November 2014 • Issue 16
On the playground at WISH
News
Our SWIFT Quick Poll results are in! We learned that almost 50% of newsletter readers use collaborative education or co-teaching — practices that are indicative of the SWIFT inclusive academic instruction feature. 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. Collaborative education involves data-based decision making and shared ownership among general and specialized educators. For those of you looking for more information on the topic, check out these SWIFT in 60s - "Inclusive Academic Instruction" and "Strong and Positive School Culture" and view co-teaching in action.

Keep reading to learn how Oregon educators are incorporating a collaborative model of teaching to support all students.
Paraprofessional at WISH Charter
Resources
How progressive are your school and district in efforts to educate all students in their neighborhood school and general education classrooms? The SWIFT Fidelity Integration Assessment (SWIFT-FIA) is a useful tool for school teams that are looking for a way to identify both their strengths, as well as opportunities for deeper engagement with the SWIFT domains and features. This tool can be downloaded from the resource section of the SWIFT website.

The SWIFT-FIA is also used by school teams to consistently monitor their own progress and develop short-term action plans to advance SWIFT implementation. Add the SWIFT-FIA to your Leadership Team’s agenda and consider the possibilities!
Sheldon Elementary Utilizing Farming in Vermont State Spotlight:
Oregon
District officials in Pendleton, Oregon made it their goal to refine their existing Multi-Tiered System of Support (MTSS) to better meet the academic needs of all students, including those with and without Individualized Education Programs (IEPs). Their journey, however, took a different path than originally planned. Reviews of district math data indicated that a disproportionate number of students were unable to meet grade level expectations with core instruction alone. Therefore, district personnel prioritized building strong evidence-based practices in all core or tier one instruction before building or refining supplemental and intensive support systems.

Pendleton used several strategies to increase the effectiveness of their tier one instruction. First, district-wide Instructional Guidelines were established for reading, writing, and mathematics to support high fidelity implementation of evidenced-based best practices and Common Core State Standards. These guidelines laid out a framework of instructional “non-negotiables,” but provided teachers the freedom to choose curricular supports that would best fulfill their particular objectives. Second, the district created a Problem Solving Guide to support the Effective Behavior and Instructional Support (EBIS) team as they work to (a) identify students who are experiencing academic difficulty, (b) define their academic problems, and (c) determine what levels of support are warranted. Third, the district’s EBIS System team mapped all the information from the Instructional Guidelines and Problem Solving Guide to their SWIFT Tiered Intervention Matrices for reading, writing, and mathematics. Each matrix provided an outline of curricular supports—organized by tiers—that teachers could use to plan lessons and tiered interventions to meet the needs of all students. Finally, general and specialized educators began co-planning and co-teaching, ensuring that the instructional support they provided for any student was based on general education standards and curriculum. Supplemental and intensive supports are based on individual student needs, rather than a category or label.

Learn more about the co-teaching in Pendleton in this video.
Swift
Schoolyard Quotes
Willard Schoolyard

“Kids bring me their toys to fix and I do it because I know if they are worried all day about a broken toy, they aren’t going to be thinking about learning.”

- Custodian
I feel that the framework of SWIFT has allowed all students to receive classroom curriculum and instruction. I feel that it has also allowed me, as a specialist, to look at aligning my instruction with classroom skills.

- Classroom Teacher
SWIFT is helping us pull our many initiatives under one umbrella, and understand how they all relate, and how we can improve them.

- Principal
The main improvement for my position is that I'm able to think outside of the box—different ways to provide support to the students on my caseload, but to other students that can benefit from my services as well. Because my school is involved with SWIFT, I feel there is more acceptance of trying out new service delivery models. Yay!

- Education Specialist
My "ah-ha" moment was when I realized what other students were learning from Mary and what Mary was learning from other students. I knew that I could never go back to teaching students separate things in separate places.

- Inclusion Facilitator
[SWIFT is] helping to guide the district and supports the strategic plan.

- Superintendent
Co-teaching at WISH Quick Poll
SWIFT in 60 videos are the newest resources available through the SWIFT Center. These short films illustrate the five domains and 10 core features of a fully inclusive school community.

Swift Talk
Community of Practice
SWIFT Talk
Judgments about students’ intellectual capacities affect every decision we make about their educational programs, their communication systems and supports, the social activities for which we support their participation, and the futures we imagine. How can we do a better job educating students who are labelled with an intellectual disability in general education classes?

Read the latest blogs on SWIFT Talk and find out how Cheryl Jorgensen presents the argument that the presumption of competence is an essential support for inclusion, while Katie Novak describes the art and science of designing curriculum that ALL students can access. What else do you need to know? Presume all students can learn, and then design curriculum so that all students can be successful.
Co-teaching at WISH Shout Out!
SWIFT Partner at TASH
Head to the annual TASH conference and connect with the SWIFT community. SWIFT Center is contributing a keynote speaker and a strand of presentations, as well as participating in the inclusion town hall. Our hope is to share the message of All Means All and the amazing work happening in our partner schools across our nation.

It is not too late to register!
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 Durán 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 16, November 2014. Lawrence, KS: SWIFT Center.

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SWIFT Center
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