TIES Inclusive Education Roadmap

RISE Part 2: Features Reflection

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In this section, you will

  • Learn about the purpose of the RISE Part 2
  • Understand how to facilitate the RISE Part 2
  • Complete the RISE Part 2

Overview

In RISE Part 2 the EILT delves more deeply into the Focus Area that was prioritized in the RISE Part 1. Each Focus Areas contains multiple Features. The Features provide more details (e.g., policies, practices, and procedures) that are essential for inclusive systems of education. The Features for each Focus Area were identified through a systematic review of research on inclusive educational practices (Ryndak et al., 2021) and are grouped by topic to facilitate discussion. By considering the Features in a Focus Area, the EILT builds their knowledge about what is included within the priority area that they identified in the RISE Part 1 and begins to identify opportunities for initiating change in their system.

By the end of the RISE Part 2, the EILT will have identified 2 or 3 system Takeaways related to the priority area. These Takeaways help to focus the Initiative Inventory (Step 3) and inform writing goals and determining activities in the Inclusive Education Action Plan (Step 4).

Completing the RISE Part 2

Preparing for RISE Part 2 Meeting

  • Download the appropriate RISE Part 2 document (see menu of downloads at the bottom of this section) for the level of the system and the priority area chosen in Step 2A. (Note: There is no need to download all of the RISE Part 2 documents. Most teams work through Focus Area at a time.
  • Review and personalize the RISE Part 2 Meeting Agenda template for your EILT.
  • Review the RISE Part 2 document alongside the meeting agenda to become familiar with the flow of the document and the meeting process. It is important to carefully review the Focus Area Features prior to the meeting. You will need to be able to answer questions about the Features during the meeting so you may want to also review some of the TIES resources specific to each Focus Area.
  • Ensure that the calendar invitations have been sent out in advance, including any additional participants who have been invited to ensure a greater diversity of perspectives. Schedule 2.5-3.0 hours for the RISE Part 2.
  • Collaborate and finalize with the the EILT regarding the logistics of the session.

Facilitating the Meeting

  • Review the RISE Meeting Agenda (RISE Meeting Agenda template (with the approximate time for each section of the meeting),
  • Watch the time to ensure that the pace of the meeting stays close to the allowed time for each agenda item:
    • Introductions for any new participants
    • Overview the purpose and process of RISE Part 2
    • Share the priority Focus Area that was chosen in the RISE Part 1
    • Revisit the RISE Frame of Reference
    • Present and explain the RISE Features Reflection scoring rubric (see image below)
    • Rate the RISE Part 2 Features. 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
      • Review the rating scale with the members. (It is the same as the rating scale in the RISE Part 1)
      • Have individuals share their ratings (using numbered cards, holding up fingers, Zoom poll, etc.).
      • 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 the discussion, ask everyone to re-rate this Set of Features. If needed, negotiate a consensus score that is acceptable to the entire team
      • Record the rating
      • Repeat until all Sets of Features in the Focus Area are rated
    • At the end of RISE Part 2, ask the EILT what are their big takeaways from this session related to:
      • T (time in general education)
      • I (instructional effectiveness)
      • E (engagement with academics and peers)
      • S (Student and System Outcomes)
    • The EILT generates their priorities for change based on these takeaways in order to build and sustain an inclusive system of education.

Meeting Follow-up

  • Ensure that each team member is sent a copy of the completed RISE Part 2.
  • Set a date for the Initiative Inventory (Step 3)

Below is an image of one Set of Features within the school Focus Area, General Education Curriculum Content and Access. Take special note of the rating system and take time to read through it before starting to facilitate reflecting on the Focus Area. Similar to the RISE Part 1, the rating system looks specifically at the type and number of students who are currently accessing the Features under discussion. In order to score a 5, the system must be fully including all students, including all students with significant cognitive disabilities (SwSCD).

4.1 To what extent does you statewide system facilitate a mindset that:

4.1.1 demonstrates an unwavering belief in the value of inclusive education for improving student outcomes.

4.1.2 communicates a philosophy that ever student can learn and that philosophy results in high expectations and the measurement of student, program, and systemic outcomes

4.1.3 honors the understanding that education services are provided to empower students with and without disabilities to be fully valued and participating members of inclusive communities during and after exiting the system of education, rather than to “fix” or eliminate a disability.

4.1.4 demonstrate an understanding that each person experiences the system of education differently based on their personal background, including abilities; race; gender; cultural, ethnic, and linguistic diversity; and socio-economic status

4.1.5 communicates that each district is accountable for demonstrating progress of all student in age-grade level general education curriculum at their neighborhood schools.

Rating Scale

1 – Some features; not yet applied to students with significant cognitive disabilities

2 – Most features; not yet applied to students with significant cognitive disabilities

3 – Most features; including some students with significant cognitive disabilities

4 – Most features; including most students with significant cognitive disabilities

5 – All features; including all students with significant cognitive disabilities

Equity Check:

How will your priorities have a positive impact on students with the most significant cognitive disabilities?

What's Next?

  • With the RISE Focus Area Part 2 completed and team priorities identified, the EILT moves to Step 3: Conduct an Initiative Inventory. The EILT discusses current initiatives that are ongoing in the system (or will happen in the near future) and decides if there are opportunities that connect with any of the priorities to create a more inclusive system for all students.
  • In three-years (Step 5C), the EILT will revisit the RISE to consider whether they should go deeper with their current RISE Focus Area priority or add another Focus Area to their systems change work.

Downloads - Rise Part 2 Documents