TIS Inclusion Policy
Rationale:3

Inclusivity Mission:

3Admission to TIS:

3

POST ENROLLMENT PRACTICES:

4The Diploma Programme:

5Addressing the IB:
Four Principles of Good Practices →Barriers →TIS Encapsulated →66
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8

Specifically Areas for Inclusion
EAL:
Assessment:
Faculty:Harassment:

88
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9
9

References:

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Policy Review:

10Rationale:
The IB promotes the idea of “caring”; an environment in which “we show empathy, compassion andrespect (and, in which) ...we act to make a positive difference in the lives of others...” One of thecommon goals identified by a student-led panel at TIS is to “persevere through challenges” (i), whilst
two of the five TIS Stars encourage Open-mindedness and Risk-taking. The IB speaks of holding
respect for others regardless of (variable characteristics) and stepping outside of (one’s) comfort
zones to try new things… even when there may be risk of failure. These ideas combine toencapsulate the TIS Inclusion Policy, and to drive the view that all students, regardless of strengths,challenges, beliefs, age, social status, economic status, language, gender, race, ethnicity orsexuality are able to equitably share in our mission; empowered to both inspire and “influencetomorrow”. TIS acknowledges the importance of understanding a student’s interests and social andemotional needs. It should be noted that the TIS Inclusion Policy exists within the context of a
private school, and is thus subject to the rights and realities of such.

Inclusivity Mission:
That - within budgetary and existential constraints; within the scope of what is physically possible all people, regardless of given characteristics, are provided equitable opportunities to share in themission statement of TIS, and to reach their full academic potential. cf. Pg.10 for TIS Mission
Statement(i) TIS - TIS Common Values

Admission to TIS:
Admissions Policy Document.
By nature of being the first step on a journey, the admissions process is fundamental in defining thedirection of what will become an ongoing journey of inclusion at TIS. There are things within ourAdmissions process which relate directly to our Inclusion Policy.
●The Admissions Policy states that

1. Special Needs cases are evaluated and accepted on the basis of available resources
required to service the student.
2. A student whose performance during the Entrance Interview differs considerably from what
was expected from their submitted school reports may have their admissions subjected tocriteria.
It should be noted that these “needs” or this “considerable difference” may be due to special
circumstances or characteristics which fall within the purview of the Inclusion Policy.

Most importantly, at this early stage, it must be recognised, that - within the purview of inclusivity
and equity - TIS maintains an awareness of operating within the constraints of pre-existingarchitectural and budgeting concerns.

POST ENROLLMENT PRACTICES:All School:●Through collaborative teaching practices (both intra and inter year), the individual needs ofstudents can be accommodated through both horizontal and vertical alignment.

●Student Observation Records (SOR) are used to monitor a student’s evolving needs, andto smooth the transition from ES to HS → This allows Collaboration between ES and HS
teachers so that documentation is passed and transparency exists throughout the school.

●Individualised Education Plans (IEP) → To individualise a student’s access to equity
within the school environment, where necessary, IEPs are designed and implemented
collaboratively by core teachers, specialists and the leadership team. An IEP is usually
initiated by - and based upon the observations of - the classroom teacher. From here thecollaborative process can begin. IEP Template●TIS is working on the (collaborative) design and implementation of an “Identification &Tracking” system, through which unique needs are both identified and monitored for evolving
academic desideratum.
○Currently we identify needs through such apparatus as:■ Elementary - Student Observation Records (SOR)■ Secondary - Student Observation Records (SOR)■ Discussion time at Staff Meetings■ TIS conducts yearly health checks for both staff and students.
■ During the COVID pandemic, TIS continues to monitor student temperatures
through an on-line database.

●If and when necessary, Individualised Education Plans (IEPs) are developed●

The EAL Programme enables students from various linguistic backgrounds to reach theiracademic potential.

●A culture of differentiation within both teaching and assessment enables student agency.
Assessment should inform both teaching and learning for both students and teachers.

