Special Education

ACADEMIC SUPPORT & ENRICHMENT

Summary:

The International Baccalaureate Primary Years Program (P.Y.P.) & Middle Years Program (M.Y.P.), recognizes that students come from a variety of cultures and backgrounds, and have a range of cognitive and functional abilities.

To meet the special education needs of our students, Corrales International School utilizes inclusive teaching techniques, meaning that 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 that allow all students, (including students with special needs, gifted & talented), to meet the rigorous standards of the I.B., (International Baccalaureate), programs. Teachers provide students with opportunities to achieve goals through carefully constructed differentiated teaching strategies as outlined in the I.B. Unit Planners. Differentiated teaching maximizes students’ potential, as well as create pathways for students to demonstrate their learning in different ways.

CORRALES INTERNATIONAL SCHOOL

SPECIAL EDUCATION INCLUSION

Center for Achievement Support and Enrichment, (C.A.S.E.)

Corrales International Center for Achievement Support and Enrichment, (C.A.S.E.), has a commitment to providing special education services, in the least restrictive environment, for all students with special needs, including gifted. Students are largely served in their general education classroom, with educational supports, and pull-outs based on individualized need.

The I.B. program is more than its educational programs and certificates. At our heart we are motivated by a mission to create a better world through education and global awareness. I.B. aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous standards. These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

P.Y.P. and M.Y.P.

Special Needs Inclusion Policy for Students with Diverse Needs

Steering Committee Membership

  • Head of School
  • I.B. P.Y.P. Coordinator
  • I.B. M.Y.P. Coordinator
  • Language & Literature Teachers
  • Special Education
  • Reading Interventionist
  • Dual Enrollment Specialists
  • Health and Wellness

MISSION:

The mission of the K-12 Corrales International School, (C.I.S.), Special Education program is to promote student achievement, based on specifically identified individual needs, improve the quality of life of individuals with disabilities and their families by developing and disseminating essential skills, knowledge, and values through research, rigorous teaching, and service, in preparation for success in the path’s students choose to pursue. C.I.S. supports high standards for all students with educational disabilities.

Special education, (SPED), at Corrales International School, (C.I.S.), has a diverse population in level and need. The International Baccalaureate Primary Years Program (I.B., P.Y.P.) and Middle Years Program, (M.Y.P.) recognizes that students are diverse in their academic and behavioral backgrounds, cultures, and needs. There is a combination of students who are identified in one or more of the following areas, attending C.I.S., at any given time.

PROGRAM OUTLINE:

Corrales International School, (C.I.S.), implements the P.Y.P. and M.Y.P. programs utilizing inclusive teaching techniques throughout the program. Inclusion at C.I.S. is defined as students being served in the general education setting, as much as possible, following Federal Guidelines for students with disabilities and/or students identified as Gifted, including L.R.E., (Least Restrictive Environment), F.A.PE., (Free and Appropriate Public Education), appropriate eligibility criteria under I.D.E.A., (Individuals with Disabilities Act) and appropriate eligibility criteria under Section 504, (Rehabilitation Act of 1973). Implementing appropriate program (s) is a responsibility shared by classroom teachers, electives teachers, special education specialists, related service providers, administrators, and parents. Integration of differentiated curriculum and direct instruction across classroom settings is an important component to balancing ability levels with grade-level skill expectations.

General Education Teachers, in collaboration with Special Education Teachers and support paraprofessionals, design learning experiences that allow all students, including those with diverse needs, to meet the rigorous standards of C.I.S. and the I.B. Program. Teachers provide students with opportunities, and support to achieve goals by implementing carefully constructed differentiated teaching strategies, following IEP, (Individualized Education Plan), goals and objectives based on New Mexico State standards, and outlined in the I.B. Unit Planners. Differentiated teaching, along with support, attempts to maximize students’ potential, allowing students to demonstrate their learning in different ways. Successful programming balances strong academic rigor with social awareness and emotional support. Corrales International School nurtures a school culture of inquiry, independence, and achievement.  The program serves to support students with inquiry-based learning opportunities to foster academic excellence and community mindedness regardless of educational level.

I.D.E.A.

The Individuals with Disabilities Act (I.D.E.A.) is a federal law enacted in 1975 and

reauthorized in 1997 and again in 2004. It is designed to protect the rights of students with disabilities and exceptionalities, by ensuring that students identified receive F.A.P.E., (Free, Appropriate Public Education), and L.R.E, (Least Restrictive Environment), regardless of ability. Furthermore, I.D.E.A. strives not only to grant equal access to students with

disabilities and exceptionalities, but also provided additional special education services/supports and procedural safeguards.

Special education services and supports 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, specialized services such as physical, occupational, social work and speech therapy. These services are provided in accordance with an Individualized Education Plan (I.E.P.), which is specifically tailored to the unique needs of each student identified.

