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Dear ,
XX School District has been identified as a recipient of District Assistance and Intervention Team (DAIT) services. The central premise of the DAIT initiative is that the district is the nexus for educational improvement. It provides the leadership, along with the fiscal, human, and technical resources, to fully implement a solid instructional program for all students. The district’s capacities for self-examination and its willingness to implement educational changes to promote the academic achievement of all students are prerequisites to deep and sustainable reform.
The DAIT process begins with a comprehensive needs assessment and continues with the identification, prioritization, and implementation of actions that have the potential to bring about dramatic improvements in district and school operations. An essential component of the needs assessment is the Least Restrictive Environment (LRE) self-assessment, which includes key stakeholders’ responses to targeted items. We have placed much of the LRE content into this online format for data collection purposes.
You have been identified as a key stakeholder in the district, and are invited to participate in this survey. Your participation is extremely important to the DAIT process.
If you have any questions about this survey, please call Anne Danenberg Springboard Schools (District's) (CDE-approved) DAIT provider 415-348-5502
Thank you for your input.
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At what level of the system do you work? |
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What is your Educational Role? |
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Answer the following question by checking the appropriate answer I have been employed for _______ with the district.
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The following process is helpful as districts begin to examine their practices to create improved educational options for students with disabilities in the Least Restrictive Environment. We will begin a district level assessment using the LRE Self-Assessment Tool. Rate your district's practices based on evidence. Using data (e.g., CASEMIS and other) and your knowledge of programs, services, and initiatives supported by the district, please complete the following Self-Assessment Protocol. Rate each LRE indicator according to the following rating scale:
5 = All of the Time 4 = Most of the Time 3 = Some of the Time 2 = Rarely 1 = Never
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1. Vision, expectations, leadership, and climate
1.1 The district has a vision that values and celebrates student diversity.
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| Enter information or evidence to support ratings for section 1.1 | | |
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1.2: Leadership is supportive of the LRE, and district initiatives and activities reflect the LRE.
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| Enter information or evidence to support ratings for section 1.2 | | |
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1.3 The district fosters a climate of collaboration at the district and school level between special and general education in order to promote school climate and culture in which there is a sense of community, where everyone belongs, is accepted, and is supported by peers and other members of the school community.
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| Enter information or evidence to support ratings for section 1.3 | | |
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2. Policies and procedures that promote LRE
2.1 District LRE policies and procedures reflect requirements of State and Federal law.
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| Enter information or evidence to support ratings for section 2.1 | | |
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2.2 There are fiscal, organizational, and human supports provided for implementation of LRE.
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| Enter information or evidence to support ratings for section 2.2 | | |
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2.3: Services for students are provided in schools they would attend if not disabled.
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| Enter information or evidence to support ratings for section 2.3 | | |
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3. An array of services and program and classroom strategies to facilitate the implementation of LRE for students with disabilities
3.1: There are effective school strategies in the general education including early prevention/student support practices and coaching that promote successful learning.
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| Enter information or evidence to support ratings for section 3.1 | | |
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3.2: Research-and practice-based services and strategies are provided to meet students’ unique needs to access the general curriculum.
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| Enter information or evidence to support ratings for section 3.2 | | |
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3.3: There are program organizational structures at the district that facilitate LRE.
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| Enter information or evidence to support ratings for section 3.3 | | |
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3.4: There are classroom organizational structures at the district and school level that facilitate LRE.
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| Enter information or evidence to support ratings for section 3.4 | | |
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3.5: There is adequate access to assistive and instructional technology in order to support students in the LRE.
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| Enter information or evidence to support ratings for section 3.5 | | |
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3.6: The district ensures access to school and classroom modifications, adaptations and accommodations, as well as developmentally appropriate activities for preschool children.
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| Enter information or evidence to support ratings for section 3.6 | | |
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3.7: The district ensures access to physical modifications and accommodations to support students in the LRE.
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| Enter information or evidence to support ratings for section 3.7 | | |
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4. District accountability systems that reflect high expectations for all students
4.1: Assessment facilitates LRE (e.g., qualified staff, strength-based vs. deficit-based strategies, documentation of progress within the general curriculum, and culturally appropriate assessment).
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| Enter information or evidence to support ratings for section 4.1 | | |
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4.2: Students are included within state and district assessments and other forms of accountability that assess what the student is being taught and that measure ongoing student progress toward identified educational goals.
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| Enter information or evidence to support ratings for section 4.2 | | |
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5. Teachers, parents, and students working together for better student results
5.1: There is coordination and cooperation with personnel working together and supporting each other (e.g., through team teaching, co-teaching, teacher and student assistance teams, and other collaborative arrangements).
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| Enter information or evidence to support ratings for section 5.1 | | |
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5.2: Parents are embraced as equal partners and fully involved in their child’s educational program.
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| Enter information or evidence to support ratings for section 5.2 | | |
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5.3: Students are involved in their IEP/LRE discussions.
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| Enter information or evidence to support rating for section 5.3 | | |
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6. Sufficient numbers of qualified staff
6.1: Ongoing training readily available for IEP teams.
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| Enter information or evidence to support ratings for section 6.1 | | |
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6.2: Supports are provided to teachers and other school staff in meeting the LRE needs of students with disabilities.
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| Enter information or evidence to support ratings for section 6.2 | | |
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6.3: Paraprofessionals provide support for special and general education teachers in the implementation of LRE.
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| Enter information or evidence to support ratings for section 6.3 | | |
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