●Regarding the needs of special education, TIS provides professional development to staff
members (through media such as EduCare and in-service training).

●

TIS has an in-house certified counsellor for social and emotional support needs.

Elementary:●

TIS will continue our supportive relationship with the local SEN school (Komyo Shien
Gakkou 光明支援学校) and seek advice when needed.

●

ES is developing a system for identifying types of learning difficulties that may challenge
students. This will help teachers to invoke tools and strategies to assist in the removal of
those barriers which may prevent students from reaching their fullest potential.

●If TIS determines that a student is not able to fully access the curriculum through existing
physical and human resources, TIS will work with the family in seeking professional advice
and other alternatives. It may not always be the case that an effective remedial action isforthcoming.

The Diploma Programme:
From the 2021-2022 school year, Tohoku International School intends to offer the IB Diploma
Programme (DP) to Grade 11-12. The DP is a rigorous program requiring the ability tocommunicate clearly in English.
Course Certificate Track →At TIS all 11th and 12th graders are expected to attempt the full IB Diploma. For
individuals who are realistically unable to attain the IB Diploma, TIS will guide thosestudents toward the TIS graduation certificate plus IB Certificates.
Diploma Track →At TIS, all students will take classes in order to be ready to attempt the IB Diploma.
Support for students with special needs will continue according to their Individual
Learning Plan, including accommodations for internally assessed assignments andexams. In the case that a student qualifies for accommodations in any IBDP external
assessment, the IB will be notified, and accommodations will be provided inaccordance with the guidelines and policies published by the IB.
(See Diploma Programme Assessment procedures or most recent version)
Accomodations for Testing →The IB lists the following as examples of individual needs for which accommodations
may be required:• learning disabilities• language difficulties• specific learning difficulties• communication and speech difficulties• autism spectrum disorders• social, emotional and behaviour challenges• multiple disabilities and/or physical, sensory, medical or mental
health issues.

Subject to staffing, architecture and budgeting, TIS will work to extend equity within
accommodations for testing. In accordance with the IB philosophy, TIS will strive tooffer assessment which is equitable to everybody without the need for differentiatedor modified assessments. This will ensure that the same standards are applied
evenly to all and accommodations will not be seen to offer any kind of advantage.
Importantly, testing accommodations should reflect the same accommodations which
are used for the individual student’s day-to-day coursework. Thus, as opposed tomicro adjustments for individuals, TIS looks toward a macro approach in the designof assessment which is equitable for all individuals.
(Source: IBDP Assessment Principles and Practices - Quality Assessments in aDigital Age p.95-98)◆ General considerations →Students’ individual strengths and weaknesses will inform our guidance towardcertain HL and SL areas for an optimum outcome. Further, collaborative planning
through vertical alignment facilitates a student’s ability to achieve their academic
potential within the DP.

Addressing the IB:
Four Principles of Good Practices →The IB identifies four (4) principles of good practice, which are seen to promote equal access to theschool’s curriculum for all learners across different age groups and backgrounds. TIS’ Inclusion
Philosophy aligns with these four principles:
1. Affirming identity and building self-esteem,
2. Valuing prior knowledge,
3. Scaffolding
4. Extending learning.
(Source: Learning Diversity in the International Baccalaureate programmes: Special
educational needs within the International Baccalaureate programmes p.7)

Barriers →The IB Learning diversity and inclusion document lists many barriers to inclusivity*. Most ofthese are addressed by TIS policy and procedure. However, examples of some specific cases
which we are able or unable to address would include:• the human and material resources to support inclusion are not available *TIS is aware of its limitations with regard to staffing and budgetary resources.
For example - TIS is neither a *wheelchair accessible* campus, nor is TIS able to employ a full-time
guidance counsellor or school-nurse. A further example would be the unavailability of nongender-specific restrooms. However, being aware of these limitations, TIS does strive to support
however possible, whenever possible.
• creativity and willingness to reorganize physical spaces, classroom orientation and structure is notencouraged.*Due to existing buildings and budgetary constraints, TIS is not able to make grand scale changes tothe physical environment. However, reorganisation within existing classrooms is often undertakenwith collaboration between homeroom teachers and students.

