Inclusive School Communities: Staff Engagement & Resources

1. Inclusive Mission and Vision

Practices

Staff Resources

1.1 Inclusive education is clearly defined, and the definition is shared by all staff, students, and community members.

• Principles and Practices Assessment Tool
• 3- Year Plan
• MTSS - Fidelity Implementation Tool/Fidelity Implementation Assessment

1.2 The mission and vision integrate an equity-based framing of inclusion that is represented across all action planning, 

curriculum, and materials. (i.e., prioritizing anti-racism, anti-ableism, and multilingual practices, etc.)

1.3 Mission and vision guides distributed leadership to engage partners across the school community.

1.4 Ongoing action items reflect steps in place to disrupt inequitable systems of racism and ableism.

1.5 Mission and vision recognize that all students in the school are general education students, and this belief is reflected through intentional and humanizing language.

1.6 Students with and without disabilities are included in developing and sustaining the inclusive mission and vision of the school, prioritizing those students who have not historically been invited.

1.7 Families of students with and without disabilities are included in developing the inclusive mission and vision of the school, and this involves reaching out to families that might not be expected to

attend.

1.8 The mission and vision are centered in all family communication for the purposes of developing and fostering family and community engagement/leadership.

1.9 The mission and vision guide how the school community addresses and learns about systemic racism and ableism, and how they impact student belonging, learning, and engagement.

1.10 Mission and vision guide the creation of a multi-year plan that includes specific actions for building capacity toward that vision.

2. Inclusive Building Schedule

Practices

Staff Resources

2.1 A building leadership team is assembled that includes various school leaders (i.e., admin, general education teachers, special education teachers, specialists, department heads, etc.) to inform the inclusive building schedule in advance of the next school year.

• Needs Based Schedule
• Education Day-at-a-Glance
•  

2.2 When laying the foundation of the building schedule, prioritize schoolwide inclusionary practices (i.e., SEL, community building, intervention blocks, co-teach partnerships, etc.).

2.3 The building schedule aligns general education grade level core content or department level content (i.e., literacy, math, English 9, Algebra 1, etc.).

2.4 Building schedule allows for grade level planning on a specified cadence that includes general education teachers, special education teachers, and may also include specialists.

2.5 Specialist teachers (i.e., PE, Music, Library, Art, other electives)

are scheduled to allow for grade-level collaborations.

2.6 Building schedule and individual student schedules allow for flexible use of resources and spaces for the delivery of Specially Designed Instruction (SDI).

2.7 Building schedule allows for the flexing of service delivery to best meet student needs, which can include small group instruction, co-teaching, grade level or department collaborations in general education classrooms.

2.8 Schedule classified staff (i.e., paraprofessionals, instructional assistants, etc.) across classrooms in order to maximize support for all students across the school day.

2.9 The building schedule is shared and made visible to the entire school staff community. This includes grade level and individual specialist schedules.

2.10 All students are rostered in their general education classroom and have designated desks/seats.

3. Collaborative Structures

Practices

Staff Resources

3.1 During building leadership team meetings, inclusion and equity is discussed not as an initiative, but as a collaborative endeavor considered in all building leadership decisions.

• Universal Accommodations:
  • School 1
  • School 2

• Lesson Unpacking Protocol
• Instructional Leadership Team
• Site Council 

3.2 Site-based leadership prioritizes and preserves collaborative structures by honoring those times and not scheduling into that time.

3.3 Roles and responsibilities across teams have been clearly defined, posted, and messaged out for all educators, specialists, and service providers.

3.4 Educators co-plan, engage in data collection/analysis, and/ or learn together with an equity-oriented lens as part of a PLC on at least a weekly basis.

3.5 Collaboration time built into the building schedule is protected and used for all educators, specialists, and related staff for collaborative structures and facilitation of instructional techniques (i.e., co-planning, PLCs, department planning).

3.6 There are regularly scheduled opportunities for departments (i.e., gen ed grade level, gen ed content level, special education) to collaborate with one another to facilitate a flexible service delivery model.