An LRE Initiative of the Illinois State Board of Education and
Partner in the Illinois Statewide Technical Assistance Center

• Tools for Districts & Schools
  • Inclusive Practices Reflection Tool
  • Early Childhood IPRT
  • Regional Trainings
  • Walkthrough Forms
  • Phases of Implementation
  • Collaborative Effort Questions
  • Coaching Q & A
  • What Makes Inclusion Work?
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Phases of Implementation

What we can do through systems, practice and data to provide access and equity for all students through general education

District Level

PHASE I	PHASE II	PHASE III
Develop District Team that includes all stakeholders Select a District Coach Meet Regularly Identify Building Teams & Coaches Administer IPRT Use IPRT results to create Action Plan Report to the Board of Education	Phase I Target Professional Development toward a unified educational system Include teachers and other stakeholders in all Professional Development Evaluate and revise Action Plan Report progress to District Team, Building Staff, Families	Phase I & II Systematically plan for the sustainability of a unified system Identify and ensure resources to support all students in general education settings Plan to bring students with significant disabilities back to their school of residence Report to community

Building Level

PHASE I	PHASE II	PHASE III
Develop Building Team that includes all stakeholders Meet Regularly Administer IPRT Use IPRT and Parent Survey results to create Action Plan and Plan Professional Development Implement and monitor Action Plan Report progress to District Team, Building Staff, Families, Board of Education	Phase I Vary Professional Development that includes all stakeholders Evaluate and revise Action Plan Plan for bringing all students back to their resident school	Phase I & II Bring all students with disabilities back to their school of residence

Data

PHASE I	PHASE II	PHASE III
Collect Review annually Plan for administering the IPRT Plan for administering a Parent Survey Administer IPRT to District Team and review results Identify 3 strengths Identify 3 specific targets for Action Plan Administer IPRT to Building Team and review results Identify 3 strengths Identify 3 specific targets for Action Plan Administer Parent Survey	Link Action Plan to School Improvement Plan Administer and review District IPRT results annually Update District Action Plan Targets Administer and review Building IPRT results annually Update Building Action Plan Targets Use data acquired to make decisions Show increase in EE Code 01 Show decrease in EE Code 03 Show an increase in the percentage of students in their resident District Show an increase in the percentage of students in their resident school Show an improvement in Pre-School age EE data Show an increase in EE Code () Show a decrease in EE Code ()	Demonstrate exemplary school age EE data for the District Demonstrate exemplary pre-school age EE data for the District Demonstrate exemplary Building EE data Show increase in students with significant disabilities in resident school Maintain District gains in EE data over time Maintain District gains in IPRT data over time Maintain Building gains in EE data over time Maintain Building gains in IPRT data over time

Professional Development

PHASE I	PHASE II	PHASE III
Participate in Regional Trainings on Teaming & Collaboration,Effective Instructional Strategies, Adaptations & Support Systems, School /Family/Community Partnerships for Coaches/Staff Share Regional Trainings with Building staff Implement practices from Regional Trainings Access additional Professional Development Have special and general education staff co-plan for students with IEPs Collect baseline data of practices with walkthroughs	Base targeted Professional Development on Building needs Provide common planning time for special and general education staff Use structures to document planning/decisions between special and general education staff Involve family members in planning meetings Conduct walkthroughs to show evidence of practices that provide access and equity for all students Use walkthrough data for planning	Continue to base targeted Professional Development on Building needs Show students impact from Professional Development Demonstrate systematic and school-wide collaboration Ensure family participation in planning meetings Evidence sustained school-wide practices through walkthroughs Make walkthroughs a practice for sustainment of a unified system

Parents/Families

PHASE I	PHASE II	PHASE III
Identify and invite family members to District Level Team meetings Identify and invite family members to Building Level Team meetings Include items on District Level Action to increase family participation Complete Parent Surveys Make sure students centered transition planning is available	Invite and encourage attendance of family members at District Level meetings Invite and encourage attendance of family members at Building Level meetings Include items for increasing family participation in the Building Level Action Plan Make student centered transition available to families	Invite and encourage attendance and active participation of family members in District Level Team meetings Invite and encourage attendance and active participation of family members in Building Level Team meetings Invite and encourage family members to attend Professional Development Ensure students centered transition planning is systemic

Early Childhood

PHASE I	PHASE II	PHASE III
Have transition meetings between Early Intervention and Early Childhood staff Encourage family members to visit all preschool programs available Be sure typical preschool setting are the first placement for every children with an IEP/IFSP and children have access to typical age peers Utilize evidenced based curriculum and assessment systems in Early Children programs Align IEP/IFSP goals with the Early Learning Standards Schedule collaboration on a consistent basis among staff	Accommodate family members through flexible meeting times Embed IEP/ISP goad into daily routines Collaborate on a regular basis Maintain appropriate ratios of children with IEPs/ISFP goals Integrate related services throughout the child's schedule Have transition meeting between Early Childhood and Elementary staff	Base instructional decisions on data Show an increase in Early Childhood Outcomes and curriculum measurements for all children Be sure Kindergarten is the first placement for every child leaving Early Childhood