Equity, Diversity, Inclusion Policy

Aim of Policy

This policy describes our best practices, outlines what practices we want to improve on and outlines the values we believe in.

The FIS’s approach to inclusion promotes student wellbeing, relational accountability, and equitable access to learning. Policies, procedures, and practices are designed to ensure that all students experience consistent expectations, respectful interactions, and safe, supportive learning environments that foster personal, social, and academic development. Relational and restorative practices prioritize relationships, strengthen community, and remove barriers to participation. Some students may have increased vulnerability and require additional protection, accommodations, or communication pathways. Approaches are embedded across teaching, learning, and student support systems to promote engagement, belonging, and sustained success for all learners.

Statement of Intent

This policy outlines the rights, responsibilities and expectations with respect to equal access to learning across the school. As a learning community, we believe that access to learning must not be limited by exceptionalities, or by the contextual and linguistic background of learners. Wherever possible barriers to learning are being shared or identified, all members of the learning community commit to remove these barriers from learning to the extent possible. We believe in learning as a social activity that is shared equitably and where all members of the community support each other in their learning goals.

This policy also stipulates the legal and regulatory requirements for schools in Bavaria, Germany and the European Union and it explains what procedures are in place to meet these requirements.

Application of Policy

All members of the FIS learning community are expected to model and commit to inclusive behaviors as prescribed in the policy. This includes all staff (teaching and non-teaching), educational and administrative leaders, students, parents or legal guardians, Board of Directors.

Staff are expected to implement and model the policy in all professional interactions. Students will be required to engage with the policy through dedicated curriculum time. Likewise, parents and legal guardians are expected to familiarize themselves with these standards to effectively support and model them for their children.

Roles and Responsibilities of all Community Members

All Community Members (students, staff, parents & legal guardians, board of directors)
Rights Community members have the right to…	Responsibilities Community members have the responsibility to…
learn, work and participate in an environment where everyone engages respectfully and contributes to a positive, inclusive and equitable school culture.	engage with each other inclusively and equitably and ensure that all feel welcomed, valued, and supported.
learn, work and participate in an environment free from any form of racist, discriminatory, harassing, or harmful speech, behaviour or attitude.	promote respectful and considerate language and avoid any form of racist, discriminatory, harassing, or harmful speech, behaviour or attitude.
a learning and working environment with values and expectations for attitudes that empower them to advocate their rights and those of others.	reflect on and take responsibility for their actions and understand the impact those actions may have on the well-being and belonging of others.
learn about and express diverse identities, perspectives, and experiences, and to see their cultural, personal, and heritage identities reflected in learning experiences and work environments.	learn about and demonstrate respect for diverse identities, perspectives, and experiences.
have their concerns about harmful behaviour taken seriously and addressed.	appropriately report incidents of bullying, discrimination, or exclusion and support community members.
TEACHERS
Rights Teachers have the additional right to…	Responsibility Teachers have the additional responsibility to…
teach in a school community that values, reflects and supports cultural, linguistic, and personal identities.	create an inclusive learning environment that values and reflects students’ cultural, linguistic, and personal identities.
be supported when using teaching and assessment methods that ensure the diverse needs of the students are met.	plan and deliver learning that is differentiated and culturally responsive in order to meet diverse learning and language needs.
approach the need for inclusive measures, provide appropriate support, and raise concerns about a student through established processes as they deem necessary for student learning.	engage in constructive dialogue with parents or legal guardians and colleagues to build trust and understanding of the need for perceived inclusive measures.
LEADERSHIP
Rights Leadership has the additional right to…	Responsibility Leadership has the additional responsibility to…
make decisions about how inclusion is implemented across the school.	monitor and evaluate the school-wide progress of the implementation of the policy.
set expectations and promote standards for behaviour, teaching, and school culture.	set expectations and promote a whole-school culture that prioritises inclusion, equity, and respect for diversity.
enforce policies on behaviour, safety, and anti-discrimination.	respond promptly to discrimination, exclusion, or behaviour that undermines community wellbeing.
determine what level of resources are required in order to meet the requirements of the inclusion policy.	ensure resources are allocated to support inclusive practice, learning support, and professional learning.
PARENTS & LEGAL GUARDIANS
Rights Parents and legal guardians have the additional right to…	Responsibility Parents and legal guardians have the additional responsibility to…
expect their child learns about diverse identities, perspectives, and experiences; as well as seeing their cultural, personal, and heritage identities reflected in learning experiences.	ensure their child engages fully in the learning experiences provided and when learning about diverse identities, perspectives and experiences they do so with an open mind.
raise concerns and seek support with respect to exceptionalities of their child with the school.	engage in constructive dialogue with the school regarding any exceptionalities.

