TIES Inclusive Education Roadmap

Example of an Inter-Level Communication Plan

A central principle of system alignment includes strong communication between the different levels of the system (for example, state level, regional level, district level, and school level), as well as within each of these levels. This becomes more complex as the levels of the system increase. Yet, to build and support sustainable inclusive education systems, this level of alignment is key.

It is important at each level to:

  • understand the work at the other levels of the system and how it supports inclusion,

  • share updates about the inclusive education work,

  • share process and outcome data,

  • identify gaps in practices and policies,

  • modify and align their work to achieve the goals based on new learning, and

  • have policy inform practice and practice inform policy.

The inter-level communication plan identifies:

  • what information will be shared,

  • who has the responsibility to share the information,

  • what is the frequency that sharing information will happen, and

  • what is the relationship between various groups, such as advisory, decision maker.

Assuring cross-level representation on a multi-level system helps create a pathway so inclusive practices information flows in both directions. For example, a principal and teacher who are on a building EILT are also on the district EILT, a principal and superintendent on a district EILT are also on the state EILT, and a state or regional representative is part of a district EILT.

The example below illustrates the flow of information and the role each level plays in how a focus on inclusive education at the state, district, and school levels can be aligned. (If the state is organized into regions, these could easily be included in the process.)

Level of EILT

Communicates with Whom





Share state policy and practice advisories

Provide technical assistance

Three times per year



Communicate updates and advise on policy and practices

Three times per year



Collaborate on implementing policies and practices; provide professional development, coaching, advising on policies, etc.

A minimum of every other week



Communicate feedback on implementation of policies and practices; advise on district decision making




Share successes, challenges and strategies

Ongoing via email, Formal meetings 3 times per year

There is one large circle, with smaller circles within it. The first smaller circle says State Inclusive Education Leadership team. There is then an arrow connecting this circle to another circle that says District Inclusive Education Leadership Team. Above the arrow connecting these two circles, it says State Policy and Practices Advisory and Technical assistance. There is then another arrow going from the District Inclusive Education Leadership Team circle back to the State Inclusive Education Leadership team circle, and below the arrow it says Communication and Advisory. Next, there are three bi-directional arrows coming off of the District Inclusive Education Leadership Team circle that connect to three smaller circles, labeled School A IELT, School B IELT, and School C IELT. Above the arrow connecting the District Inclusive Education Leadership Team circle, it says Collaboration and Professional Development Recommended. There is a box sectioning off the 3 smaller School IELT circles, and then in between the three School IELT circles, there are bidrectional arrows representing how the schools IELT teams should be communicating amongst each other as well. Next to the three School IELT circles, it says Share successes, challenges, and strategies. Lastly, there is an arrow going back to the District Inclusive Education Leadership team circle out from the 3 School IELT circles, and below it says Communication and Advisory for Decision Making.