•  Hector P. Garcia Middle School Special Educational Needs/Inclusive Education Policy

    Hector P. Garcia Middle School is an authorized International Baccalaureate MYP World School.

    For further information about the IB and its programmes visit .

     

    School Mission and Vision Statement

    Our vision: Transform Hector P. Garcia into an exemplary campus where all scholars will have the opportunity to reach their full academic, emotional, and social potential through intercultural understanding and respect.

    Our mission: Leading transformation as a model of excellence through action-oriented service and college and career-read

    y expectations.

     

    Philosophy & Commitment 

    Hector P. Garcia Middle School is a neighborhood school in Dallas ISD. Students are eligible to attend Garcia MS based on their attendance zone, or they can submit a transfer application through the Â鶹ÇøPublic School Choice portal. Due to the number of available seats, the priority for student enrollment will first be students that are zoned for the campus. All students that are enrolled on our campus participate in the Middle Years Programme. 

     

    At Hector P Garcia, we believe that all students should have the opportunity to reach their academic potential but we also recognize and appreciate that no two students are the same. Every student is, in fact, an individual with unique personal and educational needs. While we encourage all students to embody the IB Learner Profile and to strive for academic success, we understand that this is no simple task. For many students, simultaneously trying to overcome other obstacles in their lives and/or in the classroom can be daunting. This policy aims to outline the best practices for addressing our students with special needs in an effort to allow ALL students access to the MYP curriculum. As our students and schools continually evolve, so will this document. To stay current, our intention is to reevaluate our special needs population, available services, philosophy, and procedures on an annual basis.

     

    School administrators, faculty, staff, specialists, parents and students collaborate to ensure a well-balanced, holistic teaching and learning approach is available to all students in order to help them achieve their true potential as lifelong learners and productive citizens of our global community.  Garcia students with special needs are provided with inclusion opportunities in the general education program to the greatest extent possible. Our instructional practices support all students, regardless of ability, and guarantee they will be offered learning opportunities that respect their capabilities and encourage their engagement and personal interests. 

     

    Â鶹ÇøSpecial Education/504 Program seeks 

    Garcia Middle School will abide by the following laws which guide the identification and the delivery of special education services.  Individuals with Disabilities Act (IDEA), Section 504 of the Rehabilitation Act of 1973, Family Education Rights and Privacy Act (FERPA), and the Americans with Disabilities Act (ADA). Through the Individuals with Disabilities Act (IDEA), students are entitled to a free and appropriate education at public expense (FAPE).  The federal law not only grants all students equal access to education, it also provides procedural safeguards and rights of students and parents. Parents are entitled to request an evaluation for special education, or a meeting to review eligibility for Section 504 services at any time.

     

    Our instructional program, support services, and physical facilities so that they are readily accessible to all individuals with disabilities. Garcia Middle School does not discriminate on the basis of race, color, national origin, sex, gender identity, or disability.  Garcia Middle School will not deny services to students with disabilities due to lack of funds.  Special education services are specially designed to meet the unique needs of students with disabilities. These services are provided in a special education or general education setting with modifications, accommodations, special education support, supplementary aids, and other special arrangements. Every student who receives special education services has an Admission, Review and Dismissal (ARD) committee that meets at least once a year to review the effectiveness of student placement as well as student’s academic progress and/or behavior plan. The student and the parent or guardian are encouraged to attend the annual ARD meetings to help determine the most effective strategies for achieving agreed goals. Many students receive assessment modifications, as required by their IEP, on state-standardized tests such as the STAAR test. 

     

    Garcia Middle School offers a full spectrum of services to students with special needs.  Examples of these special needs include, but are not limited to:

    • specific learning disabilities (basic reading, reading fluency, reading comprehension, written expression, listening comprehension, math calculation, and math problem solving, etc.)

    • language and communication disorders emotional and behavioral difficulties 

    • physical difficulties affecting mobility

    • sensory impairments (such as visual or hearing difficulties)

    • medical/health conditions (such as asthma, epilepsy and diabetes)

    • mental health conditions (such as attention deficit hyperactivity disorder, eating disorders and anxiety)

     

    When appropriate, students receiving special education services: 

    • Remain in the general education program with special education support, supplementary aids, or other special arrangements;

    • Are educated to the maximum extent appropriate with students who are not receiving special 

    education services; 

    • Are provided opportunities to participate in school activities on the same basis as students who 

    are not receiving special education services; and 

    • Are offered an opportunity for interaction on a regular basis with students who are not receiving special education services.




