Access and Inclusion Policy


Range View is a collaborative community dedicated to inspiring and empowering internationally minded citizens who are inquiring, knowledgeable, caring, and prepared to play a meaningful role in an increasingly dynamic and interrelated world.

Our school believes that education is for all and considered a human right. We are committed to removing barriers to learning and increasing access and engagement for all students.

We believe that an optimal learning environment enables IB learners to participate in learning discussions, reflect on learning, develop learner profile attributes, succeed, develop as multilingual citizens, develop skills to self-advocate, experience high expectations, and have a voice.

Teachers will continue to remove barriers to learning to enable every student to develop, pursue, and achieve challenging personal learning goals.

Students will continue to take ownership of their learning by setting challenging goals and pursuing personal inquiries.


We believe that all staff at Range View is committed to include and respond positively to each individual’s unique academic and behavioral needs. All students will have access to the curriculum in the least restrictive environment.

  • Teachers/specialists assess the children to determine each child’s individual needs and provide the special services and/or materials that they require.
  • Teachers collect and analyze data to monitor progress and facilitate setting/updating goals with the students.
  • We apply approaches and support systems that address the individual needs and varied learning styles of students to assist them in the IB Primary Years Programme.

We believe that . . .

  • All children can learn and achieve high standards as a result of effective teaching.
  • All students must have access to a rigorous, standards-based curriculum and research-based instruction.
  • Intervening at the earliest indication of need is necessary for student success (K-5).
  • A comprehensive system of tiered interventions is essential for addressing the full range of student needs.
  • Student results improve when ongoing academic and behavioral performance data inform instructional decisions.
  • Collaboration among educators, families, and community members is the foundation for effective problem-solving and instructional decision making.


IB World Schools have a responsibility to provide equal access to the curriculum and academic rigor for all students, regardless of individual abilities and needs.


  • Special Education – Specialized services for any student who qualifies for extra support beyond the general curriculum. We recognize the wide spectrum of needs and abilities along a continuum.
  • Differentiation – The use of research-based strategies to match instructional methods to the unique needs of each learner.
  • Multi-Tiered System of Supports (MTSS) -  A process that collects and analyzes behavioral and academic data in order to provide interventions for students to be successful.
  • Positive Behavior Intervention and Supports (PBIS) - System used to promote school safety, student success, and embodiment of the learner profile attributes.
  • Inclusion - The practice of ensuring access to and engagement in learning for all students by providing equitable access to curriculum and identifying and removing barriers.
  • Learner variability - All individuals are unique in how they learn. Each student brings a different learner profile to the classroom and are not excluded based upon strengths, challenges, age, social status, economic status, language, gender, race, ethnicity, or sexuality.
  • Equity - The act of providing fair and inclusive access to education for all students.
  • English Language Learners (EL) - Non-native English speakers
  • English Language Development (ELD) - Instruction designed specifically for English language learners to develop their listening, speaking, reading, and writing skills in English.
  • Access - The provision of accommodations and services to ensure equal educational opportunities for all students.
  • IEP - An individualized education plan for a child with an identified disability to provide specialized instruction and related services to meet the child’s unique needs.
  • 504 - A plan for a child with an identified disability to provide classroom accommodations to meet the child’s unique needs.
  • Gifted Education (GE) - Provides challenges beyond the general education curriculum to students who demonstrate outstanding levels of aptitude or competence in one or more domains.
  • Read Plan -  A State of Colorado designation for Kindergarten through 3rd grade students who are at risk of not reading at grade-level by 4th grade.


  • Differentiation
  • Internationally minded
  • Broad, balanced, and connected curriculum
  • Access to relevant human, natural, built, and virtual resources
  • Appropriate learning support
  • Fosters social, emotional, and physical well-being of students and teachers
  • Community relationships
  • Collaboration
  • Inclusion
  • Fosters intercultural understanding through language program


  • Students shall take assessments mandated by the State of Colorado and the Weld RE-4 School District in the areas of reading, writing, math, science, social studies, and/or English Language Acquisition.
  • Assessment results shall be shared with parents and students in a variety of ways including report cards, parent-teacher and/or student conferences, portfolios, district and state reports.

Roles and Responsibilities

  • The Principal, PYP Coordinator, parents, and teachers are involved in the development of the Inclusion Policy.
  • The Inclusion Policy will be reviewed and revised yearly.
  • A certified specialized teacher provides additional instruction and support to students with identified needs. The amount and intensity of services are determined by student needs and may take the form of small group instruction, in-class support, teacher collaboration, and/or monitoring of academic progress.
  • All staff are responsible for providing students with the necessary accommodations to remove barriers and provide equal access to curriculum.
  • All staff are responsible to ensure the Inclusion Policy remains a working document.
  • All staff maintain privacy in accordance with state and local policy.
  • The Principal is responsible for communicating the Inclusion Policy to all the school’s constituents and ensures availability on the Range View website.
  • The Principal and PYP Coordinator engage in dialogue to assist teachers with incorporating the principles of the Inclusion Policy into the Units of Inquiry.
  • Library staff will collaborate with teachers to provide a wide range of books to support the Units of Inquiry.


  • Local Legislation and Policy
  • The Individuals with Disabilities Education Act (IDEA)
  • Section 504 of the Rehabilitation Act of 1973
  • Read Act - Senate Bill 19-199
  • Meeting student learning diversity in the classroom. IBO 2019
  • International Baccalaureate Organization. (2016).  Learning diversity and inclusion in IB programmes Removing barriers to learning.
  • International Baccalaureate Organization. (2019).  The IB guide to inclusive education: a resource for whole school development.
  • International Baccalaureate Organization. (2018).  Access and inclusion policy.
  • Aligns with Weld RE-4 Classroom Attributes and Indicators - Learner Agency and Authentic Learning

Adopted  9/14/2020