TIES Inclusive Education Roadmap

RISE Part 1: Focus Area Reflection

In this section you will:

  • Become familiar with the content of the RISE Part 1
  • Become familiar with the process of the RISE Part 1
  • Be introduced to information about facilitating the RISE 
  • Complete the RISE Part 1

Overview

RISE Part 1 summarizes the evidence-based practices essential to creating systems change for inclusive education. The practices are grouped into four Focus Areas: Placement and Settings, General Education Curriculum and Access, Instructional Practices, and Student and System Outcomes. The definition of each focus area reflects the Features of Inclusive Education for that area which will be explored more deeply in RISE Part 2. Facilitated discussion of your system’s strengths and needs within each Focus Area allows your EILT to determine which Focus Area/s resonates most closely with where you want to begin the change process in your system. Your EILT will also identify which area/s they will address in RISE Part 2. To give structure to your discussion, each Focus Area will be addressed in relation to the concepts described by the T-I-E-S outcomes.

Time in general education: Increasing the number of students included in grade-level general education classrooms majority (at least 80%) of the school day.
Instructional effectiveness: Collaborators across educators and specialized instructional support personnel to provide curriculum and instruction in general education classrooms.
Engagement: Engagement with general education curriculum AND age-grade peers.
Support: Support at both the state and district level and shared ethic of thinking inclusion first.

Preparing for RISE Part 1 Meeting

 Meeting Agenda

Meeting Follow-up

  • Review the RISE Part 1 
  • Download and read the RISE Facilitator's Guide
  • Introductions
  • Purpose and process of meeting
  • RISE Frame of Reference
  • For each Focus Area
    • Definition
    • Connection to TIES
    • Strengths and needs
    • Rating
  • Prioritize Focus Areas
  • Review list of stakeholders
  • Identify additional stakeholders
  • Schedule RISE Part 2
  • Send calendar invites to the team and new stakeholders
  • Distribute  completed RISE Part 1 to all

Presentation Method

The same version of the RISE Part 1 is used for all presentation methods. However, the materials and rating strategies may differ based on the method of presentation. This is described in the table below.

In-person Presentation

Virtual Presentation

Hybrid Presentation

  • Become familiar with technology to project the RISE on a screen for the team.
  • Provide accessible paper copies of the RISE for those who prefer/ request.
  • Determine method for rating and ranking using online software, numbered cards, etc.  
  • Materials 
    • Facilitator “Steps at a Glance”
    • Poster paper for brainstorming and “parking lot”
    • Name tags or tents 
    • Colored markers
    • Laptops or smartphones (depending on means of rating)
  • Become familiar with the virtual platform that will be used 
  • Become familiar with the technology that will be used for rating and ranking. For example, Zoom poll, the Chat Feature, Mentimeter software, or Kahoot. 
  • Materials
    • Facilitator "Steps at a Glance"
    • RISE Part 1 PowerPoint with embedded rating scales
    • Laptops or smartphones 
  • Become familiar with the virtual platform that will be used 
  • Become familiar with the technology that will be used for rating and ranking. For example, Zoom poll, the Chat Feature, Mentimeter software, or Kahoot. 
  • Materials
    • Facilitator "Steps at a Glance"
    • RISE Part 1 PowerPoint with embedded rating scales
    • Laptops or smartphones 

Column 1: How do your policies, practices, structures, and messaging support TIES outcomes?

  • T: Time in general education
  • I: Instructional effectiveness
  • E: Engagement with general education curriculum and peers
  • S: Support at the state and district level

Column 2: Positive Examples and Areas for Improvement

Column 3: Rating

  1. These practices are not yet addressed.
  2. These practices are emerging
  3. These practices are used across most of our system
  4. These practices are used across most of our system
  5. These practices are used across all of our system

Facilitation Tips

  • Team members will likely come to the table with differing points of view about a variety of topics. It is important to allow everyone to share their views. It is also important that no one person or point of view dominates the discussion. Sharing or creating meeting norms at the start of the meeting can help the group navigate challenging interactions, should any arise (the EILT will likely have developed team norms that could be used in Step 2).

  • The primary purpose of the RISE is to engage the team in thoughtful and reflective conversations about the current state of inclusive education in the system. The ratings the team gives itself are not as important as is developing the common understanding that is gained through the discussions. It is important to remind the team that it is very common for systems to have ratings of 1 or 2 as they start their journey towards inclusive education for all students. As systems build the capacity to effectively include all students, including those with significant cognitive disabilities, the ratings will rise over time. 

  • When teams are struggling to determine a rating, they often ask if they can score a 1.5 or 2.5 instead of a whole number. It is helpful to remind them that the rating represents the whole system, not just the pockets of excellence that may exist within the system. Sticking with whole numbers also allows the team to think more deeply about where they are, especially in reference to students with significant cognitive disabilities.

  • After you have rated the four Focus Areas and are moving to identify a priority Focus Area, these questions can support the prioritization process:
    • Which Focus Area speaks most directly to the changes you want to make in your system?
    • Is there a Focus Area that may represent an easier place to start in your system?
    • How does the Focus Area fit within your system's current culture and processes
    • Are there current initiatives or programs in the system that could or should be paired with this Focus Area?

Equity Check

  • Does your team represent stakeholders from across your system?
  • How will you encourage all stakeholders to contribute during the RISE process?
  • Has the team included students with the most significant disabilities in all aspects of your discussion during the RISE Part 1?

What's Next

In the next section, you will learn more about the RISE Part 2: Features Reflection.

Downloads - RISE Part 1 Documents