Policy Statement

1.1 Legal Requirements in Bavaria, Germany and the European Union

This policy and the associated departmental protocols align inclusion at the FIS with best practice, informed by research, and with the philosophy and principles of the IB, as well as the UNCRC and the CIS Code of Ethics. Moreover, the Inclusion Policy complies with related host country laws and a relevant handbook, specifically:

• Grundgesetz (GG) Art. 3 section 3 sentence 2
• Bayerisches Erziehung- und Unterrichtsgesetz (BayEUG), Art. 30b, Art. 52 section 5
• Grundschulordnung (GrSO) § 12 Förderplan
• Mittelschulordnung (MSO) § 14 Förderplan
• GrSO § 11 section 3, § 15 section 4, § 13 action 4
• MSO § 18 section 5
• Empfehlungen zum Förderschwerpunkt Lernen, KWMBl. I 2000 S. 67
• Individuelle Unterstützung, Nachteilsausgleich und Notenschutz BaySchO §§ 31 – 36
• BayEUG §85 & §99 (duties of confidentiality in school administration)
• Access only for educational purposes (support/assessment) BayEUG §85(3), Documentation of learning support / special needs under protection
• GDPR Art. 9 (health/disability data = sensitive category) with respect to: student identity data (e.g., ethnicity, religion, gender identity) = high protection; access to behavior logs/IIEPs = need-to-know only (not “all teachers see all info”); data must support the student’s right to education — not stigmatize or discriminate; and parents or legal guardians guardians/students receive transparency on what is collected and why

Departmental protocols and procedure in Learning Support are also aligned with guidelines and procedures for Bavarian public schools listed in the Bavarian government handbook “Individuelle Unterstützung, Nachteilsausgleich und Notenschutz” (Munich, August 2024, by Bayerisches Staatsministerium für Unterricht und Kultus, ISB Staatsinstitut für Schulqualität und Bildungsforschung München).

1.2 School’s Processes and Procedures to Align with the Legal Requirements to Support Students with Identified Exceptionalities

Accommodations

Accommodations are personalized interventions that support students to access the learning opportunities. These are intended to help students fully access the curriculum. Accommodations provide equitable instruction and assessment for students. They do not change or reduce the learning expectations in regard to the goal being addressed or assessed.

Accommodations may include changes to the following areas:

• Instructional strategies
• Time and scheduling
• Environment
• Equipment
• Resources and materials

Examples of accommodations include but are not limited to: extended time for timed assessments, separate location, strategic seating.

Modifications

Modifications of the curriculum are implemented on a case-by-case basis in PYP years (EY 3 – Grade 5) and in upper High School Diploma years (Grade 11 – Grade 12). Modifications of the curriculum in the PYP years may include reduction of topics, reducing assessment expectations or learning opportunities provided outside of the usual class learning context. It is likely that the implementation of the modified curriculum in PYP results in respective students not reaching curriculum readiness levels to enter the MYP at the end of Grade 5.

In MYP years, the curriculum is taught in a differentiated way to allow all students the most successful access to learning, to the extent possible.

Modifications of the curriculum in Grade 11 – Grade 12 are outlined in the Assessment Policy in the section detailing the implementation of the FIS High School Diploma.

International Individualized Education Plans

An IIEP stands for International Individualized Education Plan and will result in the student being identified as a tier 3 student.

It is a written plan designed to support a student within an inclusive classroom setting, detailing specific learning goals and outlining how the school will meet the student’s individual learning needs without removing them from the general education environment.

An IIEP typically includes:

• The student’s strengths and areas of need
• Targeted goals aligned with the general curriculum
• Classroom-based accommodations and instructional strategies
• Support provided by teachers and learning support staff
• Monitoring and review procedures to track progress

An International Individualized Education Plan (IIEP) is developed to ensure that a student with a formally identified exceptionality receives specialized learning opportunities and related services. A student is considered formally diagnosed only when an exceptionality has been identified and documented by a qualified professional expert (e.g., a licensed psychologist, psychiatrist, medical specialist, or other recognized diagnostic professional). The diagnosis must be based on formal assessment procedures and provided through an official written report. IIEPs are created following a comprehensive psychoeducational evaluation. The document is developed by the student’s case manager, with input from the student’s teachers, agreed to and signed by the student’s parents or legal guardians, and, when appropriate, input from the student.

An Accommodation Certificate (AC) identifies a student as a tier 2 student. It outlines the student’s specific accommodations based on their diagnosis and exceptionality. ACs are developed by the student’s case manager in consultation with the student’s teachers, parents or legal guardians, and, when appropriate, the student.

Both IIEPs and ACs are documents which once enacted must be followed in accordance with Bavarian school law and must be treated with the same level of confidentiality and importance. Teachers implement all accommodations and conditions specified in these documents.

