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  1. Surveys
  2. 2008
  3. November
  4. C
  5. CDE SCHOOL LRE (rev 4-07)Cutler-Orosi Nov08
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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 school level 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.
 
 
 
At what level of the system do you work?
 
Elementary School
 
Middle School
 
High School
 
District Office
 
Other
 
 
 
 
What is your Educational Role?
 
Teacher
 
School Level Administrator
 
District Office personnel
 
Classified Staff
 
Other
 
 
 
 
Answer the following question by checking the appropriate answer


I have been employed for _______ with the district.

 
Less than 3 years
 
3 to 5 years
 
6 to 10 years
 
11 to 15 years
 
More than 15 years
 
Not Applicable
 
 
 
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:

1 = Minimally
2 = Partially
3 = Substantially
4 = Fully

3 The survey is designed to reveal how a site supports schools in several categories that directly impact student achievement:
1 Vision, Expectation, Leadership & Climate
2 Instructional Program
3 Instructional Time
4 School Principals’ Instructional Leadership Training
5 Credentialed Teachers and Teacher Professional Development Opportunity
6 Student Achievement Monitoring System
7 On-going Instructional Assistance and Support for Teachers
8 Monthly Collaboration by Grade level for Teachers Facilitated by the Principal
9 Lesson Pacing Schedule
10 Fiscal Support
 
 
Vision, expectations, leadership, and climate

Minimally Partially Substantially Fully
0.1 The school has a vision that values and celebrates student diversity. • There is evidence of guiding principles which encourage and support: •All students educated together. •High standards and expectations for all students. •Access to the general education curriculum for all students and developmentally appropriate preschool activities. •Input from diverse groups of educators, parents and the community School governance structures, student population, and faculty represent diversity, including disability. •Students receive positive information about diversity. • School events (e.g., assemblies) and/or public displays (e.g., bulletin boards) reflect diversity, including varied ability. • All students within the school are valued and educated according to State and District standards. • All students have equal access to student achievement awards and other recognitions provided by the school. All students have access to the full range of services (e.g., Title 1 services, other remedial classes, honor/advanced placement classes, after school programs, and extracurricular activities).
0.2 LRE policies and procedures reflect requirements of State and Federal law. •School plans for implementing LRE are consistent with District and CDE policy as well as legal mandates and policies. • Student Success Teams (SSTs) are developed and implemented within the school in a manner to ensure that students are not referred for special education eligibility prior to the provision of modifications and accommodations in general education. • Unless determined otherwise by the IEP team, students attend the school they would attend if not disabled. • School procedures regarding LRE are periodically updated with input from parents and staff representing special and general education.• Students with disabilities start and end the school day as well as recess and other activities at the same time as for all other students. • School policies reflect the premise that all students belong first in general education classrooms with supports to the child and staff, regardless of disability. • School policies and practices reflect safety and positive behavior supports that are implemented school-wide for all students.
0.3 Students are educated within schools they would attend if not disabled. •Natural proportions of students are evident. • If a student is attending a non-public school/agency or any other program outside the school, provisions in the IEP should include that student’s participation in public school activities, as appropriate. • All students have access to the full range of services(e.g., Title 1 services, other remedial classes, honor/advanced placement classes, after school programs, and extracurricular activities). • Classroom programs within the school are located to facilitate meaningful interaction and integration.
0.4 Parents are embraced as equal partners and are fully involved in their child’s educational program. • Parental input regarding their child’s strengths as well as ideas for effective adaptations and accommodations are solicited. • Parents and their children are supported to effectively participate in the IEP process (e.g., translators, location, and time of day). • Parents are provided opportunities for IEP/LRE training from the school district, SELPA, CAC, and other community-based organizations. • Outreach to families, including those of cultural and economic diversity is provided to solicit their participation. • Appropriate support services are provided for families to support their children’s success.
0.5 Students are involved in their IEP/LRE discussions. • Students are prepared and supported to effectively participate in the IEP process • Students participate in the educational process, including their IEP meeting.
 
