Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.


Close Learning Gaps for Students with Disabilities

Washington Elementary is committed to our students with disabilities. The school has implemented an inclusion model with most of our classrooms this year. Inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education settings. Washington’s inclusive classes have special education teachers “push in” at certain times during the day, rather than have students pulled out of class. This way our students with disabilities have the opportunity to work with and receive instruction from both the general education and special education teachers in the same setting. Inclusive classes are enabling our general education and special education teachers to work and collaborate more closely. Data from district interims, common formative assessments (CFAs), and other frequently used assessments (DIBELS, DRA) are shared in professional learning communities (PLCs) on a weekly basis. Academic, both literacy and mathematics, coaches are consulted continuously.