IB Policies
Peyton Forest Elementary School Inclusion Policy
Philosophy of Inclusion
It is our mission to create an environment of excellence by removing barriers, providing a safe place that encourages mutual respect, enthusiasm for learning through personal attention, and access to an integrated, challenging curriculum so that students can reach their full potential as positive members of the community and beyond the classroom.
At Peyton Forest we support the following principles of an inclusive education where:
• education for all is considered a human right
• education is enhanced by the creation of affirmative, responsive environments that promote a sense of belonging, safety, self-worth, and growth for every student
• every educator is an educator of all students
• learning is considered from a strength-based perspective
• learning diversity is valued as a rich resource for building inclusive communities
• all learners belong and experience equal opportunities to participate and engage in quality learning
• full potential is unlocked through connecting with, and building on, previous knowledge
• assessment provides all learners with opportunities to demonstrate their learning, which is rewarded and celebrated
• multilingualism is recognized as a fact, a right, and an asset
• all students in the school community fully participate in an IB education and are empowered to exercise their rights and accept their responsibilities as citizens
• all students in the school community have a voice and are listened to so that their input and insights are considered
• all students in the school community develop the IB learner profile attributes and are inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect
•diversity is understood to include all members of a community
• all students experience success as a key component of learning.
Atlanta Public Schools Policies for Inclusive Education
Gifted Education
“The Atlanta Board of Education recognizes the need to provide gifted education services to students who have the potential for exceptional academic achievement in grades K-12. The superintendent shall provide programs for gifted students who demonstrate a high degree of intellectual and/or creative ability, exhibit an exceptionally high level of motivation, and/or excel in specific academic fields.” (Atlanta Public Schools, IDD, 2013).
Special Education Programs
Pursuant with Official Code of Georgia Annotated (OCGA), §20-2-152 (2019), “special education shall include children who are classified as intellectually gifted, mentally disabled, behavior disordered, specific learning disabled, orthopedically disabled, other health impaired, hearing impaired, speech-language disordered, visually impaired, severely emotionally disturbed, and deaf-blind and who have any other areas of special needs which may be identified.”
English Learner Students
“The Atlanta Board of Education will provide a program for students who are English learners (ELs) The purpose of this program will be to help ELL students develop proficiency in the English language skills of listening, speaking, reading, and writing, so that they may be integrated into regular classrooms as quickly as possible. The Atlanta Public Schools English for Speakers of Other Languages (ESOL) program shall operate based on the rules and requirements of the GA Board of Education and GA Department of Education.” (Atlanta Public Schools, IDDG, 2013).
Stakeholders
In order for Peyton Forest to be successful, several stakeholders are vital to the implementation of this policy. The following is a list of all stakeholders who work to ensure that this policy is implemented to the fullest extent:
● Students and parents
● Whole Child Team (SEL Coach, Counselor, Social Worker, Attendance Specialist, Nurse, MTSS)
● Early Intervention Teachers
● School Psychologist
● General Education Teachers
● Specialist Team Teachers
● Administration Team
Peyton Forest stakeholders will be informed about the policy through ongoing job-embedded professional development. All other stakeholders will be notified of its publication via public resources, including the school website and handbook.
Definition of Inclusion in the PYP at Peyton Forest
Peyton Forest’s Primary Years Programme (PYP) embraces an inclusive education model, ensuring that all students, from Pre-Kindergarten through fifth grade, learn in supportive and engaging environments. Students remain in the whole class setting as much as possible, with individualized support provided based on their unique needs. In cases where students require specialized services through an Individualized Education Plan (IEP), they may receive instruction in a smaller setting. Regardless of the setting, Support Teachers continue to facilitate and implement the Unit of Inquiry to maintain an inclusive learning experience.
Peyton Forest is committed to meeting the diverse needs of all students, including those receiving support through special education, gifted education, student support services, guidance counseling, medical services, and psychological services. Homeroom teachers collaborate with these specialized teams to create a cohesive and supportive learning environment.
Collaboration among staff is essential to student success. Essential staff members work closely to develop effective, research-based instructional strategies that help students meet shared academic expectations. Differentiated instruction is planned based on students’ abilities and needs, using data from Response to Intervention (RTI), standardized test scores, yearly benchmarks, and formative and summative assessments. Through specialized services, collaboration, data analysis, and continuous reflection, teachers ensure that all students have the opportunity to thrive.
Legal Inclusion Obligations
Peyton Forest is obligated to follow the local, state, federal and international laws regarding students specifically with 504s and IEPs.
The legal obligations from each agency are as follows:
Local – Atlanta Public Schools:
● Response to Intervention (RTI) – Atlanta Public Schools follows Georgia’s four – tiered student Achievement Pyramid of Interventions to provide appropriate and effective response to Intervention services, which incorporates universal screening, targeted interventions, and a team approach to decisions making the development and implementation of services.