Referral Process for Students

A referral to Learning Support may be initiated after classroom teachers have implemented and documented a range of differentiated instructional strategies and interventions, and the student is not making sufficient progress. At this stage, the teacher will contact the Learning Support teacher to discuss concerns and request observations.

The Learning Support teacher may conduct observations and provide additional strategies and support to be implemented in the classroom. The Learning Support teacher will monitor the student’s progress and determine whether a referral is necessary. If a referral is deemed necessary, the Learning Support teacher will request that the classroom teacher complete a referral. The referral will then proceed in accordance with the school’s established referral procedures.

Any referral requires a strong understanding of the student’s needs and must first be supported through differentiated classroom practices and interventions. If these interventions are not effective, a Learning Support referral may be initiated.

Following these three steps, a decision is required whether a referral is needed. In case no referral is needed, the learning support teacher:

• documents why a referral is not necessary
• provides additional strategies to be implemented in class

In case a referral is needed, proceed to step 4.

1.3 Our Approach to Differentiation

All students have the right to protection, education, and participation under the United Nations Conventions Rights of the Child (UNCRC), while educators act with integrity, fairness, and respect, prioritizing student well-being (Council of International School (CIS) Code of Ethics).

Our inclusive approach ensures student’s exceptionalities are supported through differentiated instruction, enrichment opportunities, and accommodations. We help students develop strategies to meet learning goals, build self-advocacy and confidence, and understand their individual learning styles.

The linguistic and contextual diversity of students is recognized and valued by honoring their languages, cultures, and lived experiences as strengths in learning. Instruction is differentiated for multilingual learners through scaffolding, visual supports, and explicit language development. Learning experiences are expected to be culturally responsive and connected to students’ backgrounds and real-world contexts. This ensures equitable access to the curriculum while promoting engagement and a sense of belonging for all students.

Using inquiry-based, concept-driven, and student-centered teaching methods, we create engaging and effective learning experiences that promote equity, inclusion, and the success of every student.

Teachers use a variety of instructional strategies to differentiate their teaching across all subject areas by tailoring instruction to meet the diverse needs of students. Teachers may adapt content, process, and product based on students’ readiness levels, interests, and learning profiles. By providing multiple access points to learning, teachers ensure that each student can access the curriculum, engage with the material meaningfully, and demonstrate their understanding in ways that align with their strengths and needs. This also applies to students exceeding the expectations of the curriculum. This approach fosters an inclusive and supportive learning environment where all students can thrive.

All staff collaborate to ensure all students’ needs are met effectively. This collaboration enables a unified approach to education, ensuring that learning activities are accessible and beneficial for all students, particularly those with diverse learning needs. By working together, teachers can create a more supportive and effective learning environment.

Planning expectations for differentiation include the following:

• Teachers have up-to-date lists of students with identified exceptionalities (IIEPs, ACs), and English language learning needs (EAL)
• Teachers document the written curriculum on our learning platforms (Toddle and Managebac) in such a way adaptations and modifications of the curriculum are apparent, in line with provided expectations (e.g. extra time for assessments, choice in learning routes and routines, etc)
• Teachers collaborate with learning support and language support colleagues to provide meaningful and appropriate learning experiences for learners with identified needs
• Teachers provide adapted or modified assessment and assessment conditions, as stipulated by IIEPs, ACs or EAL documentation
• Curricular leaders ensure that the planned units in their curricular area includes information on adaptation, modification or differentiation, as needed and required; and that this information is also available to parents
• Curricular leaders invite members of the learning support and EAL departments to their collaborative planning as needed, in order to ensure that the planning and delivering of learning is always aligned with our expectations for co-teaching
• Members of the Extended Leadership Team ensure that adaptation, modification and/or differentiation is appropriately implemented in the taught curriculum when engaging in formal and informal lesson visits. They keep a record of where colleagues might require support and/or training

1.4 Multi-Tiered Approach to Learning Support

A multi-tiered system of support (MTSS) provides the framework to determine the level of support students require and receive to meet their academic, behavioral and social-emotional needs.

Tier 1 is the foundation level whereby all students receive high-quality, differentiated instruction within the general classroom setting by the subject teacher.

Tier 2 is targeted support to supplement the classroom instruction. Students requiring Tier 2 support may include students being newly admitted, students with developing EAL proficiency, students who have an identified exceptionality which requires additional support, or students having identified gaps in their learning. Many other reasons may lead to a student requiring Tier 2 support. Students with identified exceptionalities are supported by the learning support department. Students with EAL needs are supported as outlined in the language policy. Further development is required in order to implement a Tier 2 system consistently. The school commits to creating a consistent academic support programme, covering all years from EY3 to Grade 12, to be implemented from 2027/28.

Tier 3 is intensive, individualized support by the learning support department for students with significant, specific learning needs diagnosed by an appropriately qualified specialist in educational psychology (or equivalent).

