Appendix H: SDI Data Collection ToolsSample Tools for Assessing and Monitoring Explicit and Specially Designed Instructional Practices

and SystemsSystems Teacher Practices Special Education Systems Guiding

Questions: Building or District Level* PD plan for teachers & parents AIM Plan Master schedule (how students with

disabilities are assigned) Number/% of students with disabilities Race/Ethnicity GES & SWD Classification rates #/% in each classification Continuum of Services % time in Gen Ed Random samples of:

o IEPso Transition assessments & planso FBA/BIPs

Explicit & Specially Designed Instruction Walk-through*

Accommodations self-assessment Teacher interviews and self-assessment

ratings*

* Asterisked items are included in this appendix on pages 46-64:

o Special Education systems Guiding questions, pages 46-49o This tool was adapted from a Guiding Questions document developed by

the OSE and used in the LAP Self-Review Assessment process

o RSE-TASC Walk Through Tool and the context for the walk-through, pages 50-57o This tool was developed by RSE-TASC Coordinators based on review of

the research on effective instructional methodologies for students with disabilities

o Sample Student Questionnaire/Interview: pages 58-59o This tool was developed for the RSE-TASC QI Process based on the

research-based Look Fors from the RSE-TASC Walk Through Tool

o Sample Faculty Survey, pages 60-63o This tool was adapted in part from the California School Climate Survey

(http://cscs.wested.org/faqs_outside_ca) and has been adapted to align with the research-based Look Fors from the RSE-TASC Walk Through Tool

o Self- Assessment of Use of Accommodations – To Be Developed – page 64

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Self-Assessment of Delivery of Special Education Services: Special Education Systems Guiding QuestionsUse this tool with a focus group or as a self-assessment to collect data on the implementation of Special Education service delivery systems.

Building Level SE Systems: Guiding

Questions

To what extent are these in place? How do we know?

What areas might we want to address?Not at all

Some Yes!

Child FindDoes the school have practical methods in place to locate, evaluate and appropriately identify students suspected of having disabilities?Are there school-wide systems of support, such as Response-to-Intervention and Positive Behavioral Interventions and Supports, in place to identify and address the needs of struggling learners early?Is there a system to reduce over-reliance on referrals for special education by ensuring that the general education resources of the school are considered first?Committee on Special EducationDoes the school leadership ensure that school personnel participate in CSE meetings?

Do staff know their roles and responsibilities in this process?

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Building Level SE Systems: Guiding

Questions

To what extent do we have these items in place?

How do we know?What areas might we want to address?Not

at allSome Yes!

Continuum of ServicesDoes the school have the appropriate continuum of services to meet the needs of the students with disabilities as identified annually and in the least restrictive environment? General education placement

with:o Related serviceso Consultant Teachero Integrated Co-Teachingo Resource Room

Special ClassAre the supports and services reviewed annually and reconfigured as necessary to meet the needs of students with disabilities?Instructional AssignmentsDoes the school and district leadership consider the needs of students with disabilities in decisions about instructional grouping, classroom and teacher assignments and scheduling?

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Building Level SE Systems: Guiding

Questions

To what extent do we have these items in place?

How do we know?What areas might we want to address?Not at

allSome Yes!

IEP ImplementationDo students with disabilities receive their testing accommodations?

Do teachers have copies of students’ Individualized Education Programs (IEPs)? Are they implementing the IEP recommendations?

Do teachers continually assess student’s progress towards IEP goals?Are students with disabilities who need instructional materials in alternative formats; e.g., Braille, large print or digital format; receiving them at the same time as their nondisabled peers?Parental InvolvementDoes the school and district leadership ensure effective, positive and ongoing communication with parents of students with disabilities? To what extent?

Building Level SE To what extent do we have these items in How do we know?

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Systems: Guiding Questions

place?

What areas might we want to address?Not at all

Some Yes!