    Texas Law:  Categories of Special Education Disabilities 

    The following disabilities are recognized and defined by the state of Texas and serviced by Garcia Middle School.   A student is at least 3 years old but no more than 21 years of age may be eligible for special education services.  Garcia Middle School will evaluate students and if a student is found to have a disability in one of the following areas, and has an academic need, they may be found to be eligible for special education: 

    1. Intellectual Disability

    2. Hearing Impairment

    3. Visual Impairment

    4. Speech or Language Impairment

    5. Emotional Disturbance

    6. Specific Learning Disability 

    7. Autism

    8. Developmental delay

    9. Multiple Disabilities 

     

    Section 504

    Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of their non-disabled peers. 

     

    A concern about a student is presented by a parent or teacher and a report may be filed with the Response to Interventions (RtI) Coordinator.  The concern may address behavioral, medical, physical, or emotional well©\being that is limiting the student’s ability to function at school. Any medical, attendance and observational information are also included in the report.  If referred for a 504, a parent/guardian must sign a Parent/Guardian Consent for Initial Section 504 Evaluation and are given a copy of the Parent/Guardian-Student Rights & Procedural Safeguards before any evaluation may be initiated.  During this time, information is collected using various documented sources from all stakeholders, including formal academic testing, which becomes the basis on which the student’s eligibility is determined. When all information is collected, the Eligibility Determination meeting is scheduled and a notice is sent by 504 personnel to the parents. 

     

    If the student meets eligibility under 504, a collaborative meeting of the 504 personnel will take place and a determination about whether an accommodation plan is needed will be made.  If supports are needed, an accommodation plan is created. At that time, it will also be determined if instructional placement in a dyslexia program is necessary. If support is not needed, the team will not create a plan; however, the student continues to receive protection under 504 and will receive continual periodic reviews and monitoring. If a student is deemed not eligible, the meeting is complete.  

     

    If an accommodation plan is deemed to be needed, the plan is written to address the areas where the student has a substantial limitation with reasonable and appropriate accommodations. Plans are developed for what a student needs and to provide accessibility at the same level as non-disabled peers. Accommodations should not give students an undue advantage.  All of the student’s teachers are notified of a student’s accommodations under 504. Professional development of all staff members will take place.  Progress monitoring of accommodations will take place throughout the school year and will be documented every grading period.  All confidential testing protocols and accommodation plans are kept confidential according to the laws and regulations associated with the Family Education Rights and Privacy Act (FERPA).

     

    Progress monitoring data is collected every nine weeks for all students who have a 504 plan.   Evaluation data is updated every three years.  If the student needs a change, the plan must be revised to reflect the current needs of the student. School staff or the student’s parent/guardian may request a meeting at any time.  

     

    Inclusive Education Support Team

    Students who receive special education services have access to a robust team of adults who operate from a student-centered mindset.  This team includes:

    • IB Coordinator, Christy Bass

    • Special Education Campus Coordinator/Department Chair, Sonia Francis

     

    Inclusive Education Support Services in the MYP

    Our MYP open enrollment model works because we provide systematic, structured support/scaffolding to meet the demands of an academic program that is driven by the high standards of the IB Diploma Program. Examples of support structures include:

    • Inclusion Support in MYP classes: A certified Special Education teacher or a qualified Special Education Paraprofessional is assigned to support students who receive special education services in the MYP classroom.  

    • Resource English and Math: Garcia provides instruction for Math and English in a resource setting to students who qualify per their IEP.   Students who receive instruction in the Resource setting require direct, specialized content area instruction that is able to be provided in a special education setting.  

    • Access to Tutorials:  At Garcia Middle School, we have a very strong culture of excellence which includes ongoing support through tutoring. Our teachers are available at least two days per week before, during, and after school.  

    • Access to Technology:  Students who require assistive technology per their IEP will be provided a school-owned device to use on a daily basis along with district-provided 1:1 technology

    • Support from Specialists:  Garcia contracts with various related service providers such as Counseling Services, Speech Pathologists, Occupational Therapists 

    • Behavior Support:   Support provided in the classroom and throughout the school day.  Additional support is provided through the use of the Reset center in order to grow students rather than simply discipline them.

    • Homebound Services:  Homebound instruction is a temporary service for students whose physical or psychological needs prevent normal school attendance.  

    • Response to Intervention: Response to Intervention (RtI) is a process that provides tiered intervention/educational support to students at increasing levels of intensity based on their individual needs.  This is documented through DallasISD’s MTSS system.

