Makowski ECC #99

Stanley Makowski ECC #99 School (SMS) is an International Baccalaureate World School serving Pre-K through 4th grades. As a public school in Buffalo, New York, we are committed to creating a learning environment where all students feel valued, respected and supported; regardless of their race, culture, sex, gender, or exceptionality. We believe that all learners have unique needs to consider when helping them to meet/exceed their academic and social-emotional potential. By recognizing the diversity of our collective learning community, we support the development of internationally minded people.

Inclusion at SMS consists of educating all students in their least restrictive environment, ensuring that every learner has equitable access to the curriculum and school life. For most students, the least restrictive environment begins in the general education classroom setting where teaching and assessments are adapted to meet the needs of diverse learners. Students may receive differentiated instruction and flexible learning experiences, ensuring each student has the support and resources they need to be successful. Individual support, whether academic, social, emotional, physical, or linguistic, is provided through appropriate interventions, staffing, and enrichment.

At SMS, we build positive learning communities in which a culture of collaboration encourages and supports problem solving for all students. We incorporate flexible grouping and personalized inquiry pathways, to include differentiation in content, process, product, and environment. By integrating a variety of assessment strategies and approaches to learning (ATLS), we support independence, collaboration, and time for students to reflect. This allows students to demonstrate understanding in a variety of ways, supporting culturally responsive teaching and learning. The district strives to provides a continuum of placements where appropriate instruction is available to students with disabilities requiring special education and related services, as well as English Language Learners (ELL) in accordance with federal and state laws.

At SMS, we believe every student can thrive when provided with meaningful learning opportunities that reflect their unique strengths, needs, and interests. Teachers use ongoing assessment and observation to tailor instruction, ensuring that all learners are supported and challenged appropriately. Through collaboration among educators, families, and support staff, students with additional needs are identified and provided with individualized goals and accommodations. By differentiating instruction, assessment, and learning environment, we create equitable access to learning and empower all students to reach their full potential.

SMS’s inclusion practices have several stakeholders for our inclusion policy to be successful. The following personnel are valued as partners in the learning process to design instruction and inclusive learning experiences.

· Board of Education Members

· Administration (Principal, Assistant Principals, and IB Coordinators)

· Teachers- Special Education Teachers, Early Intervention Teachers and General Education Teachers

· School Psychologists

· Guidance Counselors

· Student Support Team Coordinators

· Specials Teachers (Art, Music, P.E. and Language)

· Parent and Guardians

· Students

At Makowski, all students participate in IB learning to showcase their unique strengths, interests, and ways of learning. Students are encouraged to become confident and risk tasking. Inclusion is achieved through collaboration among teachers, support staff, students and families to share insights and engage in goal setting and promote student achievement. Differentiation and flexible teaching practices are embedded in all classrooms through collaborative planning and research-based methods. Communication is open, respectful, and culturally sensitive. Conclusively, at Makowski, we work diligently through specialized services, collaboration, data, and reflection for all students to become successful life-long learners.

SMS is obligated to follow local, state, federal, and international laws regarding students, specifically with students with 504s and IEPs but any student with a variety of needs.

Buffalo Public School District follows New York’s three-tiered Student Achievement Pyramid of Interventions to provide appropriate and effective Response to Intervention services, which incorporates universal screening, targeted interventions, and a team approach to decision-making and the development and implementation of services.

Tiers I and II Interventions are facilitated in the general education environment by grade level and department teams. Tier II interventions are more needs based and implemented in part by the math and reading teachers. Documentation from each tier is utilized to make decisions regarding interventions and movement between tiers.

Tier III Interventions and services are facilitated by the Student Support Team (SST). The SST Chairperson ensures the process is followed, and team decisions are made according to the outcome of data, indicating student progress.

Children start school at a designated chronological age but differ greatly depending on their development and experiences. The Early Intervention Program is designed for students who are at risk of not reaching or maintaining academic grade level performance. This provides intervention services for qualifying students to remediate foundational skills needed for academic success. It provides additional instructional support and resources to help students who are performing below grade level obtain the necessary academic skills.

The Student Support Team process is a state-mandated and school-based intervention process. As outlined in New York’s Student Achievement Pyramid of Interventions, Student Support Team Compliance serves as the basis for facilitation of Tier 3 Response to Intervention services. The purpose of the Student Support Team is to provide targeted interventions, resources, and co-teaching opportunities.

This policy is a living document. It will be consistently reviewed through collaboration with staff, students, and families. Updates will reflect both IB guidance and the evolving needs of our learning community.