Indicator 1
IEP/PIP process focuses on academic standards (i.e. Common Core Standards) and includes plans to track progress and adapt services/strategies accordingly.
1a. Standards-Based
Models high expectations for students and advocates for student opportunities that support student growth, progress, and inclusiveness.
Advocacy & High Expectations
Students are identified and service/strategies recommended in a timely manner; code-mandated timelines are met for initial evaluations, annual reviews and re evaluations.
3a. Timeliness
As needed and requested, assessments and evaluations are conducted effectively, including respectful interaction with students and families, data collected in a systematic way, outreach completed and meaningful reports/summaries created.
4a. Understanding of Student Needs
Staff contributes ideas and expertise to further colleagues’ and the school’s growth and incorporates productive insights into his or her own practice.
5b. Collaboration:
IEP/PIP process demonstrates exploration and identification of special education and related services/strategies that ensure maximum access to the general education environment.
1b. Focus on LRE
Fosters an environment that ensures that all adults working with the student (including teachers and family) are aligned in their understanding of the IEP/PIP process and their role in supporting student success
2b. Community
Systematic tracking and monitoring is in place; all information related to eligibility and IEP/PIP processes is correctly entered into the data management tools. Data includes: referral, eligibility, and IEP/PIP processes; implementation and related
service/strategy dates; and compensatory services/strategies data.
3c. Data Management
Students receive high quality services/strategies that support strengths and targets challenges. Systems are in place to track effectiveness and student progress.
4b. Tailored Supports
Staff communicates student progress clearly and consistently to students, classroom teachers, and school leaders
5c. Communication of Student Progress:
The results of assessments and evaluations are used to understand student strengths, challenges and guide planning of special education and related services/strategies (and as appropriate transition goals).
1c. Using Data
Ensures that all adults working with each student are engaged as part of the team, and that the full team contributes to student progress. The student is part of the team (as appropriate) and experiences the adults working together as a support team.
2c. Collaboration
Code-mandated communication is completed including evaluation requests and outreach to parents and teachers in a timely manner.
3b. Communication
Consistently monitors the effectiveness of special education and related services/strategies to ensure progress toward high standards. Systematically refines services/strategies as appropriate; initiating an IEP/PIP meeting when needed
4c. Responsiveness
Improvement: Staff accurately self-assesses strengths and substantive growth areas, seeks and incorporates feedback from others, and pursues his or her own growth and development.
5a. Commitment to Continuous