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Access and IB Inclusion Procedures and Guide

(Reviewed October 2026)

Table of Contents pecialEducationandInclusionPolicyStatement.................................................................3 S ProceduresGuide........................................................................................................................5 Section1:BrocktonSchoolMission........................................................................................5 Section2:AccessandInclusionRationale.........................................................................7 Definitions..........................................................................................................................7 Section3:ApplicationandAdmissionsProcess...............................................................8 Section4:AddressingStudentNeed...................................................................................8 Section5:StudentReferralProcess..................................................................................10 Section6:DevelopmentalLearningSupportandAccessArrangements......................10 PrimaryYearsProgramme(PYP)GradesJK-5...............................................................11 InclusiveAccessArrangementsinthePYP.....................................................................11 MiddleYearsProgramme(MYP)Grades6-10.................................................................11 InclusiveAccessArrangementsintheMYP....................................................................11 TheGraduationYears:Grade11-12................................................................................12 InclusiveAccessArrangementsintheGraduationYears................................................12 Section7:SupportingDocumentation:.............................................................................12 Section8:BeyondBrockton:TheTransitiontoPost-Secondary...................................13 References:..........................................................................................................................13 Appendix1...................................................................................................................................15 Appendix2...................................................................................................................................18

Inclusive Education Policy Statement 212 – Inclusive Education Policy Click here

Procedures Guide Section 1: Brockton School Mission f particular significance to the admissions policies and procedures, please refer to the Brockton O School Mission, Vision and Guiding Principles, and Portrait of the Graduate.

Mission:Brockton School’s Mission is to inspire thegrowth of outstanding humans. Vision and Guiding Principles: rockton will be a global influencer in educating and inspiring the growth of outstanding B humans in contribution to a better world.BrocktonSchool is and will be: Where every student matters, Where every family matters, Where community matters, and Where learning for life matters. uiding Principles:describe the beliefs that drivebehaviours and are the ideas and principles that G guide interactions. here every student matters:each student is recognizedas unique and is valued for their individual W genius; every student is considered important; the student is the centre of all that we do; every student’s potential as an outstanding human is nurtured. here every family matters:each family is recognizedas unique; each family is considered important; W opportunities for a diverse collective of families are promoted and supported. here community matters:all members of the community(staff, students, parents, alumni, W volunteers, donors, partners, and more) are valued; there is an essential partnership of student-parent-school; relationships, connection, and responsibility to community - at the School, local, and global level - are prioritized. here learning for life matters:the exceptional,challenging, inquiry-based program is underlined by W a fundamental focus on holistic life education (e.g., ultimately aiming to meet the ideals of the “portrait of the graduate”); while preparing for the next ‘chapter’ of one’s journey is important, the ultimate goal is to educate for one’s life journey; Brockton aims to inspire students to WANT to learn throughout their lifetime; Brockton aims to inspire students and community members to make a positive difference to their own lives, to the lives of others, and ultimately to our shared world.

Portrait of the Graduate VERY one of Brockton’s Graduates is unique and valued. As an aspiration, Brockton’s E Graduates will be outstanding humans who exhibit: urpose:appreciate the opportunity and responsibilityto live a meaningful life in contribution P to a better world onscientiousness:live with awareness (of place,time, self, others) and with integrity as a C principled and compassionate individual umility:are generous with gratitude, respect, andempathy, particularly when challenges and H differences are present elf-Discipline:manage and direct the pursuit ofaspirations, with an appreciation for the S necessity of balance and joy in life onnection:prioritize relationships, communication,and connection; honour the privilege and C the responsibility of being a part of the community; think and act with international-mindedness Inquisitiveness:are curious, creative, courageous,industrious, and critical thinkers prepared not only to find the answers, but to ask the questions esilience:have a personal strategy to engage, reflect,recover, persevere, and adapt/pivot; R learn from failure as well as success (and recognize the connection between these) reparedness:embrace and seek out next steps, continueto learn and grow throughout an P ever-evolving life journey

Section 2: Access and Inclusion Rationale rockton School embraces diversity, equity, inclusion, and justice, aiming to empower every student to B achieve their personal best. As an independent school in British Columbia, Brockton follows the policies of both the BC Ministry of Education and Child Care and the International Baccalaureate Organization (IBO). The school promotes an inclusive learning environment where all students, including those with special education needs, are active members of the community. taff and administration across all IB programmes (PYP, MYP, DP, CP) and school divisions developed S this living policy collaboratively. Guided by the IBO’s belief that inclusion is central to the learner profile, Brockton emphasizes personalized learning through differentiated instruction and best practices. he school is committed not only to academic support but also to fostering respectful, empathetic, and T equitable relationships. This includes identifying and addressing discrimination and bias, encouraging compassionate communication, and promoting growth through open feedback. rockton aims to reduce barriers, recognize diverse needs and abilities, and provide tailored support B services where possible, depending on available resources. Support strategies adapt as students mature, and access arrangements are regularly reviewed to ensure continued effectiveness.