 
 
Enter information or evidence to support ratings for section 0
   
 
 
1. Instructional Program
Minimally Partially Substantially Fully
1.1 Instruction for students with disabilities in reading/language arts utilizes the most recent State Board of Education-adopted core and/or intervention programs.
1.2 Instruction for students with disabilities in mathematics utilizes the most recent State Board of Education-adopted core and/or intervention programs.
1.3 There are effective school strategies in general education including early prevention/student support practices and coaching that promote successful learning. • Effective classroom/program instruction in general education, including early prevention, is supported by the school as the first premise on which to build successful services in the LRE. • Components of the School Plan focus on quality instruction and improved outcomes for all students. • The school has an effective student success team and/or other early prevention/support systems or structures. • The school provides supplementary supports and services to ensure access to the general education curriculum for all students and preschool developmentally appropriate activities.
1.4 Research- and practice based services and strategies are provided to meet unique students’ needs to access the general curriculum. • The principal provides research-based best practices literature to inform the school staff’ of the array of services and strategies that support implementation of the LRE. • There are school-wide general education support programs (e.g., cooperative learning, curriculum adaptation, peer-mediated learning approaches, direct instruction, reciprocal teaching, social skills training, positive behavior supports, study skills training, mastery learning) available to students. • There is an appropriate array of services and strategies available for students as identified on their IEPs.
1.5 There are program organizational structures at the school that facilitate LRE. • There is adequate, regularly scheduled, on-going planning time for general and special education teachers and other staff to collaborate. • Students with disabilities have access to all instructional materials (including appropriate textbooks). • The school implements innovative and creative strategies in order to meet the needs of students with disabilities.
1.6 There are classroom organizational structures at the school level that facilitate LRE. • The school promotes flexible and accessible student groupings, authentic and meaningful learning experiences, and developmentally appropriate curricula linked to the general education curriculum. • There is access to appropriate materials and supplies within the general education classroom/school to support students and programs. • Schools provide adequate space for educating students with disabilities in order to facilitate meaningful interaction, integration, and access to the core curriculum. • Classroom and student assignments within the school are made to facilitate interactions among all students.
1.7 There is adequate access to assistive and instructional technology in order to support students in the LRE. • A plan has been adopted for the provision of necessary assistive and instructional technology. • The school has access to qualified and well-trained staff who can assess technology in planning and implementation of IEPs. •Technology is continually evaluated to determine adequacy and appropriateness, including maintenance and need for upgrade.
1.8 There are school and classroom modifications, adaptations, and accommodations. • Pre-referral strategies are clearly documented and provided. • Classroom modifications, adaptations, and accommodations are included within student IEPs and provided in all settings. • Ongoing monitoring of student progress provides information regarding effectiveness of classroom modifications, adaptations, and accommodations.
1.9 There are physical modifications and accommodations to support students in the LRE. • Schools and classrooms are accessible to all students. • There is ongoing evaluation of the physical adaptations, modifications, accommodations, and assistance provided, with improvements planned and implemented based on the findings.
 
 
 
Enter information or evidence to support ratings for section 1
   
 
 
2. Instructional Time
Minimally Partially Substantially Fully
2.1 Appropriate, uninterrupted instructional and intervention time in reading/language arts with appropriate supports and accommodations throughout the day as needed for students with disabilities based on their learning needs.
2.2 Appropriate, uninterrupted instructional and intervention time in math with appropriate supports and accommodations throughout the day as needed for students with disabilities based on their learning needs.
2.3 Student Access to High School Standards-aligned Core Courses (LEAVE BLANK IF YOUR SCHOOL IS NOT A HIGH SCHOOL)• The school’s master schedule reflects additional time for differentiated instruction throughout the day as needed for students with disabilities based on their learning needs to master the required skills to pass the CAHSEE.
 