Professional Development PlanningProfessional Development PlanningDoes the school professional development plan ensure that special and general teachers learn and plan together? Have they received professional development on and planned how to provide access to the CCLS for students with disabilities together?Does the plan ensure that all staff receive training on meeting the needs of students with disabilities?

Is time built into the schedule for general education and special education collaboration? Does it include related service providers and teaching assistants/aides?

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Direct Observation of Instructional Practices: RSE-TASC Walk ThroughUse this observation tool to collect data on instructional practices in classrooms with students with

disabilities.

DIRECTIONS for Diagnostic Review Building Visits: Big Points:

Data collection tool, not evaluation or assessment tool Analysis occurs during pre-review Diagnostic Team meeting and will be used in

development of driving questions for on-site review Primary role for SESIS in this DTSDE Review is to keep the focus on improving

outcomes for students with disabilities

**All of these steps will occur after Coordinator contacts District Office/Principal regarding SESIS’ role in DTSDE Review I. Before the Building Visit:

a. Preparation for initial contact with principalo Review Accountability Status of the building and/or districto Review, if applicable, prior district and/or building QIP o Clarify lingering questions using multiple sources: NYSED Accountability webpage &

documents, SESIS colleagues, RSE-TASC Coordinatoro Familiarize self with the “Big Ideas” of the walk-thru tool

b. Contact the building principalo Explain Role:

School/District was identified as (Focus/ Priority/ Local Assistance) for students with disabilities because of (ELA/Math or Graduation Rate).

Therefore, SESIS will serve as a sub-group specialist for students with disabilities during school’s Diagnostic Review (if principal has additional questions regarding the DTSDE Review, please have them contact the SED Lead Review or their District Lead.).

SESIS will conduct a walk-thru to collect data on specially-designed instruction to share with the principal so that s/he can include the data summary in the pre-review document submission for the Diagnostic Review

The emphasis will be on data collection rather than assessment of practice; No teacher names will be on summary sheet

The SESIS will attend Diagnostic Review meetings as subgroup specialist Emphasis that Diagnostic Review team will review the data findings with SESIS

collaboratively in order to determine driving question and focus for the on-site Diagnostic Review

Establish deadline by which classroom visits and subsequent meeting with principal must be completed to ensure that walk-through data summary can be included in pre-review document submission

o Explain Context of Walk-Thru: Takes 1 full day or two ½ days Must be conducted in at least 5 classrooms, representing different parts of

continuum of Special Education services. Minimum 1 per setting; additional classrooms as time allows.

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If identified for ELA/Math, at least one classroom must be conducting a lesson in either of those areas

Need to observe whole lesson from beginning to end. o Explain Logistics of Walk-Thru

SESIS will be expected to have access to both classroom and non-classroom settings (e.g., hallways, cafeteria, playground/student lounge) during their building visit

Principal will identify 2 possible classes for each of the following settings (need extra classes in case of teacher absence and/or if school does not provide one of the settings)

2 General Ed classes with SWD’s, at least one in identified area 2 ICT or DC classes, at least one in identified area 2 Resource Rooms 2 Self-Contained Classes 2 small group targeted intervention classes (e.g., AIS, RTI, Tier 2, etc…) Communication Point: it would be most meaningful if principal does not

select best or worst classes; should try to select representative classes Principal should create tentative schedule and seating chart for each class with

SWD’s asterisked, and email to SESIS Communication Point: not looking at what teacher is doing with individual SWD’s;

looking at overall use of SDI strategies. However, need to know SWD’s to see if they are responding.

Principal should inform teachers of visits and cc: SESIS on email. Should tell teachers to ignore visitors and just continue teaching when s/he enters – just continue with instruction.

Principal should emphasize with teachers that visits are for purposes of data collection, not evaluation or assessment; data will be aggregated and not identified with teacher name

c. The Day Before: o Review the schedule and familiarize self with the game plan.

