Date:  _______________

School Practice is. . .

Priority

Not evident

in progress

in

 place

School Leadership

· Administrators clearly support an inclusive philosophy

· Administrators promote teacher acceptance and use of inclusive educational practices

· Administrators promote the use of the SIT process to support inclusive practices

· Professional development activities always include applications for students with disabilities

· School budgets identify resources necessary to support individual student needs

Continuum of Services

• A continuum of services that will support the individual needs of all students has been identified and implemented

• Collaborative planning and problem solving structures are in use across school teams

• The instructional environment is designed to support the individual needs of students

• Students with disabilities have access to same resources, classrooms, activities and services as their non-disabled peers

• All students are assigned to their age appropriate grade level

• Classrooms reflect the natural proportion of students with disabilities (not to exceed 15%)

• Schedules are designed for students to allow for heterogeneous student groups

· Schedules are designed for teachers based on school needs, with adequate opportunity for collaborative planning between special education and general education teachers.

Effective Instruction

· High expectations for all students are clearly articulated and defined

• Instruction is individually planned to address student needs

• All students receive materials and resources required for the general education curriculum

• Instruction is goal directed and aligned with district and state standards and curriculum guides

· Instruction is differentiated, based on individual student needs

· instruction is provided in multiple group arrangements and settings and support learner outcomes

• Teachers incorporate individual student's accommodations into lesson plans and everyday instruction as described on the IEP

• Modifications are available to individual students as identified in the IEP and are in alignment with grade level standards

• Teachers provide direct instruction on IEP goals across all subject areas within the general education curriculum

· Specific strategies  are implemented and skills are taught that promote independence

Specially Designed Instruction

• Roles and responsibilities of all service providers are clearly defined and implemented

• Supplemental supports and services are effectively utilized

• Instructional decisions are data-based and supported by evidence

• Supplemental instruction addresses student needs for targeted skill development

• Problem solving teams meet regular to monitor progress and make appropriate adjustments to interventions

• Problem solving teams meet regular to conduct Functional Behavioral Assessments and write Individual Behavior Plans

· The roles of para-professionals are designed and implemented for efficiency and effective practice

Ongoing Assessment of Student Progress

• Individual student progress (academic and behavioral) is monitored frequently

• Curriculum based assessments are used to monitor student progress

• Assessments are aligned with clearly constructed objectives of the lesson/unit of study

· Teachers use formative assessments to inform instruction

• Data is recorded and analyzed to inform instructional planning for students with disabilities

· Each teacher has identified a system of collecting, organizing and storing relevant information on students

Family Participation

• Families are welcomed partners in the education of their student with disabilities

• Families are active participants in problem solving team for individual students with disabilities

· Families are active participants in the development of the IEP

• IEP goals are relevant, age-appropriate and sensitive to the culture of the student

• Progress towards IEP goals is communicated to parents regularly

· At age 15, transition IEPs reflect goals that specifically target skills needed to achieve post-secondary goals