Purpose
Brigham Academy is a K-5 school family that draws from many different parts of Winter Haven, ensuring our classes are made up of students from numerous backgrounds, cultures and experiences. Our caring staff uses a student-centered approach to help all students reach their potential. Our staff not only focuses on academics but also on students’ social/emotional growth and character development.

Mission Statement
The mission of Brigham Academy is to ensure rigorous, relevant educational experiences for all. We will develop compassionate, principled and active lifelong learners who demonstrate respect for themselves and our world.

Strategies for Success for All
Established Practices
Our philosophy is that creating and sharing expectations and procedures at the beginning helps each of us understand how to be successful. With that in mind, teachers begin each year involving students in creating Essential Agreements that outline these items. These agreements are posted in the classroom, referenced throughout the year, and often signed by students to indicate their commitment. Another practice teachers use is a positive behavior system, which involves a focus on the IB Learner Profile and students earning points daily for positive actions. These positive choices result in students having the opportunity to sign up for a special activity each month. Specials and STEM teachers offer students ten different choices, while those students who don’t qualify that month meet together to work on character education centered around the learner profile. Self-reflection and strategizing alternative actions are a big part of these sessions. Another important practice is the use of differentiated instruction, providing for the diverse needs of students by modifying and adapting curriculum, instruction, inquiry, materials, student projects, and assessments to meet the learning needs of all students. All learners receive instruction that enables them to succeed within their approaches to learning, abilities, and interests. Teachers use student data, pre-assessments, formative assessments, and a gradual release approach during instruction to determine each student’s strengths and weaknesses. Teams reflect on plans regularly and modify them as needed to support student learning including such strategies as tiered lessons, leveled readers, and enrichment activities, all within the current IB unit.

English Language Learners (ELL)
English Language Learners are identified based on the responses to a survey given by the ELL coordinator, our school counselor, upon enrollment. Classroom teachers incorporate strategies into daily instruction and provide accommodations to support our ELL students. The school counselor assists in communication between the school, teacher, students, and parents. The ELL coordinator also gathers student materials for screening and assessment and analyzes data quarterly to determine additional needs of the ELL students. The English Language Learners (ELL) in the program participate in English proficiency evaluations annually until they demonstrate proficiency and exit the program.

Multi-Tiered System of Support (MTSS)
Brigham Academy follows the support framework known as the Multi-Tiered System of Support (MTSS) to promote success for all students. MTSS is a multi-tiered system of supports provided to all students at varying levels of need.

Tier 1 is what we provide in the way of academic and behavioral supports to all students. Academic supports are research-based interventions targeting the deficient skill such as blending, phonics, fluency, comprehension, and more.
Tier 2 is what is provided to student who need more intensive support (usually the bottom 20% academically or students who are having difficulty managing behaviors). Academic supports are research-based interventions targeting the deficient skills such as blending, phonics, fluency, comprehension, and more.
Tier 3 is for students not responding to the Tier 2 interventions needing more intensive and individualized support. Supports may include smaller group size, one-on-one assistance and additional interventions that are more individually specific.

504 Plans
504 plans are for students with disabilities that significantly impair them and who require accommodations to reduce the impact of their disability and “level the playing field”. Section 504 is a law designed to protect the civil rights of people with disabilities. This law protects individuals with disabilities discrimination and ensures their access to an education. 504 plans are separate from the MTSS Tiers described above, but there is often overlap. Accommodations are different than providing Tier 2 or 3 interventions or services (ESE). 504 accommodations might include extra time or proximity control for a student with ADHD or using a computer for someone with a broken arm.

When presented with a student who might need a 504 plan, a 504 Team, comprised of parents, the general education teacher, and the 504 designee (our school counselor at Brigham), will meet to determine if the child is eligible. If eligible, the team will then decide if the child also needs support and accommodations. Not all students who are eligible under Section 504 need a support plan.
Our 504 designee/school counselor guides teachers with the implementation process and providing accommodations. Teachers are provided copies of the 504 plans at the beginning of each school year and each time the plan changes. Teachers are responsible for documenting implementation of the plan. Parent meetings, which can be requested at any time, may be held to discuss and revise plans as necessary and every three years a re-evaluation meeting is held.

Exceptional Student Education (ESE)
Exceptional Student Education services enhance the instructional program of our school by helping students who are encountering roadblocks to successful learning. These students obtain an Individual Education Plan (IEP) which is a legal document, individualized for each student, mandated by the state and federal laws, and representing various exceptionalities. We implement an inclusive program in which all students are enrolled in their general education classes, being fully included in all aspects of the curriculum. Students are serviced and monitored by the ESE teacher to ensure their IEPs are followed and accommodations are being implemented in the classroom and standardized tests in order to give the students every opportunity to be successful.