Ensure that all relevant information is provided in the schedule: Type of setting, grade level and/or subject area Room # or teacher name Class period or time

o Review the walkthrough tool and be comfortable with the content Resolve any lingering questions or uncertainty

o Prepare copies of the walkthrough tool, one copy for each classroom to be visited, plus extras

o Organize folder and/or clipboard, pens, etc.

II. During the Building Visit o Check in with the principal and/or office staff to inform of your arrivalo Finalize any questions about the schedule to be followed (check to see if any teachers

are absent, changes to schedule, etc…substitute classes as necessary)

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o Enter the classrooms quietly, with minimal to no disruption to the instructional process

o Remain in classrooms for the full period Do not interrupt instruction; just observe and record. Do not talk to teacher or

students during visit Record data as you observe: Yes (Y), No (N), or Not Applicable (NA)

Mark “yes” if during visit you see evidence of the Look For during the lesson; Mark “no” if you do not see evidence of the Look For during the lesson Mark “not applicable” only for items where that is an available option on the

form and it is clearly not applicable to that lesson ; every item that does not have the “NA” option available must be marked “yes” or “no”

At the end of the visit, thank the teacher and students, IF appropriate, as you leave

Do not give feedback to teacher; emphasize that you are just collecting data to be aggregated and shared with team to analyze

Immediately after visit, take 5 minutes before going to next class to check data collected

o Complete the School Environment Setting during travel time between classrooms o At end of day,

Check in with principal, if possible, to say thank you Do not give feedback to principal; emphasize that you are just collecting data to

be aggregated and shared with team to analyze Confirm or schedule a meeting with principal to debrief walk-through data

summary

III. After the Building Visit o Within 1 day of completing the visit,

Complete the summary form – recording the ratio of “yes” responses in the column for each look for (e.g., 3/5)

Determining the Ratio = total number of “yes’s / total opportunities to observe that Look For**(e.g., if a Look For is rated Not Applicable, it would not be included in the denominator of the ratio)

o Submit to Regional Coordinator: Completed summary form Raw data sheets from visits Additional comments/questions for the Coordinator

o Meet with Building Principal: Review completed summary form (reiterate for principal: non-evaluative, no teacher

names) o Review the data findings and formulate important points and/or probing questions for

the purpose of SESIS’ participation as member of the Diagnostic Review team Analysis of data should occur at the Diagnostic Review team meetings; SESIS

should try to ensure that walk-through data are considered when developing driving question and focus for on-site visit

o Only Summary Form reviewed with team

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Y N NAClassroom Management1. Staff use verbal and/or non-verbal prompts to cue expected behavior during

instruction.2. Students with disabilities complete the cued routines within the stated time limit.

3. Staff explicitly acknowledge specific appropriate behavioral responses more frequently than inappropriate responses.

4. Both proactively and as a response to disruptions, staff use strategies like scanning, interacting frequently with students, and purposeful movement (e.g., proximity control).

5. Staff use verbal and/or non-verbal prompts to cue student transitions between instructional groupings, instructional tasks, etc.

6. Students with disabilities complete transitions between instructional groupings, instructional tasks, etc. within 2 minutes.

7. 3 to 5 positively stated behavioral expectations are prominently posted in the classroom; i.e., they are able to be read from any point in the room.a. Staff reference the posted behavioral expectations verbally and/or non-

verbally.b. Staff provide specific acknowledgements of student demonstrations of these

expectations.8. Staff collect data on student behavior during the observation; e.g., hatch marks,

time on task, # of students responding to questions.Positive Classroom Climate9. Staff make statements that are welcoming, caring and encouraging.10. Students are greeted as they enter the classroom.

11. Staff use students’ names.

12. Staff make connections to students’ interests and/or goals.13. Staff make positive statements that students with disabilities will be successful.

14. Students are praised for both performance and effort.15. Staff encourage students with disabilities to interact with their teachers and peers.

16. Classroom walls reflect the linguistic and cultural diversity of the student population in the class; e.g., labels, rules, and assignments are posted in English and native language(s).

