabb), RSP Teachers (Lauren Corral)
- Revised 2/26/25 by: Special Ed Dept. Chair (Mary-Catherine Klein), Connie Knapp (FSP), Lisa Little Villela (SDC), RSP Teacher (Lauren Corral), PE Dept. Chair (Jeanne Buljan), Arts Dept. Chair (Jennifer Aldridge), MYP Coordinator (Michael Larsen)