TIES Inclusive Education Roadmap
Guidance on School EILTs
While Equitable Inclusive Leadership Teams operate at all levels of the system, they do not look identical due to the complexity of their work and the organization's size. What are the membership "look fors" and potential members at the school level?
Membership, Knowledge, and Skills
Member "Look Fors"
Potential Members on the School EILT (estimated size range between 5-12)
Special education and general education administrators or designees with the authority to make decisions regarding changes to policy, procedures, and practices.
Principal and Assistant Principal
District-level special education supervisors or coaches
Parents of students with significant cognitive disabilities
Parent-Teacher Organization representative
Specialized Support Personnel
Augmentative Alternative Communication specialist
Special areas teacher (PE, art, music, dance)
Personnel who will implement inclusive educational practices including general education classroom teachers, special education teachers, specialized support personnel, paraprofessionals, and general education special area teachers (PE, art, music, technology)
Evidence-based practices in inclusive education for students with significant cognitive disabilities
Expertise and experience regarding inclusive education for all students, including students with significant cognitive disabilities. This is inclusive of educators and family members.
Evidence-based practices in instruction for students with significant cognitive disabilities
Expertise and experience in the instruction of students with significant cognitive disabilities
Evidence-based practices in General Education
Expertise and experience in general education instructional and classroom management strategies, including Universal Design for Learning and/or differentiated instruction
Best practices in implementation and systems change
Knowledge of local systems, policies, and supports. Access to relevant data systems. Expertise and experience in school reform and/or systems change in education.
SCHOOLS organize their EILTs differently depending on their size, needs, and the organizational structures that are currently in place. Below are examples of how two different size schools organized their EILTs based on their contexts and needs. No one way is correct as long as the focus of the work moves forward.
Large schools have a large staff with different organizational structures, and some are organized by grades, departments, or both. A School EILT needs to determine how best to construct a team representative of the school and inclusive of diverse voices.
This school organized its team with representatives from across the whole school. They moved inclusive education forward by using small workgroups focused on specific activities and grade levels. Department representatives took the information back to their colleagues and led work in these areas. In addition, the Parent-Teacher Organization was kept apprised of the work and acted as a “critical friend” for the EILT.
Smaller schools have a smaller staff and often wear multiple hats and cover numerous roles. This school organized its EILT by assuring that the principal-led team included general and special educators who are champions of inclusive education and well respected in their school, a parent of a child with a disability, and a counselor or social worker who supports a wide array of students. When needed, a specialist teacher and paraprofessional would also join the team. At least one special educator on the EILT must support students with significant cognitive disabilities to ensure that each and every student is included in the planning and implementation. The communication plan shared all decisions with the grade level teams/departments. Feedback and questions were gathered from these teams and shared with the EILT for consideration.