    • Differentiation: All teachers differentiate their lessons to meet student’s academic needs.

     

    English Language Learners

    Upon enrollment, students identified as English as a Second Language (ESL) students are assessed for placement in appropriate language support as outlined in the Hector P. Garcia Language Policy. ESL student needs are served through collaboration with the regular classroom teacher and the ESL teacher based on specific student needs.  Students who are designated as newcomers by the district through the administration of the Las Links assessment receive further support in ESL classes taught by our campus ESL specialist.  Students receive the Telpas test each year to determine services needed and levels of proficiency in both written and spoken language.  This allows the campus community to fully address the needs of our English Language Learners.  

     

    Gifted and Talented students

    Once identified in the Hector P. Garcia MYP, Gifted and Talented (G/T) program students are placed in the most challenging environment available to them. The G/T students are placed in honors level courses and high school credit courses by the time they reach 7th and 8th grade. The G/T program aims to implement, maintain, and support a variety of instructional strategies that address the four core academic areas: reading/language arts, math, science, and social studies. Students in the G/T program demonstrate self-directed learning, thinking, research, and communication skills. A potential G/T student can be nominated by a teacher, counselor, administrator, parent, community member, peer, or the student can self-nominate. 

     

    Test scores for the State of Texas Assessments of Academic Readiness (STAAR) and MAP are two tools used to assess the students. Students are then screened and selected by the G/T Selection Committee.  Each campus has a ‘Selection Committee’ chaired by a G/T teacher. The committees consist of at least four professional educators who received training in the nature and needs of G/T students.  After the student is reviewed and selected by the committee, the student will receive services through enrollment into more advanced honors courses that will assist in meeting their needs and accelerating their level of learning.

     

    To keep abreast of current approaches to GT education, Teachers who teach Honors courses must be certified in Gifted and Talented mandated state training in addition to annual G/T update courses.

     

    Professional Development

    Using district-provided IB funding, Garcia is committed to the ongoing pursuit of excellence for all stakeholders.  Therefore all staff will participate in professional development each year including but not limited to the IB MYP programme training. 

     

    At the campus level, Garcia Middle School has offered the following professional development for our faculty and support staff:  IEP Development, Progress Monitoring, Behavior Intervention, Differentiation, Accommodations and Modifications, Understanding IEPs, the IB programme, and Curriculum and Instruction.

     

    Garcia strives to foster collaboration between the general education teacher and special education staff in order to provide tools, strategies, and support materials for students.  Engaging and implementing various co-teaching styles enable the Special Education team to join general education teachers in their endeavor of delivering dynamic instruction into the IB MYP classroom.

     

    SpEd Team Department Meetings 

    The SpEd team meets regularly to review data collected for progress monitoring, review/update the schedule of services, review the implementation of IEPS, etc.  

     

    Regular meetings will also occur when needed and include other members of the faculty, including the SpEd support teachers, general education teachers, counselors, administrators and any other concerned parties to discuss the needs of struggling students.  During this time, the team shares strategies and solutions to support student success. 

     

    Communication with Parents / Academic Advising in the MYP

    Garcia staff regularly communicate with Garcia parents regarding student progress.  Parents can view grades and attendance in PowerSchool.  In addition, progress reports are given the 4th week of each quarter, and Report Cards at the end of each 9-week period.   

     

    Privacy and Sharing of Student Information

    All information regarding the progress and performance of students with special needs is contained in students’ personal SpEd/504 folders. Access to these files will be on a strictly “need to know” basis. All files are stored securely to maintain confidentiality. To ensure the effective implementation of updated plans, all teachers of record receive documentation through secure software that meets FERPA/HIPAA compliance standards.

     

    The campus follows national, state, and Â鶹Çørequirements for the storage and sharing of information. When a student transitions out of our campus, whether it is moving schools within or out of the district, the campus uses the following procedures:

    • FERPA regulations on student privacy is followed

    • T-Rex: Texas schools can request enrollment information from their previous campus through this online portal. 

    • Student changing classes on the campus: The campus counselors and data controller work with teachers to ensure the proper information is shared. 

     

    Policy Review

    This policy is reviewed and updated on an annual basis. To adjust the policy for the upcoming year based on the previous year.  

     

    Policy Communication

    This policy is shared annually with all school constituents via Staff and Parent Newsletters as well as campus meetings and professional development.  This policy will also be available to staff and parents online.