Anthony Middle School
IB MYP Special Education Policy 

Special Education Philosophy

Minneapolis Public Schools is committed to ensuring that all students have the knowledge, skills and confidence they need to succeed, and that they are provided with the learning opportunities and supports required. As part of this philosophy, all students are given the opportunity to participate in the MYP to the best of their ability.

Tailoring our curriculum and teaching to meet the individual needs of our students is essential. An Individualized Education Plan (IEP) is developed for each student who qualifies for special education services.

  • ●  We believe all students can learn and have a right to a holistic and inclusive education in 􏰀a caring and stimulating environment.

  • ●  We place great emphasis on the responsibilities of our entire school community to be aware of and provide for students with special educational needs.

  • ●  We believe all students will participate in their learning to the best of their ability.

  • ●  We view a student’s education as a partnership between the student, the parent(s)/guardian(s), and the school.

Common Practices


Special Education teachers adapt their instruction to suit individual educational needs. Federal and state laws dictate that goals and objectives of an individual’s IEP supersede the requirements of the MYP.

All teachers are committed to including all students in general education classrooms as determined by annual meetings. This includes students with identified and exceptional learning needs and are sensitive to the learning needs and styles of all students in their classroom, differentiating the delivery of the programme as required. Special education teachers collaborate with general education teachers to address individual students’ needs for success in the classroom.

General education teachers work with their Special Education students’ case managers/support staff to structure supports and accommodations as identified in students’ IEPs. For example:

o Provide a student with extra time to complete a test or to use technology to assist them in a task.

o Students are allowed to demonstrate their knowledge and understanding in a way that is appropriate for their abilities. 

o Differentiate instruction to meet the needs of all students in the classroom.


Due to the wide range of abilities for students in Federal Setting III throughout Minneapolis Public Schools, the IEP team ultimately needs to discern which elements of the MYP will best serve their students’ needs.

Their programs may include, but are not limited to, the following elements of MYP: 

  • Elements of the Unit Planner
    • Global Contexts
    • Key and Related Concepts
    • Statements of Inquiry
    • Inquiry Questions
    • Assessments
  • Approaches to Learning Skills
  • Learner Profile Traits

Some teachers, especially those working in Federal Setting III Programs, may determine that the best way to deliver MYP instruction is to solely address the Learner Profile characteristics in their instruction. This may be especially true for those programs serving students with significant cognitive disabilities. Other teachers might determine that to best meet their students needs, they would ALSO incorporate the Approaches to Learning or develop modified unit plans for their settings. The diagram above (figure A.) describes the range of implementation levels that will likely be found across the MPS district. MYP implementation will vary due to the wide range of unique needs of individuals within special education programs.

Teachers will strive to implement the Inquiry/Action/Reflection cycle inherent to the IB MYP philosophy while ensuring that students have opportunities to participate in service learning projects as part of their school experience.



  • Work in conjunction with teachers to meet the goals of their IEP.
  • Strive to participate in MYP units to the best of their ability with help from general and special education teachers.
  • Use the Learner Profile attributes to achieve success in school.



  • Work with mainstream and special education teachers to reinforce learning at home.
  • Attend parent/teacher conferences
  • Attend IEP meetings