The School-Based Practices Profile

SERC is pleased to provide an opportunity for schools/districts interested in receiving training in the administration and interpretation of the School-Based Practices Profile (SBPP). The SBPP is designed to assess current status of the implementation of effective LRE (least restrictive environment) practices in Connecticut schools. Through the use of faculty, administrator, and parent surveys, information is gathered that indicate a current “level” of implementation in a school or district in six broad dimensions. The dimensions include:

• Dimension A: Collaboration for Planning and Service Delivery
• Dimension B: Use of Effective Instructional Strategies for Diverse Learners
• Dimension C: Early and Effective Intervention Strategies
• Dimension D: Services in Integrated Settings
• Dimension E: Social Opportunities, Relationships, and Self-Advocacy
• Dimension F: Family Involvement in Inclusive Settings

Upon completion of the SBPP, the results are used by the school or district to develop a strategic action plan regarding the implementation of effective practices to educate students with disabilities in the general education classroom.

History

In 2000, the CSDE and SERC began a collaborative partnership with Frances Stetson, Ph.D. of Stetson and Associates, Inc. of Houston Texas. Dr. Stetson presented the School-Based Practices Profile (SBPP) to the CSDE and SERC for consideration as a tool to use with schools and districts as they were charged with examining their current level of implementation of effective LRE practices across multiple dimensions. The SBPP was originally developed by Dr. Stetson in collaboration with Regional XIII Education Service Center in Austin, Texas.

The SBPP was revised in 2002 to reflect the collaboration between Dr. Stetson and Consultants from the CSDE and SERC. A sixth dimension was added focusing on Connecticut’s Early Intervention Project (EIP). A seventh dimension is currently in development.

Additional Components

Faculty Survey
The Faculty Survey is correlated to the School-Based Practices Profile in order to solicit input from faculty members regarding the level of implementation of effective inclusive practices within their schools

Parent Survey
The Parent Survey is designed to ensure that parental input is provided to school personnel regarding the implementation of the LRE requirements of IDEA.

Leadership Practices that Support Inclusive Education: A Companion to the School-Based Practices Profile
The Leadership Companion is a self-assessment instrument intended to support school-based and central office administrators in implementing practices that support the placement if students with disabilities in the general education setting.

For more information

For more information on the School-Based Practices Profile (SBPP), or if your district would like to schedule training, please contact Sarah Barzee, Assistant Director for Program Development, at SERC, (860) 632-1485, ext. 370.