Educational Infrastructure
1
The general education classroom is the first
consideration when the Individualized Education
Program (IEP) Team determines the student’s
instructional setting.
Special education placement data is monitored to
ensure that students are appropriately identified.
IEPs are monitored to ensure that student services and
supports are aligned to the student’s needs.
There is adequate, regularly scheduled, on-going
planning time for general and special education
teachers and other staff to collaborate.
A multi-tiered intervention support system is in place to
address the academic needs of all students.
A multi-tiered intervention support system is in place to
address the behavioral/emotional needs of all students.
Teachers and paraprofessionals receive training on
helping all students, including students with disabilities,
be successful in the general education classroom.
All school facilities are physically accessible.
School improvement plans include inclusive practices
with action steps to support implementation.
Classrooms reflect the natural proportions of students
with disabilities (not to exceed 15%).
TOTALS:
2
3
4
5
6
7
8
9
10
Sustaining
3
INDICATORS
Developing
2
ITEM #
Initiating
1
Least Restrictive Environment Self-Assessment Tool
EVIDENCE
Initiating – People in the school are familiar with this practice and see it as a goal to move towards. It occurs to a limited extent or by only a few people. Developing – The school
is moving towards implementing this practice. It is partially or inconsistently in place. Sustaining – This practice is well developed and part of the school culture. It is
implemented fully and consistently and seen as important for stakeholders.
11
Teachers present information in multiple ways to
accommodate the needs of diverse learners.
Higher order thinking skills are incorporated into
instruction for all students, including those with
disabilities (Bloom’s Taxonomy, Webb’s Depth of
Knowledge, Hess’ Cognitive Rigor Matrices).
Age appropriate instructional materials, including
technology supports are available to all students.
Peers are effectively used as tutors, models and natural
supports for students with special needs are trained for
these roles and used appropriately.
Teachers scaffold instruction to the needs of their
students according to formative assessments.
Students are provided multiple options to demonstrate
understanding and access to curriculum, including
assistive devices and technology tools
All supplementary aides and services and necessary
accommodations are considered and implemented
collaboratively.
Paraprofessionals are skilled and responsible
contributors to the instructional settings (e.g., campus,
classroom, community, etc.)
Teachers consistently use instructional strategies to
actively engage students in the learning process.
Teachers consistently use flexible grouping practices to
support the diverse needs of all students.
TOTALS:
Instructional Capacity
12
13
14
15
16
17
18
19
20
Sustaining
INDICATORS
Developing
ITEM #
Initiating
Least Restrictive Environment Self-Assessment Tool
EVIDENCE
Initiating – People in the school are familiar with this practice and see it as a goal to move towards. It occurs to a limited extent or by only a few people. Developing – The school
is moving towards implementing this practice. It is partially or inconsistently in place. Sustaining – This practice is well developed and part of the school culture. It is
implemented fully and consistently and seen as important for stakeholders.
School Culture and Leadership
21
The school communicates a vision that values the
contributions of all learners as members of the school
community.
School teams openly discuss and model the importance
of shared ownership for all students.
Diversity is celebrated including high standards, high
expectations, and access to general education
curriculum for all students.
There is a sense of community where everyone belongs
and is accepted and supported by peers and other
members of the school community.
All curricular and extracurricular activities are available
to all students.
There is effective leadership for inclusive practices.
The school proactively establishes and maintains
community partnerships.
The school maintains positive rapport with the public
and community.
The school keeps well-informed about local, state, and
national initiatives to support their students
The school establishes and maintains consistent
communication practices between feeder schools to
ensure seamless transitioning for all students.
TOTALS:
22
23
24
25
26
27
28
29
30
Sustaining
INDICATORS
Developing
ITEM #
Initiating
Least Restrictive Environment Self-Assessment Tool
EVIDENCE
Initiating – People in the school are familiar with this practice and see it as a goal to move towards. It occurs to a limited extent or by only a few people. Developing – The school
is moving towards implementing this practice. It is partially or inconsistently in place. Sustaining – This practice is well developed and part of the school culture. It is
implemented fully and consistently and seen as important for stakeholders.
Family and Community Participation
31
The school provides a welcoming environment for all
families.
Families are full members of the IEP team and are
welcomed into the planning process for their child.
Information about family supports at the school and in
the community is readily available at the school.
Families are embraced as equal partners in the
education process for their child.
Parents are informed of their child’s progress and
provided information in order to work collaboratively
with the school to prevent poor performance.
The school communicates in a timely manner with
families and the community about upcoming events
affecting the school community.
Students are actively involved in monitoring their
progress.
The school is knowledgeable about and provides
community resources to support the needs of families
and students.
The school consistently attends local community
meetings to keep informed and to share information
about the school.
The school consistently updates websites to inform the
community, families, and students.
TOTALS:
32
33
34
35
36
37
38
39
40
Sustaining
INDICATORS
Developing
ITEM #
Initiating
Least Restrictive Environment Self-Assessment Tool
EVIDENCE
Initiating – People in the school are familiar with this practice and see it as a goal to move towards. It occurs to a limited extent or by only a few people. Developing – The school
is moving towards implementing this practice. It is partially or inconsistently in place. Sustaining – This practice is well developed and part of the school culture. It is
implemented fully and consistently and seen as important for stakeholders.