Definitions daptationsare teaching and assessment strategiesespecially designed to accommodate a student’s A needs so they can achieve the learning outcomes of the subject or course and to demonstrate mastery of concepts. Essentially, adaptations are “best practice” in teaching. A student working on the learning outcomes of any grade or course level may be supported through adaptations. Adaptations do not give students unfair advantages. In fact, the opposite could be true. If appropriate adaptations are not used, students could be unfairly penalized for having learning differences, creating serious negative impacts on their achievement and self-concept. Inclusionis an ongoing process that aims to increaseaccess, achievement, and engagement in learning for all students. Inclusion is not necessarily synonymous with integration and goes beyond placement to include meaningful participation and interaction with others. nIndividual Education Plan (IEP)is a documentedplan developed for a student with disabilities or A diverse abilities that describes individualized goals, adaptations, the services to be provided, and includes measures for tracking achievement. IEPs are working documents that are reviewed each reporting period, with parental consultation.

Inclusive educational needsare characteristics that make it necessary to provide a student in an educational program with resources different from those needed by most students. Inclusive educational needs are identified during a student assessment; they form the basis for determining an appropriate educational program (including necessary resources) for that student. he School-Based Teamis an ongoing team of school-basedpersonnel with a formal role as a T problem-solving unit, assisting classroom teachers in developing and implementing instructional and/or management strategies and coordinating support resources for students with disabilities or diverse abilities within the school. heInclusive Education Teamat Brockton consistsof Inclusive Education Assistants, Learning T Resource Teachers, Counsellors, and the Department Chair of Inclusive Education.

Section 3: Application and Admissions Process uring the application process, the school may require existing psychological or medical D documentation to be updated to ensure we can have an informed, collaborative discussion with parents about the appropriateness of our programme for an applicant. For further details, please refer to Brockton’sAdmissions Policy and Procedures.

Section 4: Addressing Student Need/ Barriers rockton School is a caring and supportive learning community dedicated to removing or reducing B barriers that impact a student's educational journey. The Inclusive Education Team collaborates with classroom teachers to support a wide range of learners using universal design for learning strategies, inclusive technology, and accommodations, though the curriculum is not modified. Support decisions are made by the School-Based Team, with a focus on building student independence.

Section 5: Student Referral Process tep 1:Classroom-Based Support and Collaboration S At this stage, support is guided by a collaborative triangle involving the teacher, parent, and student. When a teacher observes potential learning needs, barriers, or areas for growth, they begin by engaging in open, supportive conversations with the student and their family. Together, they identify and implement classroom-based strategies and adaptations to enhance the student’s success. his phase often includes curricular and environmental adaptations tailored to the student’s strengths. T Parents are valued partners in the process, and any further steps toward additional support should be preceded by joint discussions about the need for more in-depth problem-solving.

ocumentation at this stage includes meeting notes, evidence of implemented strategies or D accommodations, and reflection on their outcomes. This may or may not lead to a formal referral to the Inclusive Education Team.

tep 2Inclusive Education Team Involvement S If the student still needs support after implementing classroom-based strategies, the teacher may bring the student forward to the Inclusive Education Team. This collaborative team works alongside the family to explore the student’s learning profile in more depth and develop a plan for further support.APPENDIX 1. t this stage, the team may recommend additional assessments—such as psycho-educational testing or A hearing/vision evaluations—to better understand the student’s strengths and needs. These assessments help guide the development of appropriate and personalized accommodations. Parent participation is key, and families are encouraged to support this process by completing the suggested assessments promptly.

tep 3-Individualized Education Plan (IEP) Development S When a student is identified as having a specific learning need or exceptionality that affects their ability to access the curriculum, an Individualized Education Plan (IEP) is developed in collaboration with the student (when appropriate), their parents, teachers, and the Inclusive Education Team. he IEP outlines personalized goals, strategies, and supports to ensure the student’s educational experience T is inclusive, accessible, and aligned with their unique strengths and needs. epending on the student’s designation through the 1701 Form, the BC Ministry of Education and Child D Care may allocate supplemental funding to the school. While this funding supports both the individual student as well as the broader student community through increased resources, staff training, consultation services, and personnel. or more details on initiating a referral for an existing student, please refer to the Brockton School Student F Support Form (see Appendix 2)

lease refer to the Brockton School Student Support Form (seeAPPENDIX 2) for more information on P the referral process for existing students.