1. Tiers I and II – Interventions are provided in the general education environment by grade level teams. Student data is used to make decisions based on intervention needs and progressing through the tiers.
2. Tier III – This tier is supported by the Student Support Team (SST) and implemented by the general education teacher for an extended period of time. The SST Specialist ensures that the process is accurately followed and that decisions are made based on the data and student progress.
3. Tier IV – The interventions and services within this tier are facilitated by specialized programs and/or instructional delivery models such as the Program for Exceptional Children, English Language Learners and Gifted Instruction.
4. Student Support Team (SST) – The SST is a state mandated and school-based intervention process.
As outlined in the Georgia Student Achievement Pyramid of Interventions, SST Compliance serves as a basis for facilitation of Tier 3 Response to Intervention services. The SST Resource Manual states “the purpose of the Student Support Team is to provide support to both students and teachers with the outcome being to improve student performance”.
The Response to Intervention (RTI) and Student Support Team (SST) are dedicated to equipping grade-level teams with the training, resources, and guidance needed to ensure high-quality instruction, implement research-based interventions, monitor student progress, and identify students at risk in a timely manner.
The SST consists of students, interdisciplinary teachers, support staff, the school nurse, school psychologist, special education lead teachers, parents, translators (as needed), and other specialists as required. This team employs a systematic, problem-solving approach to address students' learning and behavioral challenges, including those struggling with academic progress and students eligible for a Section 504 Plan.
● Section 504 – Section 504 prohibits discrimination against individuals whose physical or mental impairment substantially limits one or more major life activities, including caring for one’s self, 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 are created and monitored through the Student Support Team (SST).
● Special Education – The Atlanta Public Schools’ Special Education programs are founded on the belief that students with disabilities will receive a quality education that will lead to meaningful academic, social, emotional and behavioral outcomes for our students. For students with 504 plans, we are in compliance with the Americans with disability Act (ADA) guidelines.
● Gifted and Talented – The philosophy of the Gifted and Talented Program states that “through advocacy and innovation, the unique needs of gifted and talented students will be recognized, valued, and nurtured so their inspired minds are equipped to change the world”. At Peyton Forest, we strive to nurture our gifted students as they take ownership of their learning.
Legal Regulations
Peyton Forest is subject to follow the legal regulations from the following organizations:
● State Department of Education (GADOE)
● United States Department of Education (ED)
Peyton Forest is in compliance with the guidelines set forth through the Individual with Disabilities Education Act (IDEA)
Inclusion Policy Review
The Peyton Forest Inclusion Policy will be formally reviewed, yearly by our school staff and community stakeholders. This will enable us to make improvements to the policy as needed. The effectiveness of this policy will be reflected in our assessment data and feedback from stakeholders.
Resources
● Frank Martin International Center, 2020 Special Education Needs Policy
● Warren Jackson, 2019 Inclusion Policy
● Hawthorne IB World School, 2018 Special Education Policy
● Bolton Academy, 2018 Inclusion Policy
● Georgia Department of Education, 2014 Georgia Standards of Excellence
● Beecher Hills, 2022 Inclusion Policy
Revised March 2025
Peyton Forest Academic Integrity Policy
Philosophy of Inclusion
We believe in the right for all children to be educated in an environment that is fair, honest, trustworthy, transparent, and accountable. We believe that educating students to be principled humans means exhibiting these qualities in our classrooms, school, and community. We respect our children enough to trust and teach them to be responsible for their own learning and to be reflective in their process. This means they show integrity through their work; making sure to be responsible for their own work; or citing the correct sources when necessary.
Important Definitions to know:
● Plagiarism: According to IB, this is defined as the “representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment.”
● Collusion: When working together, students need to share ideas; not try to take others’ ideas as their own.
● Collaboration: Students work together on an assignment to complete it while sharing all ideas, resources, roles, and expectations.
● Cheating: Looking at someone else’s work, or answers, to use as your own.
In order to develop principled students that are knowledgeable and reflective on their learning, we expect the following:
Students:
● Students must be responsible for their own work that is submitted as solely theirs.
● If given as individual work: Student work must be completed by themselves, not by other students, parents, or even well-meaning teachers. Understanding that guiding and supporting (even other peers) does not mean completing the work for them; that takes away their right to learn and could be considered collusion.
● If given as group work: Holding each member accountable for doing fair (not always equal) parts of the work. Understanding the difference between collaboration and collusion.
● Students will adhere to the Atlanta Public Schools Student Technology Use Policy which, among other things, requires them to use appropriate sites, only passwords and accounts that are their own, and to treat technology respectfully. This can be found in multiple languages throughout the county.
● Students will show integrity by working their hardest and abiding by the Academic Honesty expectations.
Teachers:
● Model Academic Honesty and Integrity. For example, when discussing something he or she learned, making references to the source it came from.
