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Dear Educator,
The central premise of the district reform initiative is that the district is the nexus for educational improvement as 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 reform 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 Inventory of Services and Supports (ISS) for Students with Disabilities, which includes key stakeholders' responses to targeted items.
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 district's efforts to build an educational system that supports student achievement.
If you have any questions regarding this survey, please call:
Leah Barta
Pivot Learning Partners
Wasco Union Elementary District's CDE-approved DAIT provider
818-715-9865 |
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| What is your educational role? |
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Respond to the following question by checking the appropriate answer.
I have been employed for ____ with the district. |
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| At what level of the system do you work/participate? |
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For each survey item presented, you will be given an objective followed by the criteria and clarifications that describe full implementation of that objective. You will then be asked to select an implementation rating using the following scale:
Minimally - less than 50%
Partially - at least 50%
Substiantially - at least 75%
Fully - 100% |
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1.1 The district leadership has articulated a clear vision, mission, and policy priorities that include high expectations for student achievement for all students, including students with disabilities.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district has:
• A shared vision for students with disabilities that includes high expectations for student achievement.
• Policies and procedures that ensure that students with disabilities have opportunities to participate in a range of educational settings.
• An annual review of achievement data for students with disabilities by the governing board.
Please select an implementation status rating: |
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1.2 The district fosters a culture of collaboration at the district and school level between special and general education.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district has:
• A focus on student learning, collaborative practices, and results for students with disabilities.
• Structures that ensure the collaborative and systemic monitoring of academic, instructional, and behavioral practices that positively affect increased achievement for students with disabilities.
• Procedures for students with disabilities that are well articulated for the successful matriculation from pre-K to K, elementary to middle, middle to high, and high to adult.
Please select an implementation status: |
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| 2. Alignment of curriculum, instruction and assessment |
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2.1 The LEA ensures that students with disabilities have access to grade level core instruction in English language arts (ELA) and mathematics within the general education setting with appropriate supports and accommodations, based on assessed need.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that in the district:
• Special education administrators work collaboratively to make decisions with the general education administrators to ensure that students with disabilities receive grade level standards-based instruction within the grade level SBE- adopted (K-8) and standards-aligned (9-12) core curriculum in the general education classroom setting to the maximum extent appropriate.
• Assignment of students with an IEP to an RtI tiered service delivery (intensive and strategic intervention) is included in each student’s IEP.
• General and special education administrators support site principals to ensure that students with moderate and significant disabilities are provided core curriculum materials, research/evidence-based instructional strategies and assessment practices that are aligned to the SBE-adopted California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) blueprints.
• Site principals provide access for all students and are supported by the district in implementing:
o Standards-based curriculum
o Research-based instructional strategies
o District assessments
Please select an implementation status rating: |
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2.2 The district ensures that IEP goals and objectives are designed so that all students with disabilities can progress towards grade level standards.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Ensures that IEP goals and objectives are measurable and standards-aligned in the corresponding core subject grade level areas based on assessed student need.
• Provides substantial professional development to ensure school site staff know how to develop goals and objectives that are standards aligned and a reasonably calculated to close the achievement gap.
Please select an implementation status rating: |
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2.3 The district ensures that students with disabilities are succeeding in the grade level ELA and Math core.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means the district:
• Monitors that benchmarks assessments include students with disabilities. The results of these benchmark assessment inform participation in and exit from appropriate interventions.
• Monitors the use of identified accommodations, modifications, and assistive technology (AT) within the core curriculum, interventions, and during assessments.
• Proactively works with schools to promote positive behavioral/social approaches that enhance student learning.
Please select an implementation status rating: |
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2.4 The district provides appropriate services for students with disabilities who are also English learners (EL).
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Monitors that identified EL students with disabilities receive English language development (ELD) instruction in the most appropriate setting for the required number of minutes each day.
• Implements, monitors and supports research-based instructional strategies which are culturally and linguistically appropriate for EL students with disabilities in ELA and math.
• Monitors and ensures that students with disabilities who are EL have linguistically appropriate goals and objectives in their IEP as determined by the IEP team.
Please select an implementation status rating: |
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3. Fiscal Operations
Use the following scale to select an implementation rating:
Minimally - less than 50%
Partially - at least 50%
Substiantially - at least 75%
Fully - 100% |
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3.1 The district has targeted fiscal resources to address the needs of students with disabilities.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Identifies needs of students with disabilities, and those needs are identified in the LEA plan.
• Monitors that the Single Plan for Student Achievement (SPSA) has targeted fiscal resources for students with disabilities who are struggling in the core or intervention.
Please select an implementation status rating: |
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4. Parent and Community Involvement
Use the following scale to select an implementation rating:
Minimally - less than 50%
Partially - at least 50%
Substiantially - at least 75%
Fully - 100% |
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4.1 Parents and families of students with disabilities are afforded the same opportunities as all parents to provide and receive information regarding general and special education services.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Informs parents and families of students with disabilities of multi-tiered instruction and intervention including academic and social/behavioral supports and provides opportunities for parents to provide information about their child’s educational needs.
