October 2014 • Issue 15
On the playground at WISH
Heading into our third year of SWIFT Center activities, we are steeped in the strategies of implementing schoolwide transformation and examining these efforts every step of the way. What are we learning? How best can this learning be shared? Some schools are transitioning students from out of district placements into their neighborhood schools, others are figuring out how collaborative teaching relationships can benefit ALL students in a class, and the unification of policy reform efforts is an important discussion in all of the SWIFT implementation sites.

While the priority activities for implementing schoolwide transformation may be different in every school, the driving value of "ALL Means ALL" is the same—every student receiving the support they need to experience academic, behavioral, and social success. This newsletter represents one of our efforts to share the learning. You may have noticed the new format of the newsletter. Just as educators are seeking new and improved strategies for engagement, the SWIFT Center is seeking new and improved strategies to engage with our ever growing SWIFT community.
Paraprofessional at WISH Charter
Are you looking for ways to better understand and promote the evidenced-based features that can transform academic and behavioral instruction into fully integrated schools that include those students with the most significant support needs? SWIFT's 10 core features are illustrated in "SWIFT in 60," a video series now available for download at swiftschools.org. These videos are free to use during educational professional development offerings, to share with parents and community members, and for your viewing pleasure. Enjoy! Share! Discuss! And always send us a note and tell us what you think.
Sheldon Elementary Utilizing Farming in Vermont State Spotlight
Sheldon Elementary School is a one-school district in the Franklin Northwest Supervisory Union in Vermont. Participation in the Vermont Farm to School Network is one example of how Sheldon demonstrates "ALL means ALL." The program helps teachers utilize farms as a learning environment and farmers market their products to schools and increase their community exposure. The Network provides statewide leadership, coordination and advocacy for the purpose of engaging every student and school community in "a local food and farm culture that nurtures every child's health, cultivates viable farms, and builds vibrant communities." Inclusive Instruction and Trusting Community Partnerships are working at Sheldon Elementary School!
Schoolyard Quotes
Willard Schoolyard
The theme we are embracing is "Creating a Climate of Possibility," establishing a school environment that encourages creativity and curiosity, positive thinking and acknowledges multiple learning styles.

- Vermont Superintendent
"ALL means ALL" is on our school bulletin board and practiced in every place in our school.

- Principal
How can we all work together to make Milton a better place for children who live, work, learn, and play?

- NH Listens Milton Pride Day
SWIFT and MTSS are vocabulary terms used in our community.

- Principal
Every student learns differently and it is my job to differentiate instruction accordingly.

- Art Teacher, Milton, NH
I finally feel like I can go back to being me.

- 3rd grade teacher's response to teaching all students
Co-teaching at WISH Quick Poll
According to SWIFT Center Director, Wayne Sailor, "As inclusive education systems require shared responsibility for student outcomes, models of effective collaborative teaching become important."

Collaborative or co-teaching among general and specialized educators may take various forms, such as station teaching, one teaching-one assisting, and peer feedback using bug-in-ear technology.

Swift Talk
Community of Practice
Imagine you are teacher who wakes up every morning with the feeling of joy and accomplishment because you work in a school where All Means All and every student is valued for their unique contributions. Your educational colleagues, family members, students, and the local community recognize the relationship between inclusive education, student achievement, and overall positive school culture. Then one day, you learn that the principal has been transferred — you wonder, will the spirit and the practices of inclusion continue without her? Read Teri Jones' personal and schoolwide journey When Change Comes to learn what it took to survive and thrive through a change in school leadership.

What does mowing the lawn have to do with designing classrooms where everyone belongs? Check out Loui Lord Nelson's blog on Universal Designs for Learning (UDL) and introduce yourself to the creative concepts and ideas for implementing a UDL framework in the classroom. This is the first blog in a series that will provide you practical information on engaging students as active learners in every class.
The SWIFT Center produced this document under U.S. Department of Education, Office of Special Education Programs Grant No. H325Y120005. OSEP Project Officers Grace Zamora DurĂ¡n and Tina Diamond served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Center for Schoolwide Inclusive School Reform: The SWIFT Center. (2014). SWIFT News, Issue 15, October 2014. Lawrence, KS: SWIFT Center.

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SWIFT Center
1315 Wakarusa Drive, Lawrence, KS 66049