Inclusion Policy

Special Needs includes a spectrum of diverse abilities.

The International Baccalaureate Primary Years Program (I.B. PYP) and Middle Years Program (I.B. MYP) recognizes that students come from a variety of cultures, backgrounds, and have a range of academic, physical and other needs.

To meet a students special educational needs, Corrales International School utilizes inclusive teaching techniques, meaning students are served in the least restrictive environment (L.R.E.) and are included in the general education setting, as much as possible. Teachers design learning experiences for students, (including students with special needs), to meet the rigorous standards of the I.B. Program. Goals are achieved through multi-modal instruction and differentiated teaching strategies. Differentiated teaching attempts to maximize students’ potential, as well as create pathways for students to demonstrate their learning in different ways.


The Individuals with Disabilities Act (I.D.E.A.) is a federal law enacted in 1975 and reauthorized in 1997. It is designed to protect the rights of students with disabilities, by ensuring that every child receives a free, appropriate, public education regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities but also to provide additional special education services and procedural safeguards. Special education services are individualized to meet the unique needs of students with disabilities and/or exceptionalities. Special education may include individual or small group instruction, curriculum or teaching modifications, and specialized services such as physical, occupational, and speech therapy. These services are provided in accordance with an Individualized Education Plan (IEP), which is specifically tailored to individual students. IDEA also grants increased parental participation and protection for students. Corrales International School assists students with additional professional support from the PYP and MYP faculty. Currently, on staff, CIS employs one full-time Special Education Teacher/Director, one full-time Special Education Teacher (Gifted), and two full-time Educational Assistants. Contracted services include a licensed Speech and Language Pathologist, Occupational therapist, Social Worker, Educational Diagnostician, and School Psychologist.


Our Mission- ALL Students Ready for Success: College, Career, Life, Secure in their Identity and Healthy
This is accomplished by:

  • aligning all interventions to Common Core State Standards (CCSS) and student data;
  • being proactive and flexible about addressing student needs; and
  • working with a variety of community, family, and health/wellness professionals to provide coordinated supports that address a student’s holistic success.

What is MLSS?

  • MLSS is a holistic intervention framework that guides educators, those closest to the student, to intervene quickly when students need additional supports. The MLSS framework reflects the supports that the classroom teacher, school, family, health and wellness staff offer toward readying students to experience academic and behavioral success in school resulting in students being ready for success.


  • The new MLSS model will provide support to ALL students including students who are migrant, homeless, and in foster care. MLSS will allow teachers and health and wellness staff to intervene quickly when students are struggling academically or behaviorally by providing immediate support to those students in an educational crisis.
  • MLSS moves away from the “wait to fail” model. This empowers teachers to use their professional judgement and make data-informed decisions regarding the students in their classrooms.
  • Decisions regarding layered interventions are made by the classroom teachers and support personnel closest to the students. The unnecessary burden of additional paperwork, forms and meetings in order to make decisions regarding layered interventions are lessened considerably.