Create simple data sheets that provide the status of inclusive practices in each school, such as LRE data, percent of students receiving services in their neighborhood school and in the general education classroom, percent of students served in In-School Suspension (ISS) and Out-of-School Suspension (OSS) settings, discipline referral rates, and performance on state and local assessments, (all disaggregated by race, gender, and other relevant metrics). Where available, compare school scores with state and federal standards and data. Disseminate these data profiles and discuss them with faculty on a quarterly basis
Identify any students with disabilities served in another school for whom your school is the neighborhood school. Work with appropriate personnel to identify those who might be candidates for a return to their home school. Meet with families to discuss this option of a return to their neighborhood school and invite them to visit your school.
Conduct a school walk-through to review the physical locations for all specialized support settings. Verify that they are appropriately located near similar grade level students and that there are no issues with accessing the physical location. Make adjustments as needed.
Review the IEPs of all students who meet one of the following criteria: a) Student spends less than 80 percent of the day in general education; or Student spends less than 40 percent of the day in general education. Use Forms 1 and 2 as tools to guide a review of the students’ services. Are there IEP goals that can be appropriately addressed in a general education setting? Could instructional and personal supports be adjusted to allow the student additional time in a general education setting? If yes, make these changes through the IEP process.
At least twice annually, determine the percentage of students in your school who receive special education services. If the percentage is more than two percentage points above or below the state average, review referral rates by individual teacher and reasons for referral. Validate that this percentage is accurate and that adjustments to your Multi-Tiered System of Supports (MTSS) are not needed. If so, adjust.
Assessment of School Practices (Action Plan)
School Data Profile
Form 1
Form 2
Video Tutorial