INCLUSION AT CAPITAL CITY

Our Beliefs:
1. All teachers are teachers of special needs students. School provides
professional development and support for all teachers in learning to be strong
inclusion teachers.
2. Our inclusion program is built around the needs of the students. We
do not expect students to fit into our model or constraints; we fit the model to
the students we serve.
3. All students have strengths and challenges and benefit from
individualized support. Our program is designed to challenge and support
all students and provide individualized support to everyone. This is part of
the culture of the school and there is not a stigma associated with needing
help.
4. School-wide teaching practices, content, and projects must lend
themselves to differentiation and supporting a wide-range of
learners. Capital City employs the workshop model in most classes and
most projects are open-ended with many entry points. Teachers are trained
and supported in implementing these approaches.
5. Adult collaboration and communication is essential. Teachers are
committed to planning collaboratively and communicating regularly about
students and the school provides structures that support this. Collaborating
with parents is essential and teachers view it as a priority to communicate
regularly and involve parents.
6. Students should be doing grade level work and accessing grade
level content. While we provide remediation when necessary, our program
focuses on providing the accommodations and supports students need to be
successful doing grade level work.
Our Vision:
Engaging Instruction. Learning experiences and content are engaging and
motivating for students. There are real-world connections and authentic
experiences at the core of instruction. All students engage in fieldwork, service
and have the opportunity to learn from experts.

Student As Worker/Teacher As Coach. The workshop model is the primary

structure for instruction. Teacher planning and collaboration is evident in the
scaffolding of activities, differentiation and groupings of students (both
heterogeneous and homogeneous). Teachers use techniques of active pedagogy to
introduce lessons and structure experiences. Students have opportunities to work
together and learn from each other while still having individual accountability for
their work.
Artful Co-Teaching. Teachers use a variety of co-teaching models with limited
use of one teach and one assist. As collaborative planning is essential to strong
co-teaching, teachers always make sure there is a clear plan known by all adults;
there are detailed and complete daily and long-range plans (maps). Inclusion
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teachers model best practices for special needs students. All adults are engaged
during the entire class periodsupporting students and modeling participation.
Individualized Instruction and Support. Every student is supported and
challenged in the classroom. Projects and assignments have multiple entry points
making them easier to differentiate. There are carefully identified learning targets
for remediation matched with IEP goals. Assignments, tests and homework are
modified in advance for students with special needs. There are opportunities for
challenge and extension as well as opportunities for extra support. In addition to
instructional support, students receive support with executive functioning and
organization especially at the beginning and end of the day.
Data-Informed Instruction. Teachers assess students regularly and use data to
inform instruction. Teachers regularly review assessment data together and set
goals for students. Grouping for instruction is fluid and informed by data.
Assessment data is shared with students and students regularly assess their
understanding of learning targets. Students set goals for their own learning based
on the data.

Knowledgeable Instructors. Teachers are committed to their own learning and

improving their expertise in teaching students with special needs and English
Language Learners. Teachers regularly reflect on their own practices and set goals
for improvement. Teachers are knowledgeable about different instructional
strategies and regularly try new modes of instruction. Teachers are knowledgeable
about a full range of accommodations that they offer students and seek to expand
their repertoire. Teachers have expertise about the developmental needs of the
students they teach and use that knowledge to guide planning and structures.
Teachers regularly observe one another. The school is committed to providing the
resources and time for high quality professional development.
Literacy and Numeracy Across the Curriculum. Students have authentic
opportunities to read, write and problem-solve in all subjects and literacy and
numeracy skills are explicitly taught across the curriculum and reinforced by all
teachers. Teachers of all disciplines are knowledgeable about strategies and
practices for teaching reading, writing and problem-solving. There is a consistent
school-wide approach for teaching literacy and numeracy, and assessing student
work. Teachers are knowledgeable about the accommodations and supports
needed by individual students and supports generally needed by ELLs. There is
specific attention to teaching vocabulary.
High Expectations. Adults set high expectations for all students. There is an
expectation of quality work and students are shown models of exemplary work.
Assignments are presented to students with clear expectations including learning
targets and rubrics. All students are working towards grade level targets (or
above) even if they are broken down into smaller segments. Test talk is
explicitly taught with the expectation that all students can succeed on the DC-CAS
and other standardized assessments.
Positive Learning Environment. Teachers intentionally work to build a
classroom culture that supports all learners without judgment. There is a culture
where students are not afraid to ask for extra support from teachers or peers.
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There are community building and meta-cognitive activities both in the classroom
and advisory. There is a print-rich and organized physical environment where
students feel comfortable and at home; students take ownership for keeping the
classroom organized.

Parent Communication and Collaboration. Teachers view and respect parents

as partners. Teachers and advisors make initial contact with parents before school
begins and have regular communication with parents throughout the year. There
is strong communication and coordination among teachers who are contacting the
same parents. Communication with parents is not reserved for just sharing
concerns; successes and other information is also shared regularly. Teachers share
assessment data with parents and collaborate around setting goals. There is clear
communication with parents around assignmentsrequirements, due dates,
grades. There is early and frequent communication when there is a concern or
problem. Parent input is valued and communication and information sharing is
two-way.

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