Physical Organization17. Materials and space are organized; e.g., with clearly delineated and labeled areas.18. Students with disabilities have necessary materials at hand.

19. Teachers have necessary materials at hand.

20. Students with disabilities can see and be seen by teacher.

21. Staff and students with disabilities are able to move throughout the classroom with ease.

22. Equipment is adapted so that students with disabilities can actively participate in the instructional activity.

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RSE-TASC Walk-Through ToolSupportive and Accessible Classroom Environment

Explicit Instruction Teaching Functions Y N NA

1. Access to Curriculuma. Student with disabilities are working on content aligned with the content of the work of

their grade level peers.2. Review & Introduction of the Lesson

a. Teacher and/or student with disabilities explicitly reference content of previous lesson.b. Teacher and/or student with disabilities explicitly reference previously taught strategies.c. The objective of the lesson is visible and stated.d. The objective is specific to that lesson.e. Teacher engages students in an activity to activate students’ prior knowledge of the

lesson skill/content.f. Teacher provides purpose for content being taught, including “what and why”.g. Teacher provides purpose for strategies being taught, including “what, why, how and

when”.h. Teacher provides purpose for the skill being taught, including “what, why and when”.i. The teacher checks that students with disabilities understand objective accurately.

3. Active Teaching – I Doa. Teacher teaches 3 to 10 vocabulary terms, or references previously taught terms, that are

critical to understanding lesson content by:i. Introducing the word by telling the students the pronunciation of the word and/or

guiding them in decoding the wordii. Introducing the meaning of the word; e.g., provide a student-friendly definition; guide

students in analyzing the meaningful parts of the word such as roots/prefixes/suffixes; have students determine critical attributes embedded in a glossary definition.

iii. Illustrating with examples; i.e., illustrate concepts with a number of concrete, visual, or verbal examples.

b. Teacher checks that students with disabilities understand new vocabulary by actively involving students with the word; e.g., asking students to distinguish between examples/non-examples, generate their own examples, ask questions that require deep processing of the word’s meaning beyond simply mimicking the definition.

c. Teacher uses verbal explanation and visual prompts to explain new content or strategy.d. Teacher models application of new content, strategy or skill by making thinking visible

through use of a think aloud or similar strategy.e. Teacher models steps of strategy in sequential order without skipping steps.f. Teacher presents the content in chunks/segments.

4. Guided Practice – We Doa. Teacher leads student with disabilities through step-by-step practice.b. Staff provides high levels of prompting by telling students who have not mastered the

skill/strategies all of the steps and/or what needs to be done.c. Staff fades prompting by asking students who have partially mastered the skill/strategy to

state the steps, immediately correcting any errors.d. Staff provides only reminders to students who have mastered the skill/strategy.e. Teacher conducts a short formative assessment of students’ with disabilities level of

understanding prior to moving on to independent work ; e.g. response cards thumbs-up, quiz.

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RSE-TASC Walk-Through ToolExplicit Instruction

5. Independent Practice – You All Do/You Doa. Student independent work relates to stated objective.b. Teacher moves through classroom and checks in with every student with disabilities.c. Students with disabilities are able to accurately complete independent work without

prompts.6. Lesson Closure

a. The objective of the work is restated by teacher either verbally or visually.b. Teacher conducts a short formative assessment of students’ with disabilities level of

understanding; e.g. exit cards, collects independent work, self-check or peer check of work.

c. Teacher explicitly connects prior and upcoming lessons.Explicit Instruction Elements Y N N

