Highland Park Elementary

Highland Park Inclusion Policy

Highland Park Elementary takes pride in our diverse school community. Our students have many different interests, abilities, backgrounds, beliefs, and cultures. We work to provide learning opportunities for all students to gain the skills, knowledge, responsibility, and independence they need to become KIND (Kinetic, Inquiring, Nurturing, Diverse), responsible citizens who will be lifelong learners in our globally diverse and changing world. 

Our team meets students’ needs by working together, using research-based strategies while addressing all areas of special education eligibility according to special education law and serving students in the least restrictive environment. We provide services in general education classrooms and specialized classrooms with team members at both the school and district levels. In addition to special education teachers and general classroom teachers, our team includes school administrators, social workers, Title 1 teachers, paraprofessionals, occupational and physical therapists, speech and language pathologists, school psychologists, and behavior specialists. 

Support System

Highland Park uses the Whole Child Multi-Tiered Support System (MTSS) to identify struggling students and create interventions that focus on not only academics, but also behavior, social and emotional needs, and absenteeism. Within the Whole Child Support System, team members address the “whole child” by providing the following:

• Universal screening for all students early in each school year
• Increased levels of support for those who are struggling
• Integrated plans that address students’ academic, behavioral, social, and emotional needs
• A schoolwide approach to student support, with many team members assessing progress and adapting interventions
• Family communication so parents and caregivers can understand interventions and give additional support at home
• Frequent monitoring of students’ progress to determine if interventions should be adapted
• The use of evidence-based strategies at every tier of support

At Highland Park, our leveled system of instruction includes the following: 

Core Instruction

• PLC Teams (Professional Learning Community/Grade-level team) implement ELs (Essential Learnings) identified on the district curriculum map for  English Language Arts and Math.
• PLC Teams develop, implement and assess student proficiency on Common Assessments for Essential Learnings.
• PLC Teams identify students who show proficiency on a given skill,  plan a new instructional approach to be delivered in Panda  Group (Tier 2) time, implement a plan, and reasses students.  PLC Teams also identify students who show proficiency on a given skill, then plan  enrichment and extension for Panda Group (Tier 2) time.

Tier 2 Supplemental Instruction

• Panda Groups
  • In addition to Core instruction time, Panda groups remediate or  extend ELs for 20-30 minutes each day. Panda groups are  taught by general education teachers, Title I teachers, Title I paraprofessionals, special education teachers, special education paraprofessionals and preventionists.
• PLC Teams develop and implement common assessments to re-assess student  proficiency after Panda group support has been implemented. 
• PLC Teams identify students who did not show proficiency of the given skill on reassessment and determine if a referral for planning support and/or additional diagnostic is needed (MTSS). 
• MTSS (Multi-tiered System of Supports) Team consisting of school principals, psychologist, Instructional Coach, PBIS team members, Special  Education Teacher, and referring General Education Teacher  uses creative problem solving to develop a Tier 2 Plan of  individual support.
• MTSS Team identifies students who have not responded to Tier 2  support plans and refers student for testing to determine  eligibility for special education services

Tier 3 Intervention

•  Title I Reading Plan and/or Special  Education services
  • In addition to Core instruction and Tier 2 supplemental  instruction , special education and Title I staff implement Tier 3 interventions.
  • Reading Intervention Plans are developed for students who are significantly below grade level in Reading. Our instructional coach, Title  I staff, the school psychologist, special education staff and the general education teacher create, implement and monitor these plans. 
  • Students who qualify for special education services have IEPs  developed, implemented, and monitored by special education  teachers and general education teachers.

Legal Obligations

As listed in our Student Orientation Guide, The American with Disabilities Act (A.D.A.) and Section 504 of the Rehabilitation Act prohibit discrimination against persons with a disability in any program receiving federal financial assistance. This protection applies not just to students but all individuals who have access to MCCSC’s programs and facilities.

The law defines person with a disability as anyone who:

1. Has a mental or physical impairment that substantially limits one or more major life activities
2. Has a record of such an impairment
3. Is regarded as having such an impairment

MCCSC has specific responsibilities under this law, which include identifying, reviewing, and if the child is determined to be eligible, affording access to appropriate educational accommodations.

In compliance with state and federal law, MCCSC will provide to each protected student with a disability without discrimination or cost to the student or family, those related aids, services or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student’s abilities.

In order to qualify as a protected student with a disability, the student must be of school age with a physical or mental disability, which substantially limits or prohibits participation in or access to an aspect of the school program.

These services and protections for “protected students with disabilities” are distinct from those applicable to eligible students enrolled (or seeking enrollment) in special education programs. See school board policy 2260.01 for additional details and procedures. For further information on the evaluation procedures and provision of services to protected students with disabilities, contact your school Principal.

Students are entitled to a free appropriate public education in the “least restrictive environment”. MCCSC provides a variety of special education programs for students identified as having a disability as defined by the Individuals with Disabilities Education Act (IDEA).

A student can access special education services only through the proper evaluation and placement procedure. Familial involvement in this procedure is required. More importantly, MCCSC encourages the caregivers to be active participants. To inquire about the procedure please contact your school Principal.

Students with disabilities or a medical diagnosis who do not qualify for special education may be served within the regular education program with a Section 504 accommodation plan developed through an interactive dialogue between Highland Park Elementary, the student, and the student’s caregivers. Families who believe their child may have a disability that interferes substantially with the student’s ability to function properly in school should contact the building assistant principal.

Confidential Information Procedures:

The Family Educational Rights and Privacy Act of 1974 (FERPA), as well as other state and federal laws, protect the confidentiality of a student’s education records. Our school and staff keep personally identifiable information confidential concerning all children during the collection, storage, and destruction of information.