Request for Applications
Elementary School (K-4)
Inclusive Education
MODEL DEMONSTRATION SITES
Application Due Date: June 18, 2010
CONTENTS
Section
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
A.
A.
Part 1a
A.
Part 1b
B.
C.
D.
E.
Title
Application Information Session
Application Submission Requirements
What are the NIEI and Model Demonstration Project?
Purpose of NIEI Model Demonstration Site Projects
Eligible Applicants
Time Period and Number of Projects to be Awarded
Anticipated Outcomes for Participating Schools and Students
Commitments for Model Demonstration Sites
Timeline
Application Content and Scoring Criteria
Appendices
NIEI Model Demonstration Site Application Cover Page, Contact
Information, Student Descriptions, Team Rosters
Commitments and Readiness
Page
3
3
4
4
4
5
5
6
6
6
9 -13
District/School Commitments
14-15
District/School Readiness
Current Implementation of Best Practices
Narrative
Part 1: Past Efforts and Historical Evidence
Part 2: Cultural Diversity and Cultural Competence
Part 3: Family Engagement
Part 4: Vision Statement and Goals
Part 5: Alignment with Other Initiatives
Part 6: Data Systems and Use
Part 7: Other
Administrator Consent Form
16-21
22-24
25
26
27
28
29
30
31
32-36
2
I. Application Information Session
There will be an information session for interested applicants on:
Friday, May 21, 2010,
2:00 PM to 4:00PM EST
Via WebEx Meeting:
https://iodevents.webex.com/iodevents/onstage/g.php?t=a&d=663692863
This is an opportunity for interested Districts/Schools to learn more about the NIEI Model Demonstration Site
Projects and to ask questions. Materials presented and questions asked and answered at this Application
Information Session will be posted on the UNH Institute on Disability website NIEI page. Please RSVP by
Wednesday, May 19, 2010 to Anne Long, Anne.Long@unh.edu or (603) 862-4129 if you plan to
attend the information session.
Attending the Application Information Session is strongly encouraged but not required.
This information session will be archived and accessible following the webinar. An Archive link will be
provided on the NIEI website: http://www.iod.unh.edu/niei.html
II. Application Submission Requirements
This application requires that information be provided in full. Applications missing key information may not be
reviewed or scores may be reduced accordingly.
The district/school commitments, student descriptions, and all other sections of the application should be
completed and submitted electronically.
Additional or supplemental information beyond the application requirements is discouraged. Paper/Hard copy
submissions will not be reviewed.
Applications are to be submitted electronically to Anne.Long@unh.edu and must be received by:
End of business Friday, June 18, 2010.
Any questions, please contact:
Michael McSheehan, Model Demonstration Coordinator
Michael.McSheehan@unh.edu
University of New Hampshire
Institute on Disability/UCED
10 West Edge Drive, Suite 101
Durham, New Hampshire 03824
(603) 862-2144
3
III & IV. What is the National Inclusive Education Initiative for Students with Autism and
Related Disabilities (NIEI)? What is the Model Demonstration Project?
The NIEI is focused on improving educational services and outcomes for students with autism and related
disabilities through national efforts in the areas of model demonstration, leadership development, personnel
preparation, professional development, clinical evaluation services, and research and policy. The NIEI is
supported by the U.S. Department of Education, Fund for the Improvement of Education, awarded to the
University of New Hampshire, Institute on Disability (IOD).
For more information on the NIEI please see our webpage at
http://www.iod.unh.edu/niei.html
The IOD has been engaged in model demonstration work related to inclusive education since 1985 through
many state and federal discretionary grants. From 2002-2006 the IOD designed, implemented, and evaluated
the Beyond Access Model to promote membership in general education classrooms, participation in general
education instruction, and learning of the general education curriculum for students with significant
disabilities, including autism. (See http://www.brookespublishing.com/store/books/jorgensen67175/index.htm for more information.) Since 2007, the IOD has collaborated with the NH Department of
Education and other agencies to design, implement, and evaluate a school improvement model of Response
to Intervention (RtI). (See http://www.iod.unh.edu/nhresponds.html for more information). RtI utilizes
collaborative team leadership, data-based decision making, and evidence-based, multi-tiered instruction and
interventions to improve student outcomes and to improve school capacity to sustain this educational model
with diverse learners.
