• Purpose of Inclusion Policy

    The Inclusion Policy describes the way we meet the needs of our students to ensure that all students are participating fully in the learning, teaching, and assessment. In alignment with Benteen’s vision to provide a world-class education, and our mission to develop globally minded citizens, this Inclusion Policy ensures that every student has equitable access to rigorous learning experiences that prepare them to be leaders of tomorrow. Benteen believes that every child should have the opportunity to thrive in a diverse, inclusive school environment where students can learn, grow, and develop side by side academically, socially, and emotionally. Our goal is to encourage all stakeholders to embrace diversity and celebrate the unique contributions of all people.

    Inclusion Policy

    At Benteen Elementary School, our school community is very diverse, and we celebrate diversity by fostering an environment where students, parents, and community members can be safe and have a sense of belonging. To provide access to the International Baccalaureate Primary Years Program (PYP) at Benteen Elementary, we apply various approaches and structured support systems that address, but not limited to, the individual needs of our community in language, ability, emotional and mental wellness, economic support, as well as gender/sexual identity, ethnicity, medical issues and any other long term challenges. It is important to note that we do not lower expectations, but we remove barriers so that all students have access to successfully thrive. By recognizing the diversity of our community, we support the development of student’s Approaches to Learning skills, enabling all learners to grow as leaders who respect and celebrate diversity and embrace the traits of an IB learner while giving students full access to the curriculum.

    Benteen Elementary honors and respects all forms of identity. We affirm the rights, safety, and dignity of LGBTQ+ students, families, and staff as part of our commitment to cultivating an inclusive, supportive school environment. Our goal is to ensure that every individual feels safe, valued, and represented within our diverse community. Through our practices, we encourage understanding, empathy, and acceptance so that all learners can thrive as open-minded and caring global citizens.

    International, Federal, State, and Local Mandates

    Benteen Elementary will follow and implement all international, federal, state, and local mandates with respect to everyone’s culture, identity, and individual needs. While Benteen provides a welcoming and inclusive environment for all students, families, and staff, we also ensure compliance with all legal and ethical obligations that promote equity, access, and respect for diversity. Our commitment to inclusion extends beyond compliance—it is rooted in the belief that every member of our school community deserves to feel valued, seen, and supported.

    Benteen’s innovative and augmented model of inclusion connects to the International Baccalaureate Primary Years Programme with Georgia standards to ensure that all students engage in a rigorous, concept-based learning experience. Through differentiated instruction, collaborative planning, and the intentional development of Approaches to Learning (ATL) skills, Benteen educators remove barriers to learning and empower students to take ownership of their growth.

    This includes the Individuals with Disabilities Education Act (IDEA), American with Disabilities Act (ADA), Section 504, World-class Instructional Design and Assessment (WIDA), and state mandates around the Multitiered System of Support (MTSS) approach and the Early Intervention Program (EIP) (see below).

    Multitiered System of Support (MTSS)

    The Georgia Multi-Tiered System of Supports (GaMTSS) is a system designed to help all children succeed by providing different levels of support based on student needs. This approach ensures that every student gets the support they need at the right time. Student needs are based on academic, behavior, and/or wellbeing. Through the MTSS process, educators are able to address the barriers to learning and improve student performance.

    MTSS has four tiers that each collect and analyze data and provide a timely intervention.

    Tier 1: All students receive the core curriculum and instruction in the general education environment at their current grade level.

    Tier II: Student receives intervention support as well as their core curriculum and instruction. Students may receive Early Intervention (EIP) services to provide targeted support in a timely manner.

    Tier III: Students at this level receive intensive intervention for an extended period as well as their core curriculum and instruction in the general education environment on their current grade level.

    Tier IV: Interventions and enrichment services within this tier are facilitated by specialized programs and/or instructional delivery models such as English Language Learners, students identified as gifted and talented.

    Individuals with Disabilities Education Act

    Each student who has a qualifying disability is provided with an Individualized Education Plan (IEP) that has been developed by a collaborative process with the parents, teacher, and other specialized staff members. The IEP outlines the teaching, learning, and assessment strategies, resources, and supports that are needed for that student to achieve their goals. Teaching, learning, and assessment strategies include, but are not limited to accommodations, modifications, formative assessment strategies that honor student variability.

    Section 504

    Section 504 prohibits discrimination against individuals whose physical, mental, and/or medical impairment substantially limits one or more major life activities, including caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, working and learning. 504 accommodations are implemented to ensure equity for all students with disabilities within the general setting. 504 accommodation plans have been created and monitored through the Student Support Team (SST).

    Gifted Education

    At Benteen Elementary students are tested and identified as gifted and talented based on creativity, motivation, achievement, and cognitive ability. All students receive gifted services at Benteen Elementary. Our gifted lead teacher and instructional coaches collaborate with teachers to ensure that students who have been identified as gifted receive tier 4 support. Benteen believes that all students should have access to gifted and talented instruction. We have an enrichment class that all students attend at least once per week. This enrichment class allows students to receive learning based on the gifted standards and the Georgia standards. This also helps us with identification and increased engagement in the learning through project-based learning.

    English Language Learners

    We have a large population of students whose mother tongue is not English as well as students who are in multilingual homes. Our English language learners are developing proficiency in the English in listening, speaking, reading, and writing. Based on the WIDA standards and Access testing, teachers use the data collected to integrate supports into instruction so that students can increase language proficiency.

    Early Intervention Program (EIP)

    Students receiving support through our Early Intervention Program (EIP) are receiving tier II or tier III support. In accordance with the Georgia Department of Education, we provide the reduced class model and/or pull-out model. The reduced class size allows for a small classroom setting where students who need EIP services and students who do not need EIP services are taught. The reduced class size model allows for the teacher to have more time to support all students because there are fewer students in the class. The pull-out model allows for a certified teacher to provide instruction to those students in a different class setting while maintaining a small group. Each of these models provides research-based instructional strategies that are targeted and focused on reading and/or math, based on the needs of the student.

    Enrichment Programming

    At Benteen Elementary, all students have access to a comprehensive enrichment program that includes World Language, Music, Band, Orchestra, Physical Education, and Art. Students attend enrichment classes at least once per week, where they engage in hands-on, project-based learning experiences that complement their core instruction. These classes support the development of IB learner profile attributes and Approaches to Learning skills while fostering creativity, collaboration, and critical thinking. Enrichment programming provides opportunities for students to explore their interests, develop new skills, and engage with content in meaningful ways that celebrate their diverse talents and abilities.

    Assessment

    Assessments are a critical component to ensuring all students have equitable access to demonstrate their learning. In addition to formative assessment practices, Benteen Elementary ensures that all students have equitable access to end-of-year assessments, such as the Georgia Milestones and district benchmarks. Testing accommodations, as documented in IEPs, 504 plans, or ELL plans, are provided to support diverse learning needs. Assessment results are analyzed collaboratively by instructional teams to inform future instruction and to celebrate student growth and achievement across the school community.

    Policy Review

    This policy will be reviewed and updated annually by Benteen’s Pedagogical Leadership Team.

    Cited

    Georgia Department of Education. (n.d.). Multi-tiered system of support (MTSS). Georgia Department of Education. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/MTSS.aspx

    Review and Revised October 31, 2025