TIES Inclusive Education Roadmap

RISE Part 2: Features Reflection

In this section you will:

  • Become familiar with the content of the RISE Part 2
  • Become familiar with the process of the RISE Part 2
  • Be introduced to information about facilitating the RISE Part 2
  • Complete the RISE Part 2


The RISE Part 2  provides the EILT the opportunity to dig deeper into the  RISE Focus Area/s prioritized at the conclusion of the RISE Part 1. Each Focus Area contains specific Features that articulate the policies, practices, and procedures essential to the creation of inclusive systems of education. The Features for each Focus Area were identified through a systematic review of research on inclusive educational practices. The Features are grouped by topic to facilitate discussion.

After completing the RISE Part 2 the team will identify 2 or 3 system Takeaways. These Takeaways describe the priorities that will inform the development of the Inclusive Education Action Plan using the TIES IER (Step 4).

Preparing for the meeting:

Preparation for the RISE Part 2 is much the same as for the RISE Part 1 with a few notable differences: 

  • As you go through the meeting, team members may have questions about the meaning of specific Features. In order to be able to answer such questions, you will need to carefully read through the Focus Area prior to the meeting. You may want to review some of the TIES resources specific to  each Focus Area (see Step 5 TIES Resources)
  • The rating scale used in the RISE Part 2 is more complex than the 1-5 scale used in Part 1. It is set up so that the system can celebrate its current use of inclusive practices while noting that the highest ratings focus on the inclusion of students with significant cognitive disabilities.
Screenshot of one feature of the RISE. It says 1.3 To what extent does our statewide system facilitate placement in neighborhood schools with: 1.3.1 communication and collaboration across all personnel and departments indicating that all students for whom this is their neighborhood schools are expected across the system. 1.3.2. collective responsibility and collaborative decision-making among all school personnel, families, and the community to maintain the placement of all students in neighborhood schools. 1.3.3. annual monitoring and public reporting of disaggregated data on school placement patterns (Pre-K to 12) for students with significant cognitive disabilities to identify and disrupt structures that are barriers to the placement of students in inclusive preschools and neighborhood schools. 1.3.4. school reflecting the natural proportions of students with disabilities within the community from which the schools draw enrollment. 1.3.5. an IEP review process that requires goals and strategies for moving students with significant cognitive disabilities to their neighborhood schools. 1.3.6. multi-year plan to develop capacity across districts to return students with significant cognitive disabilities from out-of-district placements to neighborhood schools. In the bottom corner, there it says Rating and there is a blank box next to it.

Facilitating the meeting:

  • Review the RISE Focus Area to be discussed in this meeting, and share the definition of the selected Focus Area with the team
  • Review the RISE Frame of Reference
  • Present and explain the RISE Features Reflection scoring rubric
  • For each Set of Features:
    • Ask a team member to read the Set aloud
    • Discuss system strengths related to the Set of Features
    • Discuss system need areas related to the Set of Features
    • At the end of the discussion, have team members privately rate the Set of Features using the rubric
    • Share the scores (using numbered cards, holding up fingers, Zoom poll, etc.) and if a consensus score is not reached then discuss the range of scores, the most frequently chosen score, and the reasons for the team members’ choices
    • After discussion by the team, re-score the Set of Features and negotiate a consensus score that is acceptable to the entire team
    • Record the score
    • Repeat until all Sets of Features in the Focus Area are scored
  • Review Features Reflection Scoring Summary and build consensus on the top priorities for initial implementation. Identify 2 or 3 Takeaways to be addressed using the IER Action Plan.

After the meeting:

  • Ensure that each team member is sent a copy of the completed RISE Part 2.
  • Set a date for the Action Plan meeting
  • Send calendar invite/reminder to all team members to the Action Plan meeting.

Equity Check:

Will each of your goals have a positive impact on students with the most significant cognitive disabilities?

What's Next?

  • Complete the next section of the Inclusive Education Action Plan by filling in the results of the RISE Part 1, RISE Part 2, and the Takeaways from the RISE discussions. (Use the Action Plan form that was started in Step 1 - Equitable Inclusive Leadership Team section.)
  • The EILT will conduct an Initiative Inventory. With the RISE Priority and 2-3 Takeaways in mind, the team will discuss other current initiatives that are happening in your system (or will happen in the near future) and decide if there are opportunities to connect with any of these initiatives as you work toward creating a more inclusive system for all students.

Downloads - Rise Part 2 Documents