Getting to Know Your District Through Data:Least Restrictive Environment Data for ADD DISTRICT

Getting to Know Your District Through Data: Least Restrictive Environment Data for ADD DISTRICT NAME HERE

Wh at What I should be thinking Data Item Where to find it it District Data about tell s us Data Source #1: Ohio School Report Cards  Number of students labeled  What is the district’s overall  Enrollment by Disability Flag Advanced Reports with (dis)abilities in your percentage of students with  http://tinyurl.com/ODEAdvanced district disabilities?  Percentage of total  Are there natural proportions 14/15 13/14 - Enrollment -> Enrollment by enrollment of students with of students with disabilities in Total Student Demographic (District) and without (dis)abilities in all integrated classrooms as a Enrollment - Use "Disabled Flag" filter for your district result of the use of Total # with a Student Disaggregation heterogeneous instructional grouping patterns? Disability *Additional information may be Total # with a found through the Secure Data Disability in Center through your SAFE Percentage account. Data Source #2: Ohio School Report Cards   How many students with  Enrollment by Disability Advanced Reports Nu disabilities are educated in 14/15 13/14 12/13 Category http://tinyurl.com/ODEAdvanced segregated classrooms for - Enrollment -> Enrollment by  more than 60% of the day? No Disability Student Demographic (District) Per  How many students with - Use "Disability" filter for Student disabilities are served Disaggregation through pullout programs for between 20% and 60% *Additional information may be of the day? found through the Secure Data Center through your SAFE account.

Please record in both numerical and format and percentage of the total enrollment.

Data Source #3: https://www.edresourcesohio.   What are the  Test Results org Per achievement gaps in  SWD Math Proficiency Rates /OECprofile/ reading and math *requires log in and password between students with FY15 FY14 FY13 FY12 disabilities and those State Target 34.19% 45.6% 90.9% 81.8% *Additional information may be without disabilities? Building found through the Secure Data  What practices does the Percentage Center through your SAFE district use to ensure that Met/Not Met account. curriculum and assessments for all students align with  SWD Reading Proficiency Rates academic standards that set a high bar for FY15 FY14 FY13 FY12 performance? State Target 38.56% 55.9% 94% 88% Building Percentage

Met/Not Met

Data Source #4: https://www.edresourcesohio.   Are there rooms set aside  SPP Indicator 6A: Preschool Children in a ECE Setting SPP Indicator 5 +6: org Per for students who have School-age and Preschool /OECprofile/ labels? If so, which ones? A. Educational Environments *requires log in and password Why? FY15 FY14 FY13 FY12 Insi  (LRE) Are there lower track State Target 52.2% 52.20% 50.64% Baseline de classes or higher track the classes? If so, which ones? Year reg Why? Building ular  Why are the students who Percentage clas need the most structure Met/Not Met s 80 and consistent learning per environment often those cen asked to leave the t or classroom? mor SPP Indicator 6B: Preschool Children in a Separate Setting  How are students placed e of at each grade level or the assigned to classes? day; FY15 FY14 FY13 FY12 B.  How is it decided which staff works with which State Target 38.5% 38.5% 43.94% Baseline Insi Year de students? the  Do all staff work with all Building reg students or do some Percentage ular believe that only they can Met/Not Met clas teach particular students? s Why? less  Indicator 5: School Age LRE (Percentage of SWD in General tha Education Setting 80% or More) n 40 per FY15 FY14 FY13 FY12 cen State Target 63.0% 62.5% 62.3% 61.5% t of Building the Percentage day; Met/Not Met and C. In sep arat e sch ools , resi den tial facil ities , or ho me bou nd/ hos pita l plac em ent s.  Per

A. Reg ular earl y chil dho od pro gra m and rec eivi ng the maj orit y of spe cial edu cati on and rela ted serv ices in the reg ular earl y chil dho od pro gra m; and B. Sep arat e spe cial edu cati on clas s, sep arat e sch ool or resi den tial facil ity.

Data Source #5:  Are there rooms set aside for  Internal Data students who have labels? If so, which ones? Why?  Why are the students who need the most structure and consistent learning environment often those asked to leave the classroom?  How are students placed at each grade level or assigned to classes?  How is it decided which staff works with which students?

Citation for Prompting Questions: Capper, Colleen A., Elise Marie Frattura, and Maureen W. Keyes. Meeting the Needs of Students of All Abilities: How Leaders Go beyond Inclusion. Thousand Oaks, CA: Corwin, 2000. Print. DLT Inclusiveness Profile: http://sstliteracyconnections.wikispaces.com/DLT+Inclusiveness+Profile