TIS Encapsulated →Many factors can influence inclusivity, and TIS believes that when planning effective and appropriate
support systems, incorporating the views of all stakeholders is essential.The TIS focus on equity
embraces such considerations as TIS culture, teaching practices, intra-staff collaboration,dissemination of information, TIS management, TIS routines, physical spaces, and the wider TIS
community; all being pertinent with regards to - and being factored into - the fabric of the TIS
Inclusion policy. The size of TIS lends itself to a unique relationship between the faculty and studentbody. Within the school culture, students - regardless of year level - experience the facilitation ofgrowth and the support of all teachers. The close bonds fostered by the small population of TIS not
only aid in the prompt detection of individual needs, but ensure that all parties have agency incollaborative efforts in an equitable catering to those needs.

Specific Areas for Inclusion● EAL:○○○

Our EAL Policy aims to promote equality of opportunity for all learners for whom
English is an additional language. Of relevance to the EAL policy is the adherence tocodes of equality and diversity. Our EAL policy will deliver a broad balanced support
programme which reflects the needs of EAL students and enable strategies which
will allow for the EAL student to successfully assimilate into the mainstream
curriculum.
EAL POLICY DOCUMENT →EAL Policy Document (2022).pdf
For admissions for the 2020-2021 school year and beyond, students must be at a
‘Monitor’ level on the TIS EAL proficiency scale or higher by the end of Grade 10 orthey will not be eligible for entrance to the Diploma Programme. Students wishing toenrol in Grade 11 and directly enter the DP at TIS will be accepted on a case-by-casebasis. Students who do not have the English or grades to enter the Diploma
Programme can still enrol at TIS and complete a non-DP path to graduation.

Assessment:
As the goal is for every individual to experience an equitable opportunity to reach their fullpotential, assessment can be adjusted for different needs. A concrete example would be thedifferentiation in assessment for some EAL students. Due to broad syntactic differences
across languages, elements such as rubrics, submission volumes and time-constraints may
be adjusted for a more equitable assessment of the particular learning objectives.
(cf.
EAL Policy Document (2022).pdf )Faculty:
The TIS faculty not only enables, but also participates in an equitable school environment.
Special needs (such as medical conditions) are supported through the actions and thecooperation of both the Leadership Team and teaching colleagues.

Harassment:
At TIS, harassment has a zero-tolerance policy.
○○

TIS Safeguarding Policy 2020
In order to maintain awareness, staff conduct ongoing training (through sources suchas EduCare).

References:- Learning diversity and inclusion in IB programmes: Removing barriers to learning (PublishedJanuary 2016 Updated December 2018, March 2019, May 2020)- Learning Diversity in the International Baccalaureate programmes: Special educational needs
within the International Baccalaureate programmes (Published August 2010)-

EAL Policy Document (2020).pdf-Admissions Policy Document.

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TIS Safeguarding Policy 2020-

IBDP Assessment Principles and Practices-

Diploma Programme Assessment procedures

Policy Review:
The Inclusion Policy was initially prepared and developed by the Inclusion Policy Development
Committee (Head of School; PYP Coordinator; DP Coordinator; EAL Specialist Teacher), andshared with the whole staff in February, 2021. This Inclusion Policy is a fluid document whichreflects an on-going process of collaboration and cognitive process. Changes and alterations areinformed by practical experience. As such, the document shall be reviewed annually during August.
Any updates will be informed by, and shared with the staff, and updated on the school’s admissions
website. The collaborative nature of the Inclusion Policy, and the mutual respect implied by thisprocess, reflects the same ideals which are seen as goals of the policy.