AWSP Inclusionary Practices 2019-2020

1.What does inclusion mean to you in your context?
2.What are you currently implementing in your context and what would you like to implement for 2020-21 regarding instructional setting?
Currently implementing 2019-20
Not implementing but would like to for 2020-21 school year.
Not ready to implement yet.
Would like to know more about this inclusionary practice
All students who are assigned to your school area are educated on their home campus.
The general education classroom is the first consideration when the instructional setting is discussed.
Special education instructional settings, when located outside of the general education classroom, are placed throughout the school building within age, grade or department appropriate settings.
The facilities used by special population students are comparable to those available to general education students.
Decisions about instructional settings are determined on the basis of student needs rather than labels or available services. 
Students served on IEPs are actively involved with their placement.
3.What are you currently implementing in your context and what would you like to implement for 2020-21 regarding collaboration?
Currently implementing 2019-20
Not implementing but would like to for 2020-21 school year.
Not ready to implement yet.
Would like to know more about this inclusionary practice.
Special education teachers are members of grade level/department teams and are considered full members of the school faculty.
General education teachers and special education teachers regularly plan together.
All faculty members are knowledgeable of the contents of each student's IEP for whom they are responsible.
There is a vision of shared ownership for all students at the school. 
4.What are you currently implementing in your context and what would you like to implement for 2020-21 regarding instruction?
Currently implementing 2019-20
Not implementing but would like to for 2020-21 school year.
Not ready to implement yet.
Would like to know more about this inclusionary practice.
Teachers use a variety of instructional strategies (multi-level instruction, cooperative learning, activity-based instruction, etc.)
Differentiated instruction is the predominant instructional methodology used in classrooms.
Teachers understand the difference between accommodations and modifications.
There is a campus-wide behavioral support system in place at the school.
There are in-class support options for students with special needs utilizing co-teaching.
There are in-class support options for students with special needs utilizing peer support. 
Service personnel such as occupational therapists and speech pathologists plan with the general education teacher and provide services within the general education classroom when appropriate.
5.What are you currently implementing in your context and what would you like to implement for 2020-21 regarding relationships?
Currently implementing 2019-20
Not implementing but would like to for 2020-21 school year.
Not ready to implement yet.
Would like to know more about this inclusionary practice.
The school has a plan or program for increasing positive student-to-student relationships (ex. PALS, Circle of Friends, etc.)
Students who receive support with an IEP are considered full members of the school community.
Parents are welcome and seen as valued partners at the school and in their student's learning. 
6.What are the current barriers to implementing inclusionary practices in your school? Check all that apply.
7.What learning opportunities could further support you leading for inclusionary practices in your context? Check all that apply.