I.D.E.A. also grants increased parental participation and protection for students with disabilities. Corrales International School’s support staff assists students and faculty, with professional development opportunities, support in and out of the classroom setting, and resources directly related to the needs of each student, as applicable. Support staff includes one full-time special education Lead Teacher/Director, one full-time special education teacher for gifted & talented students, and two full-time special education assistants. CIS contracts with related service providers such as a speech and language pathologist, Occupational therapist, Social Worker, etc. for Special Education, Educational Diagnostician, School psychologist, New Mexico School for the Visually Blind or Impaired, and other outside agencies, as applicable, each school year. All pertinent evaluations, following the RTI, (Response to Intervention), process and procedures, identifying students with disabilities and / or exceptionalities are completed by licensed professionals. Licensed professionals interpret and communicate evaluation results to parents / guardians, CIS special education support staff and general education teachers. The faculty and staff are committed to working with students eligible under IDEA or Section 504. Support services are provided through a combination of in class and / or pull out support, (in-person learning or virtual using co-teaching, small group and / or 1:1 support), by special education teachers and support staff, and related service professionals, in collaboration with general education teachers, implementing research-based instructional and behavioral strategies and techniques to meet student’s needs. In accordance with IEP’s and Section 504 plans, students with disabilities and / or exceptionalities will be provided support as outlined by their goals, accommodations and / or modifications, for District and State formative and summative assessments, in accordance with State and Federal guidelines. A mentorship program, (Leaders in Training), is implemented for special educational students and general educational students, further supporting inclusion, as students participate with their non-disabled, non-enriched peers). Although the CIS and I.B. program is rigorous, it does not preclude the admittance of students with disabilities or exceptionalities in accordance with Federal I.D.E.A., Rehabilitation Act of 1973, A.D.A., Federal and State guidelines.

Procedures:

Policies, procedures, continuous learning plan, (including in-person learning, hybrid learning, distance learning and/or remote learning), audits and student files include extensive documentation of consistent compliance, meeting the needs of students with disabilities and exceptionalities. C.I.S.’s Special Education Director supervises and facilitates all aspects of the Special Education program in collaboration with administration, (Head of School), and utilizes a team of licensed support staff. I.E.P.’s, and Section 504 plans are updated annually or sooner if needed. Progress reporting is updated each trimester, (P.Y.P) or quarterly, (M.Y.P) and reevaluations are conducted, by qualified individuals, every three years following Federal and State guidelines. In the event of a student transfer, parents may request an I.E.P. meeting with both schools, allowing applicable persons to be present. Information regarding progress and performance, of all special education students, are secured in each student’s confidential red file folders. Special Education records are only released to other educational institutions upon receiving a formal request, and as applicable to a student who have officially withdrawn or transferred from C.I.S. C.I.S. may formally request Special Education records from other educational institutions, as applicable, for a student enrolled at C.I.S. Access to these files are strictly on a “need to know” basis, as applicable to each student.

Response to Intervention

Response to Intervention (R.T.I.) is a process that provides intervention and educational

support to all students, including students with disabilities and/or exceptionalities, at increasing levels of intensity based on individual need. The goal is to prevent problems and intervene early for the success of all student (s) enrolled in Corrales International School. Improvement for delivery of services to students with disabilities and/or exceptionalities is an ongoing and changing process. Professional development opportunities are offered and attended by school personnel and support staff, highlighting, and integrating research-based strategies and techniques with solid and soft data to create innovative and appropriate differentiated instruction to meet the needs of all students, including students with disabilities and / or gifted students, in and out of the general education setting. Meetings, as appropriate, provide a team approach, implementing research based professional development, individualized interventions through the Student Assistant Team (S.A.T.), or I.E.P. team, Individualized education plans, multi-sensory, modality and global approaches, with special education support, to achieve academic success, and personal growth for each student. Each are implemented following State and Federal Guidelines.

CIS GIFTED AND TALENTED PROGRAMMING OVERVIEW

CIS Gifted and Talented Programming

MISSION

The purpose of gifted education at Corrales International School is to provide an educational experience that maximizes student achievement while nurturing global awareness and community leadership.

PHILOSOPHY

Corrales International believes that gifted and talented students have unique academic and social needs. Corrales International School supports a philosophy that emphasizes the need for a challenging learning environment that focuses on high achievement for every gifted and talented student. Programming for gifted and talented students must be responsive to individual needs and must recognize the multiple talents, challenges, and cultural diversity of the district’s population.

Corrales International School supports research-based strategies that provide opportunities for optimal learning to ensure that gifted and talented students will perform at levels commensurate with their abilities. Gifted and talented students should be provided dynamic, challenging educational programming at every level throughout their school career.

DISTRICT BELIEF STATEMENTS

Corrales International School recognizes a set of core beliefs regarding gifted and talented students and their education; established as part of the Gifted Education requirements under New Mexico Special Education Law.

Students may be gifted and talented in one area or in multiple areas and while all students have academic strengths, not all students are gifted.  Gifted and talented students appear in all populations regardless of language proficiency or cultural background. 

Gifted and talented students should learn in an environment where their gifts and abilities are acknowledged, valued, and nurtured.  Gifted students should be praised for who they are rather than for what they can do.  Corrales International School values the whole child and gifted services should reflect the complex nature of the gifted individual.  Successful programming balances strong academic rigor with social awareness and emotional support.

Gifted and talented students require adequate support, including direct instruction, to maximize their academic potential. Ownership of their own learning is essential for gifted students to share responsibility in their academic outcomes and invest in a productive future.

Gifted and talented students need opportunities for choice throughout their school career, in the form of assignment outcomes or study topics.  Independent study should be student driven but guided closely by teacher support.

Providing appropriate programming for gifted and talented students is a responsibility shared by classroom teachers, electives teachers, gifted specialists, administrators, and parents.  Integration of differentiated curriculum and direct instruction across classroom settings is an important component to balancing advanced abilities with grade-level skill expectations.

PROGRAM OUTLINE

Integrated, differentiated curriculum, for gifted students, will be generated cooperatively by the gifted specialist, program director and general education team.  Services will be provided in both inclusive and separate settings, dependent on content and student need. 

Corrales International School nurtures a school culture of inquiry, independence, and achievement.  The gifted program serves to support students with inquiry-based learning opportunities to foster academic excellence and community mindedness.

UPDATES & NEWS

GIFTED RESOURCES

National Association for Gifted Children

https://www.nagc.org/resources-publications/resources