The NIEI for Students with Autism and Related Disabilities has conceptualized a model that blends the
principles and practices of RtI and the Beyond Access Model. In NIEI’s model demonstration project, schools
will be provided with professional development, technical assistance, and leadership team facilitation:
 to tailor the NIEI model to their school/district,
 to develop consensus for inclusive education at their school/district,
 to design the infrastructure needed to implement and to sustain inclusive education locally, and
 to initiate implementation of their model of inclusive education.
Schools that are already familiar with or who are already implementing RtI or the Beyond Access Model are
STRONGLY encouraged to apply! The NIEI professional development and technical assistance will be tailored,
as much as possible, to meet individual school/district needs.
For the second year of its work, the NIEI aims to recruit twenty schools (50 students and their families, 200
educators and administrators) as national model demonstration sites. The NIEI will partner with these sites
through July, 2011 (possibly longer if additional funding is secured). Lessons learned from these schools will
be documented in procedural manuals for other schools to use and published in research articles to advance
the field of inclusive education of students with autism and related disabilities.
Based on work with the model demonstration sites, video clips and related instructional materials will be
developed, highlighting effective practices for improving the membership, participation, and learning of
students with autism and related disabilities in general education classrooms.
Additional information on the NIEI model demonstration project will be provided during the information
session Friday, May 21, 2010.
V. Eligible Applicants
All public elementary schools (including public charter schools) are eligible to apply to become a NIEI
demonstration site.
Applicant schools/districts agree to:
1. Identify one elementary school in the district that is currently implementing a model of inclusive
education, is prepared to begin training and implementation in 2010-2011 school year, and has
4
2.
3.
4.
5.
demonstrated commitment to work towards outcomes proposed for the NIEI model demonstration
sites;
Identify a minimum of two (and no more than four) K-4 students with autism and/or related
disabilities who are already attending a general education classroom for a minimum of 1 academic
class per day (i.e., reading, writing, science, math, social studies) and will be in the applicant school
for a minimum of two years.Students must have an IEP, use or possibly benefit from assistive
technology/augmentative communication, and qualify for the state alternate assessment based on
modified or alternate achievement standards;
Establish school and district-wide leadership teams to develop action plans for and oversee the
integration of inclusive education at school and district levels using data-based decision-making
processes;
Consent to be participants in the NIEI Model Demonstration research activities including being videotaped during typical school activities; and
Utilize the Internet for project communications, professional development, and remote video
conferencing for technical assistance.
VI. Time Period and Number of Projects to be Awarded
The NIEI expects to select twenty (20) schools for model demonstration assistance through July, 2011. If
additional funding is secured, schools may be invited to extend the partnership. Within each selected
school/district, participants agree to work toward project outcomes. The timing of implementation within
each school, however, as well as decisions about the design of the infrastructure needed for sustainability,
will be determined through school and district–wide leadership teams using data-based decision making
processes (supported by the NIEI Model Demonstration project staff) after acceptance. The lead training and
technical assistance providers for the initiative include:
 Michael McSheehan (http://www.iod.unh.edu/staff.html#mcsheehan),
 Cheryl M. Jorgensen, Ph.D. (http://www.iod.unh.edu/staff.html#jorgensen), and
 Laurie Lambert (http://www.iod.unh.edu/staff.html#lambert)
This flexible process will be designed to assist in determining priorities for training and support, and an
outcome-driven action plan for coordinating and scheduling training and support will be developed for each
school/district. A core set of professional development webinars will be offered to all sites. Participants at
each site will be encouraged to join an online community of practice to share experiences, information, and
materials with participants at other sites.
VII. Anticipated Outcomes for Participating Schools and Students:
Increased Competencies in Inclusive Education:
 School/District Leadership teams will have increased knowledge and skills in designing, implementing
with fidelity, assessing, and sustaining inclusive education systems for students with autism and
related disabilities;
 IEP teams will have increased knowledge and skills in educating students with autism and related
disabilities in general education classrooms; and
 IEP teams will have increased knowledge and skills in effective and efficient team collaboration,
including instructional planning.
Better Outcomes for Students with Autism and Related Disabilities:
 Increase the percentage of the school day that students are members in their general education
classrooms;
 Increase the percentage of the school day that students are meaningful, active participants in general
education instruction; and
 Increase students’ learning of general education curriculum when they are provided with appropriate
instruction, accommodations, and other supports.
VIII. Commitments for Demonstration Sites
5
District Commitments
o Formation of a representative district-wide leadership team that meets regularly to oversee and
coordinate the Model Demonstration effort;
o Participation by all leadership team members in the NIEI Model Demonstration Orientation for Leadership
Teams (Live = August 31, 2010 10:00pm – 12:00pm EST or via archived webinar no later than
September 6, 2010) and other identified professional development events;
o Sufficient time for professional development that is aligned with the initiative;
o Linking district and individual professional development plans aligned with the goals of NIEI;
o Collaborating with NIEI staff;
o Systematically collecting, analyzing, and using district, school, and student level data to improve desired
outcomes, and share the data with project staff and evaluators;
o Developing infrastructure (personnel and funding capacity) and policies to sustain the effort after the life
of the project;
o Providing video conferencing capabilities for staff (e.g., access to computers with webcams and audio
headsets, appropriate capacity to run web-meeting software such as WebEx);
o Assist school teams with the allocation of instructional planning time for IEP teams
School Commitments
o Formal communication and partnership with district leadership team;
o Formation of a school leadership team to serve as a representative, decision making body;
o Regularly scheduled meetings of the school leadership team;
o Attendance by all participants at NIEI professional development events (including the NIEI Model
Demonstration Orientation for IEP Teams (Live = August 31, 2010 2:00pm – 4:00pm EST);
o Weekly instructional planning meeting by members of target students’ teams (minimum 45 minutes;
minimum of general education teacher, special education teacher, and speech language pathologist);
o School data collection, analysis, and reporting;
o Video conferencing capabilities (e.g., access to computers, with webcams and audio headsets,
appropriate capacity to run web-meeting software such as WebEx);
o Video collection of student and team performance;
6
IX. Timeline
Date
May 19, 2010
May 21, 2010
June 17, 2010
June 18, 2010
June 30, 2010
Aug 16 – Aug 27, 2010
Aug 31, 2010
10:00am-12:00pm EST
Aug 31, 2010,
2:00pm-4:00pm EST
Sept 6, 2010
Beginning Sept 6, 2010
Task
RSVP for Application Information Session
Application Information Session
Administrator Informed Consent Due
Applications Due (4:00pm EST)
Announcement of Awards (conditional on completion of
Orientation and consent/assent)
Confirm Awards; RSVP for Orientation Sessions
Orientation Session for District & School Leadership Teams
(via WebEx)
Orientation Session for IEP Teams (via WebEx)
Consent/Assent Forms Due
(Parent/Guardian, Team member, Student)
Baseline Student/Team Data Collection
X. Application Content and Scoring Criteria:
The NIEI expects to select 20 schools from submitted applications to participate as national model
demonstration sites. Applications will be reviewed and scored using the following scoring criteria:
1. Appendix A Part 1 a, b, and c (with commitments’ signatures and student descriptions) and Appendix E
Administrator consent form(s) are completed and provided according to timeline. (Required for Review
of Application)
2. Appendix B: Readiness of District/School Program (20 points)
3. Appendix C: Current Implementation of Best Practices (15 points)
4. Appendix D: Narrative (50 points)
a. Part 1: Past Efforts and Historical Evidence (10 points)
b. Part 2: Cultural Diversity and Cultural Competence (5 points)
c. Part 3: Family Engagement (5 points)
d. Part 4: Vision Statement and Goals (15 points)
e. Part 5: Alignment with Other Initiatives (10 points)
f. Part 6: Data Systems and Use (5 points)
5. Other: Reviewer Judgment (15 points)
Total points will be an important factor, but not the only consideration in selecting demonstration sites.
Other factors may include geographic distribution, size and demographic diversity of applicant schools, and
designated districts in need of improvement (DINI) or schools in need of improvement (SINI) status of
applicant sites.
The NIEI reserves the right to seek clarification of any information contained in a submitted application for
this initiative.
Application is to be submitted electronically to Anne.Long@unh.edu and must be received by:
end of business Friday, June 18, 2010.
Any questions, please contact:
Michael McSheehan, Model Demonstration Coordinator
Michael.McSheehan@unh.edu
7
University of New Hampshire, Institute on Disability/UCED
10 West Edge Drive, Suite 101, Durham, New Hampshire 03824
APPENDICES
Application Forms
8
Appendix A. Part 1a. NIEI Model Demonstration Site Application Contact Information
School District Name:
Name of Person Completing
Application:
Role/Title of Named Person
Above:
Phone #:
E-mail Address:
School District Central Office
Address:
Town, State and Zip:
Superintendent’s Signature
and date:
Special Education
Director’s Signature and
date:
School* Name:
Contact Person at School:
School Address:
Town, State and Zip:
Phone #:
E-mail Address:
Principal’s Signature and date:
Fax #:
School* Name:
Contact Person at School:
School Address:
Town, State and Zip:
Phone #:
E-mail Address:
Principal’s Signature and date:
Fax #:
Signatures on this page indicate School District and School commitments in accordance with
this application.
*Note: If there is more than one K-5 school within the district interested in applying as NIEI model
demonstration sites, please complete school information for each. Otherwise, only complete one.
9
DISTRICT Team Roster
Please list the names and roles of the individuals who will serve as the District-wide Leadership Team
participating in the Project from your district. These individuals should represent a cross-section of
administrative leadership including the superintendent and other central office leadership and representing
both general and special education. An asterisk (*) indicates a required member, although we realize some
administrators wear more than one hat.
Team Member’s Name
Title
Superintendent *
Special Education Director *
Principal (s) *
Curriculum/Assessment Director *
Data Coordinator *
Other members as determined by the SAU
10
SCHOOL Leadership Team Roster
Please list the names and roles of the individuals who will serve as the School-wide Leadership Team
participating in the Project from your school. These individuals should represent a cross-section of school
leadership including the principal and other key leaders and representing both general and special education.
An asterisk (*) indicates a required member, although we realize some personnel wear more than one hat.
Team Member’s Name
Title
Principal (s) *
Curriculum/Assessment Director *
General Education Classroom Teacher (s) *
Special Education Teacher *
Reading Specialist/Literacy Coordinator*
Title I Coordinator*
Guidance Counselor / School Social Worker
School Psychologist
Family Member(s)*
Behavior Specialist
Other members as determined by school
11
STUDENT 1 IEP Team Roster & Student Description **
Please list the names and roles of the individuals who serve on the target student IEP team participating in
the Project from your school. An asterisk (*) indicates a required member, although we realize some
personnel wear more than one hat.