Section 6: Developmental Learning Support and Access Arrangements he following accommodations are permitted for all programmes, without prior authorization from IB. T This list is not exhaustive. ● The distraction-reduced setting for timed assessments ● Preferential seating in class ● Assistance with chunking large assignments ● The use of appropriate computer technology and software, except for IB examinations where prior authorization is required

Primary Years Programme (PYP) Grades JK-5 t this stage, we strive for early intervention, which is critical to developing effective foundational A learning competencies. The classroom teacher regularly reviews student progress, not only in the cognitive domain but also in the physical, emotional, behavioural, and social domains. Inclusive Access Arrangements in the PYP In addition to the general accommodations listed above, the school may provide the following to PYP students, as deemed appropriate by the support team, accommodations such as but not limited to: ● Reduced workload ● Use of a scribe or reader ● Access to assistive technology ● Rest periods when necessary ● Extra time for assessments and assignments ● Exemption from the second language requirement

Middle Years Programme (MYP) Grades 6-10 uring the middle years, we work toward exploring and consolidating effective learning strategies that D enable students to achieve excellence in their learning. Support strategies are designed to help students develop self-knowledge, self-motivation, and a repertoire of personalized learning tools that will support success in their current studies and into their graduation years. Adaptations to the school program will be at the discretion of the School-Based Team, with the focus on tailoring the special arrangements to the IB assessment requirements. Students in Grade 10 meet with their university counsellor, Senior School Principal, and parents/guardians to discuss and map out course options for their graduation years. Inclusive Access Arrangements in the MYP In addition to the general accommodations listed above, the school may provide accommodations to MYP students, such as, but not limited to, the following, as deemed appropriate by the MYP coordinator and the Inclusive Education Team: ● ● ● ● ● ● ● ●

●

ccess to a word processor for written work A Extra time for assignments Extra time to complete tests Assistive technology, such as speech-to-text, scribe or large font Alternate forms of assessment Communicator/sign language interpreterto convey oralinstructions Rest periods during assessments The use of a prompter due to attention issues, psychological or neurological conditions. Use of a scientific calculator and/or a formula sheet 9

●

Exemption from the second language requirement

The Graduation Years: Grade 11-12 rockton aims to have well-established support mechanisms in place before students enter the B graduation pathways. Brockton believes that all students have the right to be assessed as accurately as possible within the teaching and learning process, concerning their abilities, knowledge, and mastery of skills. For students with IEPs, the primary focus of IEP goals will be supporting independence by reinforcing self-knowledge and self-advocacy skills. Students with special assessment needs may be assessed under conditions that allow them to demonstrate their abilities accurately, within the guidelines set by the IB. Once the required documentation has been received, the Inclusive Education Team will apply to the IB for formal accommodations, which can be applied to classroom assessments, externally moderated assessments, and IB examinations. Inclusive Access Arrangements in the Graduation Years In addition to the general accommodations listed above, the school may provide the following to Graduation Years students, as approved by the IB: ● Access to a word processor for all written work ● Extra time and breaks for assessments and examinations ● Assistive technology, such as speech-to-text or large font ● Additional rest periods or prompts during examinations ● Further accommodations may be suggested and approved by the IB in unusual cases of extenuating circumstances. ote that students who make use of a second language exemption, or other accommodations which N are not supported by the IB, will not be eligible to receive the IB Diploma. Such students may take a selection of DP certificates, along with satisfying BC Ministry of Education and Child Care requirements, without completing the full IB Diploma.

Section 7: Supporting Documentation: In accordance with IB requirements, supporting documentation for candidates must: ● Be overseen by a registered psychologist or other medical specialist ● Specifically state the designation of the learning disability/exceptionality and the tests or techniques used to arrive at the diagnosis. ● Describe the functional exceptionalities and their impact on learning ● Include a summary and recommendations as to which accommodations are appropriate

Section 8: Beyond Brockton: The Transition to Post-Secondary e encourage our students to be prepared to take a leadership role in advocating for their needs at W post-secondary institutions. To further support this, a university counsellor will be available, and they can provide specialized advice and assistance throughout the university application and selection process. To be eligible for special accommodations at the University, students must have undergone a recent medical or psychological evaluation, completed no earlier than Grade 10. This is subject to individual University approval.

