Virginia Inclusive Action Plan

Pursuant to Senate Bill 1288 and House Bill 2299, passed by the 2021 Session of the General Assembly and signed by the Governor on March 30, 2021, (2021 Acts of Assembly, cc. 451; 452), each local school division is required to complete and report the results of an inclusive practice self-assessment and action planning instrument once every three years, commencing no later than the start of the 2022-2023 school year. Each school division will report the results of its assessment and plans for improvement to the Virginia Department of Education and to its (i) division superintendent, (ii) special education director, (iii) chair of its local school board, and (iv) chair of its local special education advisory committee.

Use the following reporting steps to compile the results of the inclusive practice self-assessment and action planning instrument.

School-Based Administrators

Step 1: Develop Inclusive Practice Teams

• Administrators
• General educators
• Special educators
• Parents
• Related service providers

Step 2: Assess the School’s Current Inclusive Practices

• Use the Planning Guide to identify the current status for each identified practice.
• Use the Quality Standards for Inclusive School Self-Assessment for School-Based Administrators
• Identify which phase (Initiation, Implementation, or Excellence) describes the current status for each quality indicator

Step 3: Develop an Action Plan for Inclusion

• Use the Planning Guide to identify action steps for each identified practice.
• Determine who is responsible for each action step.
• Determine how success will be measured.

Step 4: Report to Central Office Administration

• Submit completed Planning Guide and Quality Standards for Inclusive School Self-Assessment for School-Based Administrators to the central office designee

Special Education Directors

Step 1: Review the school-based Planning Guides

• Develop a "big picture" summary of the division's current status for each quality indicator by reviewing the submitted school-based Planning Guides and the optional Faculty Survey.
• Determine the percentage of schools that identify with each implementation phase for each quality indicator.

Step 2: Develop an action plan for improving division-wide inclusion for each quality indicator.

• Action steps
• Person responsible
• Methods of measurement

Step 3: Complete the Inclusive Schools Network Self-Assessment Instrument

• Identify which overall implementation phase (Initiation, Implementation, or Excellence) describes your division.

Step 5: Complete the Self-Assessment Executive Summary

• For each Quality Indicator, identify the results and implementation phases based on Step 1 above.
• For each Quality Indicator, describe the identified action steps and methods of measurement based on Step 2 above.
• Identify the total number of checks from the Inclusive Schools Network Self-Assessment Instrument

Note: The Self-Assessment Executive Summary must be submitted by February 27, 2026. Helpful Resources

• VDOE Inclusive Practices
• K-12 Inclusive Practices Guide
  • Word
  • PDF
• Inclusive Practices in Schools Training Module
• Virginia Inclusive Practices Planning Guide
  • Word
  • PDF
• Optional Faculty Survey
• Inclusive Schools Network Self-Assessment Instrument
• Core Competencies Observation Checklist
• Quality Indicators for Delivering Specially Designed Instruction
• Explicit and Specially Designed Instruction Walkthrough Tool

As school leaders are developing their division’s inclusive action plan, self-assessing their division’s inclusive practices, and addressing areas of concern, they can contact their regional TTAC for individualized assistance.

Regions 1 & 8

• Joel Fravel - jwfravel@vcu.edu
• Sandra Wilberger - slwilber@vcu.edu

Region 2 & 3

• Debbie Grosser - dagro2@wm.edu
• Shelley Littleton - sblittleton@wm.edu
• Danielle Sentz - dsentz@odu.edu
• Keren Plowden - kplowden@odu.edu

Region 4

• Melissa Gunter – mgunter2@gmu.edu

Region 5

• Gina Martin - martingk@jmu.edu

Region 6 & 7

• Diann Eaton - dweaton@vt.edu

• A Clear and Consistent Vision and Vocabulary for Inclusive Schools
• Legislative and Accountability Standards
• Strong Tier One Instruction
• Student-Centered Decisions/Staffing and Scheduling
• Effective Use of Resources
• Collaboration Among Educators
• Specialized Support
• Social Inclusion
• Family and Community Engagement
• Sustaining Inclusive Success