● Teaching grade level appropriate citation. For example, if they are using a digital platform to research; teach them how to quote or paraphrase appropriately.
● Teach the difference between collusion and collaboration.
● Report to parents, administration, and any other appropriate channels when there is a breach in the integrity of the system.
● Make sure to not take away power from students to achieve and process their own learning.
Parents:
● Read, understand, and support the policy.
● Model academic honesty throughout everyday life and conversations.
● Allow students to complete any work that comes home. Do not take away their right to learn. Guide them, do not complete it for them.
When there are violations:
● Teacher will conference with the student. Depending on the student’s grade level, the teacher will address the situation appropriately.
● If it happens again, the teacher will report to parents. Depending on severity, the teacher may need to report to administration.
● If lapses in integrity and honesty continue, there will be action taken using our Communication Form between administration, teachers, and parents.
Academic dishonesty is unfair to other students, and demeaning to those who engage in it. It will not be tolerated in the Atlanta Public Schools System. Any student, staff or administrator may report a suspected honor violation. Students may also self-report honor code violations.
Review of the Academic Honesty Policy
This policy will be monitored, reviewed and updated annually by the IB PYP Coordinator, IB Core Team, Administrative Team, staff and community stakeholders to adapt to changing best practices, changes in the PYP and changes of our community.
Sources:
● PYP from Principles to Practice International Baccalaureate Organization.
● Teasley Elementary School Academic Honesty Policy
● Benjamin E. Mays High School, 2019
Reviewed March 2025
Peyton Forest Elementary School Assessment Policy
Vision
Peyton Forest Elementary strives to be a high-performing school where students are inspired to excel, educators engage in innovative and intentional planning, and inclusive practices support every child, their family, and the community.
Mission
With the support of a caring community, we will foster a safe and nurturing environment that empowers, engages, and educates lifelong global learners.
Philosophy
Assessment is a fundamental part of student growth and lifelong learning. It provides valuable insights into student progress and the effectiveness of teaching and learning. Recognizing that students learn in diverse ways, we implement a variety of assessment strategies in our classrooms. Students, teachers, and parents all play an active role in the assessment process.
Roles in Assessment
Students:
● Self-assess and recognize personal strengths
● Take ownership of their learning
● Set goals to meet learning expectations
● Identify areas for improvement
● Share their learning and understanding with others
● Receive and apply feedback to enhance learning
Teachers:
● Use data to guide and differentiate instruction
● Reflect on and refine instructional practices
● Establish clear learning expectations and outcomes
● Collect and analyze assessment data to inform students, teachers, and the community
● Provide meaningful feedback to support student progress
● Collaborate to develop and implement effective assessment strategies
Parents:
● Monitor and support student progress
● Engage in their child’s learning beyond the classroom
● Celebrate student achievements
● Understand the learning objectives and expectations set by teachers
Assessment Purpose
Assessment serves to:
● Promote and enhance student learning
● Provide evidence of student understanding and progress
● Guide instruction and curriculum decisions
● Evaluate the effectiveness of instructional programs
Types of Assessments
Formal Assessments (Data-driven evaluations of achievement)
● End-of-Grade (EOG) Assessments (Grades 3-5)
● MAP Growth
● MAP Fluency
● ACCESS for English Language Learners
● Performance Tasks
- Standardized Assessments
- Unit Assessments
Informal Assessments (Content and performance-based evaluations)
● Exit Tickets
● Quick Checks
● Observations
● Anecdotal Notes
● Checklists
● Rubrics
● Student Self-Assessments
Assessment Practices
At Peyton Forest, assessment is an integral part of instruction. Teachers collaborate to design and implement assessments that align with learning objectives and provide a comprehensive understanding of student progress.
Our assessment practices ensure that evaluations are:
● Authentic: Connecting learning to real-world applications
● Clear and Specific: Defining learning goals, success criteria, and the learning process
● Developmental: Focusing on individual student progress rather than comparison to peers
● Collaborative: Involving teachers and students in the assessment process
● Feedback-Oriented: Providing individualized conferencing to highlight strengths and areas for growth
(Adapted from Principles into Practice: Assessment in the Primary Years Programme, 2018)
What is Assessed?
● Knowledge acquisition
● Skill proficiency
● Student progress and performance across all subject areas, including:
○ English Language Arts
○ Mathematics
○ Social Studies
○ Science
○ Art
○ Spanish
○ Health and Physical Education
○ Music
Reporting and Sharing Progress
Effective communication of student progress is essential for reflection and goal setting. Students track their progress each quarter, and parents receive timely updates to support their child’s learning at home. Progress is shared through:
● Weekly grade updates via the Parent Portal
● Progress reports
● Report cards
● Parent-teacher conferences
● NWEA MAP parent reports
● SST Meetings
● Individualized Education Plan (IEP) meetings
● 504 Plan meetings
● Curriculum Night presentations
● ClassDojo notifications
● Student-led conferences
● Google Classroom updates
Assessment Policy Review
The assessment policy will be reviewed and revised as needed at the beginning of each school year to ensure alignment with best practices and student learning needs.