A1. Student Engagement

a. Teacher’s ensures multiple opportunities for students with disabilities to respond, e.g.:i. Oral responses: (e.g., choral response, think-pair-share; partner response)

ii. Unison responses: (e.g., choral response; white-boards; response cards)iii. Team responses: (e.g., numbered heads together; jigsaw)iv. Written responses: (e.g., response cards, white boards, think-jot-share; pair and

write)v. Action responses: (e.g., touching/pointing; gestures; acting out; hand signals; facial

expressions)b. Students with disabilities engage in structured activities designed to allow for processing;

e.g., I-time, think-pair-share, numbered heads, elbow partners, think-jot.c. Teacher explicitly teaches strategies for responding to higher-order questions; e.g.,

problem-solving, generalization, evaluative, inferential, application.d. Students with disabilities work in groups of varying sizes; e.g., individual, pairs, small

group, whole group.e. Staff and students are making explicit connections between lesson and post-secondary

opportunities and to students’ interests or goals.2. Explicit Corrective Feedback

a. Teacher gives timely feedback to students with disabilities.b. Teacher gives specific feedback to students with disabilities.c. When students with disabilities give incorrect answers, teacher gives immediate feedback

using a correction procedure that concludes with the student giving the correct answer.d. Teacher gives affirmative feedback to students with disabilities when they respond to a

question correctly by restating the correct response for the class.3. Instructional Match

a. Students with disabilities demonstrate understanding of directions by accurately restating directions and/or completing directions as given by teacher.

b. Students with disabilities correctly answer questions regarding content/strategy.c. Students with disabilities are responding to high-order questions; e.g., problem-solving,

generalization, evaluative, inferential, application.d. Students with disabilities are monitoring and self-correcting work.e. Staff are collecting data on student performance during the observation; e.g., hatch

marks, test scores, time on task, # of students responding to questions.4. Pacing

a. Teacher maintains a steady brisk pace.b. The teacher uses 3 to 5 seconds of wait time to enable student with disabilities to

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process responses to questions/directions.c. Teacher pauses to enable students with disabilities to respond and ask questions.

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Specially Designed Instruction: Direct Instruction of Targeted Skills, Accommodations, Re-Teaching

Y N NA

1. For students with disabilities who have difficulty with basic academic skills in reading, writing and/or math:a. Staff explicitly teach and/or re-teach necessary reading, writing and/or math skills to

students who have difficulties with basic academic skills.b. Staff explicitly teach and/or re-teach necessary reading, writing and/or math

strategies, including the what, why, how and when; e.g. the use of mnemonic aides, self-questioning, self-monitoring, think-aloud.

c. Teacher models what effective reading, problem-solving and/or writing looks and sounds like.

d. Students have immediate access to text in alternative format(s); i.e., audio, digital, Braille, large print.

e. There are structured accommodations for reading, writing and/or math tasks such as charts, reference tables, manipulatives, individual work folders and student grouping.

f. Accommodations to the reading, writing and/or math tasks are used by students who have difficulties with basic academic skills.

2. For students with disabilities who are not able to independently manage behavior requirements of class:a. Staff explicitly teach and/or re-teach behavioral expectations to students with

behavioral difficulties.b. Staff explicitly teach and/or re-teach behavior self-regulation strategies; e.g. self-

talk, self-rating, scripting, social stories.c. There are structured accommodations that enable the student(s) with behavioral

difficulties to manage his/her participation; e.g., behavior report card, student-specific acknowledgement system, check in-check out card, seating arrangement.

d. Accommodations are used by students with behavioral difficulties to manage his/her participation in instruction.

3. For students with disabilities who are not able to communicate in standard ways:a. Staff explicitly teach and/or re-teach communication strategies; e.g., practicing with

partners, using nonverbal cues, using picture/symbol cards, specific vocabulary needed to participate in the lesson.

b. Student, staff and peers are using alternative modes of communication; e.g., interpreter, sign language, picture symbol cards, communication boards or devices, longer wait time.

4. For students with disabilities who are not able to independently organize self or materials:a. Staff explicitly teach and/or re-teach the use of organizational strategies.b. There are structured accommodations that enable the student(s) with

organizational difficulties to manage classroom participation; e.g. ,personal assignment/homework book, color-coded folders, visual schedule, PDA, checklists.

c. Accommodations are used by students with organizational difficulties to organize self and/or materials.

5. For students with disabilities between 15 and 21 who are working on post-secondary transition goals:a. Staff and students make explicit connections between lesson and post-secondary

opportunities and to students’ interests or goals.58

RSE-TASC Walk-Through ToolSpecially Designed Instruction

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6. For English language Learners with disabilities:a. Bilingual glossaries, native language materials and ESL materials are readily

available in the classroom.b. Students use these materials independently and/or with guidance.c. There are structured language comprehension supports for English language

learners; e.g., practicing with native speakers of English or speakers of their native language, use of nonverbal cues, picture symbol cards, pre-teaching specific vocabulary needed to participate in the lesson.

d. Students are provided with more than 3 to 5 seconds of wait time to process information given in English and to respond and ask questions in English.

7. Teaching Assistants & Aidesa. Teaching assistant(s) are actively engaged in supporting instruction.b. Teaching aide(s) are actively engaged in supporting instruction.

School Y N NA

1. 3 to 5 positively stated behavioral expectations are posted in non-classroom settings (hallway, cafeteria, and playground/student lounge).

2. Students with disabilities receive instruction and services in settings located throughout the building.

Supportive and Accessible School Environment

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Student Survey or Interview: Examples of QuestionsUse this tool as a written or orally delivered survey to assess the perceptions of students with

disabilities in a single class or across classrooms in general.

When asking about a single class: Never Some of the

time

Most the

time

All the time

When asking about classes in general: None Some

Most All

1. My teacher(s) has a chart or a motto to help us remember how she wants us to behave in class.

2. My teacher(s) tells me when I am behaving well.

3. Class(es) stays busy and does not waste time.

4. My teacher(s) really cares about me.

5. My teacher(s) encourages me to do my best.

6. My classroom(s) is neat—everything has a place and things are easy to find.

7. Everybody knows what they should be doing and learning in my class(es).

8. My teacher(s) tells me what I am learning and why.

9. I understand what I am supposed to be learning in my class(es).

10. My teacher(s) shows me how to do things but demonstrating them first.

11. My teacher(s) explains difficult things clearly.

12. My teacher(s) has several ways of explaining things.

13. My teacher knows when I understand, and when I don’t.

14. If I don’t understand something, my teacher(s) explains it in a different way.

15. My teacher(s) gives me time to explain my ideas.

16. My teacher(s) pushes me to think hard about things I read.

17. In my class(es) I have to think hard about the writing I do.

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18. In class(es), my teacher(s) accepts nothing less than my full effort.

19. School work is interesting.

20. In my class(es), I learn to correct my mistakes.

21. When I give a wrong answer or make a mistake, my teacher(s) makes sure I get the correct answer.

22. My teacher(s) wants me to share my thoughts.

23. My teacher(s) checks a lot of times every class to make sure I understand what s/he is teaching.

24. My teacher(s) wants me to explain my answers—why I think what I think.

25. My teacher(s) ask questions to be sure I am following along when s/he is teaching.

26. When teaching me, the teacher(s) asks me whether I understand.

27. I like the way my teacher(s) treats me when I need help.

28. My teacher(s) takes the time to summarize what we learn each day.

29. I can do my work correctly by the time my teacher(s) finishes a lesson.

30. I have interesting homework.

31. Homework helps me learn.

32. When my teacher(s) marks my work, s/he write on my papers to help me understand.

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Faculty Survey, adapted in part from the California School Climate Survey (From http://cscs.wested.org/faqs_outside_ca: “The survey can be administered as is, or can be customized to meet your specific needs, so that you create your own version of the staff School Climate Survey.”)Use all or part of this faculty survey to assess staff perceptions of the climate and inclusiveness of the

school, as well as of professional development needs.

This survey is designed to provide schools with data useful for fostering a positive learning and working environment that promotes academic success for all students, including students with disabilities. It should take less than 15 minutes to complete. Your survey participation is very important to insure accurate and useful data.