 
 
Enter information or evidence to support ratings for section 2
   
 
 
3. School Principals’ Instructional Leadership Training.
Minimally Partially Substantially Fully
3.1 Leadership is supportive of the implementation of LRE and of other school initiatives and activities that reflect the LRE. • The school principal sets a positive tone about students with disabilities, monitors the implementation of LRE, supports best practices, and takes ownership for all students and personnel at the school site. • The principal demonstrates leadership for serving all students by playing an active role in the SST and IEP processes. • The principal includes implementation of LRE mandates in his/her evaluation of teachers in the school. • The principal understands the systemic strategies needed to support LRE (e.g., professional development/ coaching, peer supports, common planning time, coordinated transportation schedules, and integration of these within the school site plan).
3.2 School’s principal and vice-principal are trained on compliance with special education law, development and implementation of the contents of IEPs, and ensuring access to the general curriculum for students with disabilities
 
 
 
Enter information or evidence to support ratings for section 3
   
 
 
4. Credentialed Teachers and Teacher Professional Development Opportunity.
Minimally Partially Substantially Fully
4.1 Ongoing training that supports understanding and knowledge of students with disabilities is readily available for school staff. • School staff have received information and training regarding LRE legal requirements and best practices. • Staff development is provided at the school level that includes a focus on LRE legal requirements. • The principal has received staff training on State and Federal mandates, including LRE. (or Assistant Principal) • Parents are provided opportunities for IEP/LRE training from school districts, SELPA, CAC, and other community-based organizations. • Training regarding assessment is provided for staff and parents.
4.2 Supports are provided to teachers and other school staff in meeting the LRE needs of all students. • Fully credentialed and appropriately trained staff are available to support implementation of LRE. • The school engages in effective recruitment and retention efforts with the goal of having fully qualified staff. • Ongoing mentoring and coaching are provided at the school site. • Materials, supports, and related media/web resources are made available for implementation of IEPs.
4.3 Paraprofessionals provide support for special and general education teachers in the implementation of LRE for students • The role of the paraprofessional, including the paraprofessional, general education teacher, special education teacher, and related service providers. • Paraprofessional, under the guidance and support of general and special education teachers, actively support students’ participation in the classroom/program. • The paraprofessional is aware of the supports and services required in the students’ IEP.
4.4 The district provides the school’s special education teachers and paraprofessionals the AB 466 Professional Development Program through a State Board-authorized provider in the regularly scheduled training for all other teachers. The training features the district’s adopted basic program and/or intervention programs for reading/language arts for each teacher’s grade level or program level.
4.5 The district provides the school’s teachers (including the special education teachers and paraprofessionals) the AB 466 Professional Development Program through a State Board-authorized provider. The training features the district’s adopted basic program for mathematics for each teacher’s grade level or program level.
4.6 The district provides the school’s teachers with ongoing professional development and training on Special Education Law, development and implementation of the contents of Individualized Education Programs (IEPs), and ensuring access to the general curriculum for students with disabilities.
 
 
 
Enter information or evidence to support ratings for section 4
   
 
 
5. Student Achievement Monitoring System.
Minimally Partially Substantially Fully
5.1 Assessment facilitates LRE process/structures (e.g., qualified staff, strength-based vs. deficit-based strategies, documentation of progress within the general curriculum, and culturally appropriate assessment). • Assessment used for determining special education services is strengths-rather than deficit-based. • Progress toward specific IEP goals and the extent to which the student is accessing and progressing within the general curriculum (and developmentally appropriate activities for preschool children) is provided to parents at least as often as is provided for nondisabled students. • Assessment includes information related to enabling the child to be involved and progress in the general curriculum (or for a preschool child, to participate in developmentally-appropriate activities). • Assessment includes information provided by the parent as part of the assessment/IEP process.
5.2 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. • All students participate in District and State assessments with or without accommodations or through an alternate assessment, as delineated in their IEP.
5.3 The school/district uses curriculum embedded assessments for monitoring the progress of students with disabilities towards end-of-year goals and IEP goals. Teachers use the information to plan and provide instruction targeted to each specific level of proficiency and academic ability level.
 
