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This standard establishes that the success of students with disabilities is the shared responsibility of all staff (general education, special education, and administrators). It mandates a campus culture founded on meaningful inclusion where students are educated in their Least Restrictive Environment (LRE), maximizing their time with non-disabled peers and ensuring equitable access to all school and extracurricular activities. Meaningful inclusion is defined as students being actively engaged and participating in instruction and peer interactions, with appropriate supports, accommodations, and specially designed instruction. Standard 1 is aligned with ÏòÈÕ¿ûÊÓƵ ISD’s values of equity, diversity, and inclusion, and mission to provide a high-quality, comprehensive education for every student.

The core of student success lies in instruction. This standard requires that all educators consistently implement High Leverage Practices and evidence-based instructional strategies to provide access to grade level curriculum and instruction. Instruction must be proactively designed using Universal Design for Learning (UDL) principles to ensure maximum access for all learners, followed by effective, data-driven differentiation. A focus for educators includes collaboration and joint planning, shared delivery, and effective assessment of student growth, ensuring that specially designed instruction is seamlessly integrated into the general education environment for all students.

The Individualized Education Program (IEP) is a legally binding blueprint for specialized services. This standard demands that every IEP reflects genuine individualization by setting high expectations through ambitious, measurable annual goals directly connected to the student’s needs and grade-level curriculum. Furthermore, the standard emphasizes the importance of a fidelity to the implementation of IEP services, accommodations, modifications, and specially designed instruction across all settings.

This standard establishes a rigorous framework for district-wide accountability, linking procedural compliance and student performance. It guarantees a seamless process from initial identification through high-quality evaluations and monitoring of academic results. We are committed to meeting federal and state timelines for Child Find, ensuring that every student suspected of having a disability is identified and supported without delay. By implementing a Multi-Tiered System of Supports (MTSS) we provide comprehensive evaluations that include evidence-aligned recommendations. This standard prioritizes academic growth and closing the achievement gap for all students with disabilities.

This standard serves as the anchor for our district’s commitment to accountability and meaningful results, recognizing that true success for students with disabilities can only be achieved through authentic, reciprocal partnerships with families. We view families as expert partners and equal decision-makers in the design and review of their child’s educational journey to foster a culture of inclusive decision-making and transparent, proactive communication.