• Encourages participation of parents of students with disabilities in all parent involvement opportunities i.e., English Language Advisory Committee (ELAC), School Site Council, PTA.
• Involves parents of students with disabilities in all facets of the IEP process.
Please select an implementation status rating: |
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5. Human Resources
Use the following scale to select an implementation rating:
Minimally - less than 50%
Partially - at least 50%
Substiantially - at least 75%
Fully - 100% |
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5.1 The district has highly qualified special education teachers and para-educators.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that:
• 100% of the district’s special education teachers and para-educators meet the highly qualified requirements of NCLB.
Please select an implementation status rating: |
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5.2 The district has assigned special education teachers to their appropriate credentialed area.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Ensures that students with disabilities are taught by subject matter competent, highly qualified teachers.
• Monitors special education teacher assignments.
• Has a recruitment and retention plan for highly qualified special education teachers.
Please select an implementation status rating: |
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6. Data Systems and Achievement Monitoring
Use the following scale to select an implementation rating:
Minimally - less than 50%
Partially - at least 50%
Substiantially - at least 75%
Fully - 100% |
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6.1 The district uses data to determine the academic and behavioral needs of students with disabilities.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Provides disaggregated data from multiple data sources at the district, school and classroom level that will allow staff to develop and implement plans that address the academic and behavioral needs of students with disabilities.
Please select an implementation status rating: |
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6.2 The district has a data system to monitor the academic and behavioral progress of students with disabilities.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Has a process to collect and input data into a system that will allow the data to be utilized for instructional decision-making regarding students with disabilities.
Please select an implementation status rating: |
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6.3 The district has a process that provides collaboration between general and special education staff around the academic achievement of all students at each grade level.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Has a process whereby special and general education teachers are actively engaged in the collaboration process for the following:
o Development of common assessments
o Review of the results of the assessments
o Instructional planning discussions based on assessment results
Please select an implementation status rating: |
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6.4 The district has a process to collect data regarding behavior that affects student learning (i.e., suspensions including in-house suspensions, expulsions, and discipline referrals).
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Has a process for collecting behavioral data.
• Provides support and guidance to assist schools in actively using the data to inform instructional practices and behavioral support.
Please select an implementation status rating: |
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7. Professional Development
Use the following scale to select an implementation rating:
Minimally - less than 50%
Partially - at least 50%
Substiantially - at least 75%
Fully - 100% |
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7.1 The district provides professional development for district, school site leaders, coaches, teachers, and para-educators to support students with disabilities.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Provides a comprehensive professional development plan to meet the needs of general and special education staff to ensure students with disabilities:
o Receive high quality instruction in the core curriculum in the appropriate setting (i.e., differentiated instructional strategies and positive behavior support)
• Provides content training in core academic areas for teachers of students with disabilities.
• Implements research-based instructional strategies in all educational settings.
Please select an implementation status rating: |
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7.2 The district provides professional development to district, school site leaders, coaches, and teachers in how to support students with disabilities within the district and school site assessment continuum.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Provides professional development to special education staff on the creation and use of assessment results from curriculum based assessments.
• Provides professional development to all school staff about the continuum of assessment.
Please select an implementation status rating: |
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7.3 The district provides professional development for district, school site leaders, coaches, teachers, and para-educators in how to support and integrate students with disabilities within a tiered system of academic and behavioral interventions.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district:
• Provides professional development for general and special education staff to understand and use assessment results to determine the need of students with disabilities for placement in tiered interventions.
• Provides professional development for general and special educations staff on implementation of intervention programs (strategic and intensive).
Please select an implementation status rating: |
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7.4 The district provides professional development for IEP teams that promotes increased student learning related to the grade level content standards.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district has a professional development plan that includes:
• Writing rigorous grade-level standards-based IEP goals and objectives including appropriate. accommodations and modifications, assessments (STAR, etc.) and appropriate instructional settings.
• Monitoring student achievement outcomes based on the student IEP goals and objectives.
• Revising IEP goals and objectives based upon team review of student achievement outcomes.
Please select an implementation status rating: |
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7.5 The district provides professional development for staff on how to work with parents and families of students with disabilities to support increased student achievement.
Use the following criteria and clarifications to select an implementation status rating.
Full implementation means that the district has a professional development plan that includes:
• Research-based strategies for collaboration with parents and families to support increased student achievement.
• Methods of sharing information with parents regarding standards-based curriculum, instructional strategies, and assessments.
• Strategies for building and sustaining effective and positive partnerships with parents including skills in IEP development and decision making, problem solving, collaboration, alternative dispute resolution, understanding community resources and the variety of support and services for students with disabilities and their families.
Please select an implementation status rating: |
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