References: lease refer to the following links for more information: P Special Education Services: A Manual of Policies, Procedures and Guidelines September K-12 data collection - Province of British Columbia K-12 Funding - Special Needs - Province of British Columbia Personal Counselling Services at Brockton School

Appendix 1

Adaptations/Accommodations Checklist his form is to be completed for students without an individual education plan (IEP) who are not meeting T the curriculum learning outcomes and/or are demonstrating needs in social-emotional, behavioural, or academic areas

Given name:

Student's Surname:

Student’s date of birth: (dd)

(mm) (yy)

- ------------------------------------------------------ ---- Strengths/Areas of Interest

Stretches

Services the student is receiving In School

Outside of School

ounselling C Push-in support Support Block (pull-out group) Social Group Counselling Personal Counselling

ounselling C Tutoring SLP/OT therapy Psych Ed Assessment Pediatrician/family doctor

Level of Academic and/or Social-Emotional Support Academic

Behaviour/Social-Emotional

Level of Support

Details

General Accommodations requent breaks F Allow time for processing Chunk assignments Extra time Enlarge print and increase white space Highlight text Provide word bank (key words provided)

epeat directions R Limit text Frontload vocabulary or assignment information Reduce length of the assignment Pair oral instructions with written or visual

Subject Accommodations rovide graphic organizers P Reduce notetaking (provide notes) Access to audiobooks Text-to-speech or Reader Provide extensions for learning Use of spell check Speech-to-text, scribe, or Dictation Alternate ways of demonstrating knowledge Reduce language level or reading level of

se of calculator U Provide extensions for learning Provide math formulas Give directions in small, distinct steps (written/picture/oral/model) Provide exemplars

assignment Reduce length of assignment Allow use of computer/device to demonstrate understanding Assessments requent breaks F Provide oral tests Quiet space for testing Extra time on exams

Environment Seat close to screen Separate setting for testing Seat away from distractions Use of Soundfield System Reduce/minimize distractions (minimize background noises) Access to quiet space

ensory tools (weighted pencil, fidget S tools, weighted frog, noise-cancellation headphones, etc) Preferred seating- Describe seating: seat near the teacher Verbal or visual cues Organization tools (visuals, checklists, agenda)

Social-Emotional heck-ins with School Counsellor C Partner with a peer Access to calm corner/”chill out zone”

Appendix 2

Student Referral Form Student's Surname: ________________________ Given name:___________________ Student’s date of birth: (dd) ___ (mm) ___ (yy) ___

------------------------------------------------------- HIS FORM IS TO BE COMPLETED FOR STUDENTS WITHOUT AN INDIVIDUAL EDUCATION PLAN T (IEP) WHO ARE NOT MEETING THE CURRICULUM LEARNING OUTCOMES and/or are demonstrating needs in social-emotional or behavioural areas. 1: Background information Strengths/Areas of Interest

Stretches/Areas of Concern

Related Information

2: Record of Parent Involvement:(Meeting notes- inperson, phone call, email- attached with date)

3: Areas of Concern(check off) honological P Awareness

eading for Oral R Expression/Comprehension

r hyming segmenting blending

ritten W Expression

ocabulary v pronunciation fluency, phrasing articulation comprehension

Physical Development

Executive Function

ne motor fi gross motor health visual auditory

Math

umber sense n computational fluency patterning geometry and measurement data and probability

andwriting h spelling creative writing grammar

Social-Emotional

rganization o prioritizing self-monitoring attention

r esolving conflict social skills communication listening skills impulse control

. Teaching and Intervention Strategies and Supports-Indicate below accommodations tried to date 4 and whether they have been successful. Strategies must be tried for a period of at least 4 weeks Strategies

Tried

Successful Strategies

Buddy/peer tutoring

Graphic organizers

Note-taking assistance

Non-verbal signals

Duplicated notes

Organization coaching

Contracts

Time-management aids

einforcement R incentives

Mind maps

High structure

More frequent breaks

Partnering

Concrete/hands-on materials

Ability grouping

Manipulatives

Tried

Successful

Extended time limits

Alternative workspace

ral responses, O including

Strategic seating

Alternative settings

Reduction of audio/visual stimuli

More frequent breaks

Study carrel

rompts to return P student’s attention to task

Minimizing of background noise

Large-size font

Quiet setting

educed/uncluttered R format

Use of headphones

Extra time for processing

einforcing appropriate R behaviour

eduction in the number R of tasks used to assess a concept or skill

Proximity to instructor

Dramatizing information

etting clear consistent S guidelines

Visual cueing

roviding consistent P reinforcements

Tracking sheets

sing office tracking sheet for U behaviour

Repetition of information

Involving parent/guardian

ewording rephrasing of R information

Daily check-in with teacher

5. Please outline other ways the student is accommodated in class: