TIES Inclusive Education Roadmap

Step 2: Reflecting on Inclusive Practices (The RISE)

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The 6 steps of the inclusive education roadmap. You are on step 2: Complete the RISE
A diverse group of women and men sitting in small groups at four round tables. They are using laptop computers, taking notes and talking with each other.

“The RISE helped our team discover our strengths and areas for growth...and engage in deeper conversations and truly evaluate where our state is currently and create a plan for where we want to go. I am so grateful for the work we are doing with the RISE!”

                                    -SEA staffer

In Step 2, you will: 

  • Become familiar with  the purpose and desired outcomes of the Reflecting on Inclusive Systems of Education (RISE) tool
  • Become familiar with the RISE tools and process 
  • Learn about the role of the RISE facilitator and the strategies that facilitate great RISE discussions
  • Facilitate your system's RISE

Overview

Ongoing self-reflection is essential to creating sustainable inclusive systems. Reflecting on Inclusive Systems of Education (RISE) is a facilitated self-reflection tool that provides the Equitable Inclusive Leadership Team (EILT)  with the opportunity to engage in deep and important discussions about your system's current use of inclusive educational practices for all students, including students with significant cognitive disabilities.

In RISE Part 1, the EILT will discuss each of the four RISE Focus Areas and determine which Focus Area to prioritize for deeper analysis. In RISE Part 2, the EILT will discuss the evidence-based Features of Inclusive Education in the prioritized Focus Area from RISE Part 1. This discussion includes rating the presence or absence of these features in the system. At the end of RISE Part 2, the EILT will generate two to three Takeaways that they want to achieve within the next year. The Takeaways help guide the development of goals in the Inclusive Education Action Plan.

The RISE Frame of Reference

The RISE Frame of Reference describes a set of beliefs that are fundamental to inclusive education for students with significant cognitive disabilities. Discussing the Frame of Reference allows team members to build a common understanding of what it means to be a truly inclusive system and identify potential attitudinal or mindset barriers that may need to be addressed as they move forward. It can be helpful to have team members take turns reading the items aloud. Ask the team what they think and feel about the statements. The RISE Frame of Reference should be available for team members to refer to throughout the meeting. 

A young girl sits at a table, holding a paintbrush and a few containers of paint. Next to the image is the RISE Frame of Reference. "All means all" specifically includes all students with significant cognitive disabilities. Placement is in same grade general education classes and other inclusive settings in neighborhood schools. Student-centered strengths-based approaches for inclusive education occur within the general education curriculum, classes, lessons, activities, and routines. Specially-designed instruction occurs within general education classes, lessons, activities, and routines. Barriers to inclusive education exist within systems and environments, not within students or staff.

RISE Focus Areas

The RISE Focus Areas describe four categories of evidence-based practices (EBPs) essential in sustainable inclusive systems. The RISE EBPs were gathered through a systematic review of research literature, university textbooks, and existing checklists of inclusive practices (Ryndak et al., 2021). Implementation of each Focus Area brings you closer to creating welcoming and inclusive schools communities for all students, including students with significant cognitive disabilities. 

Placement and Settings: The policies and practices essential to general education school and class placement and equal access to all instructional and extracurricular activities for students with disabilities.

General Education Curriculum Content and Access: Both the content of instruction and the conditions that enable access to general education curricula for all students, including students with significant cognitive disabilities.

Instructional Practices: The evidence-based methods and characteristics of teaching used for instruction of students with disabilities within general education classes, lessons, activities, and routines.

Student and System Outcomes: The structures and processes that allow your system to monitor, sustain, and expand inclusive practices that align with your mission and vision for the system.

RISE Facilitation

The facilitation process is essential to creating a collaborative team experience in which all voices are heard, all concerns are discussed, and everyone’s time is respected. This type of process creates clarity and builds buy-in which will contribute to positive momentum moving forward. Anyone who is supportive of inclusive education for all students, including students with significant cognitive disabilities, can facilitate the RISE. 

Frequently Asked Questions

Yes, the RISE can be conducted either in-person, virtually, or using a hybrid model. 

Before the meetings  

  • Request relevant data for the RISE Focus Area Reflection (Part 1) meeting (such as LRE for the state, district, and school disaggregated as much as possible, and the number and percentage of students who do not currently attend their home schools).
  • Schedule the RISE meetings
  • Invite stakeholders to the meetings

During the meetings

  • Describe and answer questions about the RISE process.
  • Lead the team through the RISE allowing for rich conversation while also keeping the team on task.
  • Pose guiding questions (provided for each Focus Area, see Downloads) when needed.
  • Help the group come to a consensus when prioritizing Focus Areas.
  • Take notes in the RISE document.
  • Record the team’s scores and rankings
  • Time-keeping

After the meetings

  • Distribute the completed RISE including the notes to the participants.
  • Schedule your next meeting.

Yes! Although one person can facilitate the RISE process, there are several parts to juggle to keep the process moving forward.  This is particularly true when the RISE is completed as an online or hybrid session. It is much easier to share responsibilities between a small team (2-3) of facilitators. One person can facilitate the entire discussion or the facilitators can take turns. It is helpful to have a designated note-taker and timekeeper, as well as designate someone to manage the rating process, especially if an online tool is being used. For virtual and hybrid meetings, it also helps to have a  person designated to monitor the chat and add links for documents to the chat when needed. 

Equity Check

  • Do the EILT and any other participants that you added to complete the RISE represent stakeholders from across your system?
  • How will you create a collaborative culture to encourage all stakeholders to contribute during the RISE process?

 What's Next? 

 In the next section, you will learn more about the content and process of the RISE Part 1. You will also find tips for facilitating the RISE.

The IER is continually being enhanced. We would appreciate your feedback.

The information in this roadmap is not an endorsement of any identified products. Products identified in this module are shared solely as examples to help communicate information about ways to reach the desired goals for students.

All rights reserved.  Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina – Charlotte, and University of North Carolina – Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530

www.tiescenter.org

This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

TIES partner organization logos: Arizona Dept. of Education, CAST, UNC Charlotte, NCEO, University of Kentucky, The University of North Carolina Greensboro, IDEAs that Work