ESE District Support
“Polk County’s Exceptional Student Education Department serves more than 18,000 students from preschool through 22 years of age. They include students with various disabilities as well as gifted learners.
Staff members work with students’ families and teachers to identify available services and programs to help these students succeed in school and in their lives beyond the classroom. Some examples of support services include occupational therapy, physical therapy, speech therapy, mental health counseling, assistive technology and audiological evaluations.” (From the Polk County Public Schools Website: https://www.polkschoolsfl.com/schoolsandprograms/ese)

“The ESE Advisory Council explores ways to improve services for students with various disabilities as well as gifted learners. This group includes district staff, representatives from various support agencies, and the families of children who participate in Exceptional Student Education programs. Meetings are open to the public, and all are welcome to attend. For more information or to get involved in the ESE Advisory Council, call (863)535- 6485.” (From the Polk County Public Schools Website: https://www.polkschoolsfl.com/schoolsandprograms/ese)

Gifted Education
“Florida defines gifted students as those who have superior intellectual development and are capable of high performance in the areas of leadership, creativity, motivation, and academic learning. Presently, Polk County’s Gifted Education Program focuses on identifying and serving students who demonstrate superior intellect, show a majority of the characteristics of being gifted and present a need for the program.” (From the Polk County Public Schools Website: https://www.polkschoolsfl.com/schoolsandprograms/ese) The gifted education program in Polk County Public Schools is state-mandated in grades K-12 with a purpose of extending and enhancing the regular education curriculum. State guidelines define how a student qualifies for the gifted program.

The gifted education program at Brigham Academy is designed is based on data analysis of student learning gains and the needs of our IB students. We have number of teachers who are certified for gifted and those working toward certification. Students are served through the three gifted STEM classes that students attend each week: math lab, science lab, and engineering lab. The STEM teachers design the curriculum in collaboration with classroom teachers and the IB units, incorporating high-value learning activities so that each student's gifted EP (educational plan) goals are met. Gifted teachers monitor student progress toward individual gifted goals and send home quarterly progress reports.

Polk County School Board’s Equity Statement
“The School Board of Polk County, Florida, shall maintain a learning environment free from discrimination and harassment based on race, color, national origin, sex (including sexual orientation, transgender status or gender identity), religion or disability (including HIV, AIDS or sickle cell trait), pregnancy, marital status, age (except as authorized by law), military status, ancestry or genetic information, which are classes protected by State and/or Federal law (collectively "protected classes"). Students shall not be excluded from participating in any educational program or activity provided in the public schools of Polk County based on race, color, national origin, sex (including sexual orientation, transgender status or gender identity), religion or disability (including HIV, AIDS or sickle cell trait, pregnancy , marital status, age (except as authorized by law, military status, ancestry or genetic information, which are classes protected by State and/or Federal law (collectively "protected classes"). If you have any questions with regard to discrimination or harassment, Title II or Title IX, you may contact Human Resource Services Office of Equity and Compliance, at (863) 534-0513. If you have any questions regarding Individuals with Disabilities Education Improvement Act (IDEIA) or Section 504 of the Rehabilitation Act of 1973, you may contact the Director of Exceptional Student Education or Assistant Superintendent, Learning Support at (863) 534-0931. Written questions may be forwarded to the Equity and Compliance Analyst at: The School Board of Polk County, Florida 1915 South Floral Avenue Post Office Box 391 Bartow, FL 33831” (Taken from Polk County Schools Code of Conduct)

Communication and Evaluation of Policy
This policy has been approved by our School Advisory Council, consisting of parents, community members, students, teachers and administrators, and is posted on the school website. Like our other policies, it is reviewed annually by the Brigham Academy administration, PYP IB coordinator and pedagogical team.

The Policy was last reviewed January 2024.

IB Standard: Culture: The school provides opportunities for al students to access the programme. (0301-01-0300)
The school implements & reviews an inclusion policy that meets IB guidelines. (0301-02-0100)
The school identifies in its inclusion policy all its legal requirements & outlines the school’s structures & processes for compliance. (0301-02-0200) The school describes in its inclusion policy the rights & responsibilities of all members of the school community & clearly states the school vision for implementing inclusive programs (0301-02-0300)

All About IB

Policy

Brigham Academy is an International

Baccalaureate (IB) Primary Years Programme*