Student placement within tiers is flexible and data-driven, and is reviewed regularly based on ongoing progress monitoring.

 

Learning Strategies Classes in MYP 1, 2, 3
Learning strategies classes are reserved exclusively for students who have been formally identified with a learning exceptionality. These classes are taught by a Learning Support teacher and provide opportunities for students to catch up on missed work, strengthen skills, and receive clarification on challenging concepts and work towards their IIEP goals..

Placement in a learning strategies class is flexible and may change over time. The case manager, in collaboration with teachers and parents, determines the most beneficial placement for each student based on individual needs and progress. In some cases, and upon teacher recommendation, a student may transition to an academic recovery class or enroll in alternative courses.

Collaboration Guidelines for Students Requiring Support

Classroom teachers, counselors and support teachers collaborate to review responsibilities and establish a plan to support progress and goals for students who require services through more than one support route.

Looking Beyond the Current Review Cycle

Topics of diversity, equity, inclusion and justice are closely linked with themes in this policy. The FIS community recognizes that further foundational work is required to make us as a learning community aware of implementation needs for DEIJ – with respect to school structure, curriculum, and culture. We consider the framework of Humanizing Pedagogy as an important possible framework for next steps, but are not in a position yet to articulate next steps consistently and coherently. More than anything, we need to have more frequent conversations with our learning community to develop inclusive commitments to DEIJ.

At this point in time, we confirm our commitment to DEIJ. We acknowledge that much further work and discussion needs to happen in order to determine focus and acceptance within our learning community. We hope that the next iteration and review of this policy can be holistically and systemically guided by the priorities of diversity, equity, inclusion and justice.

Process

This policy was reviewed, drafted and entirely rewritten with a group of staff volunteers representing teaching staff, learning support and language support, section and curricular leadership. Participation in the development group was open to the whole community. The draft was discussed and adapted by the following bodies: curriculum meeting, student councils, parent meeting, lead advisors, homeroom teachers, representatives of the Board of Directors.

Publication Information

This policy is published on the school’s homepage together with the other IB policies. It replaces the inclusion policy from July 2022. The policy was approved by SLT on May 11, 2026 to take effect from August 1, 2026.

Related Policies, Procedures, Forms, Guidelines, and Other Resources

This policy needs to be read in close alignment with the admissions policy, outlining equitable access conditions for students transitioning into the school and between the IB programmes.

This policy has been developed in alignment with the school’s Guiding Statements, and with the standards, practices, expectations and requirements of the IB continuum programmes and of the CIS and NEASC accreditation agencies.

Works Cited

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CAST. Center for Applied Special Technology. CAST, n.d. Web.
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Fletcher-Wood, Harry. Responsive Teaching: Cognitive Science and Formative Assessment in Practice. Routledge, 2018. Print.

Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice. 2nd ed. Teachers College Press, 2010. Print.

International Baccalaureate Organization. Access and Inclusion Policy. International Baccalaureate Organization, 2018. Web.

International Baccalaureate Organization. Developing and Aligning a School Inclusion Policy with the Programme Standards and Practices. International Baccalaureate Organization, 2019. Web.

International Baccalaureate Organization. Learning Diversity and Inclusion in IB Programmes. International Baccalaureate Organization, 2016. Web.

International Baccalaureate Organization. Learning Stories—A Learning Story about Inclusive Education. International Baccalaureate Organization, n.d. Web.

International Baccalaureate Organization. Learning Stories—Academic Rigour and Inclusion: Accommodating the Diverse Needs of Learners in a Multiple-Programme IB World School. International Baccalaureate Organization, n.d. Web.

International Baccalaureate Organization. Learning Stories—A Learning Story about Inclusive Education, Global Engagement and Schools Working Together to Create a Better World. International Baccalaureate Organization, n.d. Web.

International Baccalaureate Organization. Meeting Student Learning Diversity in the Classroom. International Baccalaureate Organization, 2019. Web.

International Baccalaureate Organization. The IB Guide to Inclusive Education: A Resource for Whole School Development. International Baccalaureate Organization, 2015. Web.

International Baccalaureate Organization. Using UDL in the IB Classroom. International Baccalaureate Organization, n.d. Web.

Kyriazopoulou, Mary, et al., eds. Research for Inclusive Quality Education. Springer, 2017. Print.

Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. 2nd ed. Jossey-Bass, 2009. Print.

Leveraging Belonging, Inclusion and Equity. n.p., n.d. Print.

Sharma, Umesh, ed. Inclusive Education: Global Issues and Perspectives. Springer, 2021. Print.

UNESCO. Global Education Monitoring Report 2020: Inclusion and Education. UNESCO, 2020. Web.
https://gem-report-2020.unesco.org/thematic/