Originated 2024-2025
Peyton Forest Elementary School Language Policy
Purpose
Peyton Forest Elementary’s language policy serves as a guiding framework for language instruction and acquisition for all students. This document outlines our essential agreements on language learning, teaching, and assessment. Developed collaboratively by the Pedagogical Leadership Team with input from staff, parents, and the community, this policy is reviewed annually to ensure alignment with school, district, state, and federal regulations, as well as the philosophy of the International Baccalaureate.
Philosophy
At Peyton Forest Elementary School, we recognize language as the foundation for thinking, learning, social interaction, and knowledge acquisition. We are dedicated to fostering both the social-emotional and academic growth of our students through a balanced literacy approach. Because language is central to all learning, we acknowledge that all teachers are, in practice, language teachers with the responsibility to facilitate effective communication.
We celebrate the uniqueness of each student, valuing their individual knowledge and experiences as essential parts of our school community. Furthermore, we emphasize the importance of cultural appreciation and linguistic diversity.
Identification of Language Needs
In accordance with federal and state guidelines, all students enrolling at Peyton Forest complete a Home Language Survey to determine the primary language spoken at home and any additional languages used. Students whose native language is not English are screened within 30 days of enrollment using the WIDA screener appropriate for their grade level. If a student is identified as culturally and linguistically diverse and in need of additional support, services are provided through the Multi-Tiered System of Supports (MTSS) or the English to Speakers of Other Languages (ESOL) program.
Language Practices
English is the primary language of instruction at Peyton Forest. Teachers model effective listening, reading, writing, and speaking skills within their teaching practices. To support language development, we use the following instructional resources:
● Grades K-2: Heggerty, Flyleaf, IXL, Fundations, Geodes
● Grades 3-5: Mentoring Minds, Coach Digital, i-Ready, IXL
● ESOL: Lexia Core 5
● Student Support Team (SST): i-Ready
● Department of Special Education (DSE): TeachTown
Daily language instruction is prioritized, with 90-120 minutes dedicated to literacy development.
Students engage in authentic language experiences through:
● Asking and answering questions during instruction
● Listening with purpose and for comprehension
● Writing across all subject areas
● Using technology and multimedia to enhance learning
● Explicit instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension
● Whole- and small-group reading and writing activities
● Opportunities for both collaborative and independent practice
World Languages
At Peyton Forest, Spanish is the second language introduced to students, providing an early foundation in both the Spanish language and the rich Hispanic/Latino cultures of the Spanish-speaking world. The primary instructional goal is to develop students' basic interpersonal communication skills, enabling them to engage in simple conversations. Additionally, students explore the unique qualities and historical contributions of Spanish-speaking cultures, fostering a deeper appreciation and global awareness.
Spanish instruction is offered weekly to all students from kindergarten through fifth grade, with lessons lasting 45 minutes. The Spanish teacher has a dedicated classroom designed to support language acquisition through an engaging and immersive environment. Instruction is integrated with the grade-level curriculum, reinforcing concepts from language arts, reading, math, social studies, science, music, physical education, and art. Lessons incorporate listening, speaking, reading, writing, and expressive communication to develop well-rounded language skills.
Mother Tongue Support
To further develop cultural proficiency and international mindedness, the media center includes literature in Spanish and several of our ESOL students' first languages. We also strive to utilize APS translation services for key documents and request translators for important meetings for our parents and guardians, as much as possible. Our goal is to provide a learning community and environment that consistently includes diversity and inclusion of world cultures.
Support Staff and Services
Peyton Forest is committed to fostering an inclusive, equitable, and supportive learning environment that meets the diverse language needs of all students. We provide tailored support through the following programs:
● Student Support Team (SST) – Develops strategies to address student challenges in the school environment.
● Early Intervention Program (EIP) – Supports students who need additional help to meet grade-level expectations.
● English to Speakers of Other Languages (ESOL) Program – Provides language support for English learners.
● Gifted and Talented Education (GATE) Program – Enhances critical thinking, problem-solving, and creativity.
● Department of Special Education (DSE) – Supports students with specific learning needs in the least restrictive environment. The language policy is communicated and upheld through staff meetings, parent workshops, and publication on the school website. It is reviewed annually to ensure continued relevance and effectiveness.
Sources
● Georgia Department of Education
● IB Programme Standards and Practices
● Making the PYP Happen: A curriculum framework for international primary education
● L.O. Kimberly Elementary, Language Policy 2022
● Cascade Elementary, Language Policy 2022
Draft: 2024-2025