1. To undertake a formal review on the current status of inclusive practices in the jurisdiction. Optimally, the review will include but not be limited to: jurisdictional and school profiles of student needs, school and staff capacity, school-based collaborative problem-solving processes, identified gaps in service delivery, and external supports and services.
2. To develop an Inclusion Framework, that should include, but not be limited to essential conditions, continuum of supports model, supporting research, instructional resources, assessment standards, professional learning requirements, a recommended school-based implementation plan, and budget considerations at both the jurisdictional and school levels.
3. To recommend performance measures for the goals and outcomes of the plan.
4. To review and make recommendations to the LEARN Continuums.
The ground rules for collaboration:
- Be Fully Present: put 100% of your focus on the task at hand and sequence to tasks in a row, as opposed to splitting your focus on many tasks simultaneously. AKA: Mind Your Device.
- Adopt a beginner’s mindset: “In the beginner’s mind there are many possibilities, in the expert’s mind there are few.” Suzuki, Shunryu AKA: Park Your Title
- Embrace Radical Collaboration: Lean in, take risks, get creative, embrace discomfort and have an awareness of your role in creating an engaging atmosphere. AKA: Hear as well as Be Heard
- Assume Positive Intent: We all come to the work with unique experiences, biases, and assumptions. But we also come to the work with the best intention for for children and student learning. AKA: Disagree Productively
What is our shared understanding of Inclusion (Social & Academic)? How might we develop tools and practices that help the people within (and the stakeholders around) our system to understand and advance on a continuum of practice toward inclusive education?