All responses are anonymous and confidential. A few questions ask for personal information, such as the work you do at the school and how long you have done it. But the survey summary provided your school will contain only percentages for all respondents combined. If there are less than 6 respondents in any group, those data are not made available.

1. What is your role(s) at this school? (Mark all that apply.)

_____ General Education Teacher

_____ Special Education teacher

_____ Administrator

_____ Related Service Provider (Counselor, Psychologist, Speech Therapist, Occupational Therapist, Physical Therapist, Nurse)

_____ Security Guard, Resource Officer, or Safety Personnel

_____ Paraprofessional, Teaching Assistant, or Instructional Aide

_____ Other Certificated Staff (e.g., librarian)

______ Other Classified Staff (e.g., Maintenance, Secretarial/Clerical, Food Service)

2. How many years have you worked, in any position, at this school?

_____ Less than one year

_____ 1 to 2 years

_____ 3 to 5 years

_____ 6 to 10 years

_____ Over 10 years

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3. How many years have you worked at any school in your current position (e.g., teacher, counselor, administrator, food service)?

_____ Less than one year

_____ 1 to 2 years _____ 3 to 5 years

_____ 6 to 10 years

_____ Over 10 years

Please indicate how much you agree or disagree with the following statements about this school. This school… Strongly

AgreeAgree Disagree Strongly

Disagree5. is a supportive and inviting place for students to learn.

6. sets high standards for academic performance for all students, including students with disabilities.

7. promotes academic success for all students, including students with disabilities.

8. has a well-established system for providing effective academic intervention based on assessed student needs.

9. emphasizes helping students with disabilities academically when they need it.

10. provides adequate counseling and support services for students with disabilities.

11. ensures all staff are knowledgeable about the contents of the IEP for any student for which they are responsible.

12. emphasizes uses results of formative assessments to ensure all students are achieving mastery during lessons.

13. works to promotes trust, collegiality and collaboration among Special Education and General Education staff.

14. provides the materials, resources, and professional development needed to support students with disabilities effectively.

15. gives students with disabilities equal opportunity to participate in classroom discussions or activities.

16. gives students with disabilities equal opportunity to participate in numerous extracurricular and enrichment activities.

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17. fosters an appreciation of student diversity and respect for each other.

18. clearly communicates to all students the consequences of breaking school rules.

19. handles all discipline problems fairly and effectively.

20. is a safe place for all students.

21. is a safe place for all staff.

22. is welcoming to and facilitates involvement of parents of students with disabilities.

23. encourages parents to be active partners in educating their child.

24. promotes personnel participation in decision-making that affects school practices and policies.

25. uses objective data such as surveys, truancy counts, and test scores in making school improvement decisions.

How many adults at this school… All Most Some Few

26. really care about every student?

27. acknowledge and pay attention to every student?

28. believe that every student can be a success?

29. treat all students with respect?

30. have close professional relationships with one another?

31. support and treat each other with respect?

32. feel a responsibility to improve this school?

33. work hard to ensure a safe and supportive learning environment for all students?

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Do you feel that you need more professional development, training, mentorship or other support in any of the following areas?

Please check all that apply: 34. meeting academic standards for students with disabilities

35. meeting academic standards for students with disabilities who are English language learners

36. evidence-based methods of explicit instruction that improve outcomes for students with disabilities

37. providing effective accommodations that provide access to the curriculum for students with disabilities38. literacy interventions for students with learning disabilities

39. work-based learning for students with disabilities

40. positive behavioral support and classroom management

41. meeting social, emotional and developmental needs of students; promoting resilience

42. creating a positive school climate

43. collaborating effectively to meet the needs of students with disabilities

44. using formative assessment and progress monitoring to adapt instruction to meet student needs

45. training specific to my role—please specify:

Thank you for your time and participation!

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Self- Assessment of Use of Accommodations

Place Holder for Future Insert

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