 
 
Enter information or evidence to support ratings for section 5
   
 
 
6. On-going Instructional Assistance and Support for Teachers.
Minimally Partially Substantially Fully
6.1 Instructional assistance and support (coaches/content experts who are knowledgeable in special education techniques) should be provided to general and special education staff in the delivery of comprehensive, specialized instruction for students with disabilities.
 
 
 
Enter information or evidence to support ratings for section 6
   
 
 
7. Monthly Collaboration by Grade level for Teachers Facilitated by the Principal.
Minimally Partially Substantially Fully
7.1 The school fosters a climate of collaboration between special and general education staff in promoting a 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. • Special and general education teachers and other staff work collaboratively in the planning and implementation of school programs and activities that promote positive school-wide climate. • General and special education teachers and other staff promote natural supports for students with disabilities within the school so that they can use and share their abilities. Positive behavioral supports are used to promote a sense of community in all settings. • Teachers facilitate social interaction among students. • Parents, staff, and students feel welcome and are respected as part of the school community. • Activities are infused throughout the curriculum that celebrate diversity, cultural differences, and varied ability • The school site creates opportunities for community activities and cross-cultural activities that build school-wide ownership for all students
7.2 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). • Special and general education teachers and related services personnel have knowledge about children’s disabilities, needs, and services. • Special and general education teachers and related services personnel and other agency staff work together to provide IEP services within the LRE. • Teachers are engaged in collaborative to educate all students. • General education teachers receive assistance from student assistance teams to help meet the needs of students.
7.3 There is regularly scheduled, on-going collaboration among general education teachers and special education staff in order to plan and discuss the implementation of differentiated lesson delivery and supports for school personnel (including specialized instructional strategies, accommodations, modifications) to meet the needs of ALL students.
7.4 High School Intervention Programs for Students Below Grade Level • School/district provides students with disabilities who are at risk of failing the CAHSEE with programs in English Language Arts and Mathematics in addition to the requirements of the student’s Individualized Education Plan (IEP).
 
 
 
Enter information or evidence to support ratings for section 7
   
 
 
8. Lesson Pacing Schedule
Minimally Partially Substantially Fully
8.1 Special education staff support students with disabilities in district/school wide lesson/ curriculum pacing schedules by consulting, designing and/or delivery of differentiated instruction.
8.2 High School Teacher/ department and Subject Matter Collaboration (LEAVE BLANK IF YOUR SCHOOL IS NOT A HIGH SCHOOL) • The school/district facilitates, provides time for and supports teacher, department, and subject matter collaboration among general education teachers and special education staff in order to plan and discuss the implementation of differentiated lesson delivery (including specialized instructional strategies, accommodations, modifications).
 
 
 
Enter information or evidence to support ratings for section 8
   
 
 
9. Fiscal Support
Minimally Partially Substantially Fully
9.1 There are fiscal and human supports provided for implementation of LRE. • The principal ensures that all school-level supports are in place for implementation of LRE (e.g., collaboration, planning time, IEP planning time, available substitutes (including subs for general ed teachers attending meetings), ongoing staff development, and supports for participation at the IEP meeting for all required participants). • The principal works with the District to ensure that necessary textbooks and other instructional supplies, including technology are made available for special and general education teachers to facilitate access to the general curriculum. • Appropriate numbers of trained personnel are provided to implement LRE (teachers, related service staff, and paraprofessionals). • Extracurricular opportunities are provided equally for all students (including students with disabilities) enrolled in the school.
9.2 The school/district general and categorical funds are used appropriately to support the special education program in all core subject areas in the school plan.
 
 
 
Enter information or evidence to support ratings for section 9
   
 
Please contact [email protected] if you have any questions regarding this survey.
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