Team Member’s Name
Title
Administrator(s)/LEA Representative *
General Education Classroom Teacher(s) *
Special Education Teacher*
Speech and Language Pathologist*
Parent/Guardian(s)*
Paraprofessional/1:1 Assistant
Occupational Therapist
Other members as determined by IEP team
Behavior Specialist
Physical Therapist
Guidance Counselor / Social Worker
Psychologist
Type of Disability of Student: __________________________________________
Age: ____ Grade: ____ Gender:_______________
Check here to confirm that student has an IEP: _________
# Years remaining in this school building: ______
Student presently uses assistive technology for academics: ____________________
IF NO, might student possibly benefit from AT:___________________
Student presently uses assistive technology for communication: ____________________
IF NO, might student possibly benefit from AAC: _____________________
Student is participating or will likely participate in the state’s alternate assessment based on
alternate achievement standards: ___________
**If there are multiple schools applying within one district, duplicate the student IEP Team
Roster & Student Description forms and complete them for each school.
STUDENT 2 IEP Team Roster & Student Description **
12
Please list the names and roles of the individuals who serve on the target student IEP Team participating in
the Project from your school. An asterisk (*) indicates a required member, although we realize some
personnel wear more than one hat.
Team Member’s Name
Title
Administrator(s)/ LEA Representative *
General Education Classroom Teacher(s) *
Special Education Teacher*
Speech and Language Pathologist*
Parent/Guardian(s)
Paraprofessional/1:1 Assistant
Occupational Therapist
Other members as determined by IEP team
Behavior Specialist
Physical Therapist
Guidance Counselor / Social Worker
Psychologist
Type of Disability of Student: __________________________________________
Age: ____
Grade: ____ Gender:_______________
Check here to confirm student has an IEP: _________
# years remaining in this school building: ______
Student presently uses assistive technology for academics: ____________________
IF NO, might student possibly benefit from AT:___________________
Student presently uses assistive technology for communication: ____________________
IF NO, might student possibly benefit from AAC: _____________________
Student is participating or will likely participate in the alternate assessment based on alternate
achievement standards: ___________
**If there are multiple schools applying within one district, duplicate the student IEP Team
Roster & Student Description forms and complete them for each school.
13
Appendix A. Part 1b. District Commitments
The district understands that participation as a NIEI Model Demonstration Site includes the following
commitments: (Please initial next to each item that the District commits to ensuring and sign at the
bottom.)
______ A representative, decision-making, District-wide Leadership Team has been identified to coordinate
this model demonstration effort with other school improvement efforts and to create structures and systems
for sustainability.
______ The district commits to formal communication and partnership with the School Leadership Team
(e.g., regular email and phone correspondence)
______ A district level “point person” has been identified to coordinate and support this model demonstration
effort. (Name is provided on the Contact Information Form Appendix A Part 1a)
______ The District-wide Leadership Team agrees to meet regularly (at least quarterly).
______ The District-wide Leadership Team agrees to participate in the Orientation trainings and in an end-ofyear training
______ The district commits to provide data collection, analysis, and reporting support to participating
schools (e.g., access to district database, review of data collected by school).
______ The district commits to provide reliable phone and internet conferencing capacity (i.e., meeting
space; phones; computers with capacity to run Microsoft Office and standard web-based distance learning
software, such as WebEx and Skype; email; computer video/web cameras) to participating schools.
______ The district commits to provide support to schools to complete video collection of student and team
performance (e.g., availability of technology, time to collect video, assistance managing permissions for
video).
______ The district commits to assist school teams with the allocation of time for professional development
(including self-study modules, webinars, Skype technical assistance calls), leadership team meetings (i.e.,
monthly for members listed on the roster in the next section), and instructional planning meetings (i.e., 30-60
minutes, weekly, for key members of the IEP team).
SUPERINTENDANT NAME: _______________________________________ DATE: __________
SUPERINTENDANT SIGNATURE:_________________________________________________________
14
Appendix A. Part 1c. School Commitments **
The school understands that participation as a NIEI Model Demonstration Site includes the following
commitments: (Please initial next to each item that the school commits to ensuring and sign at the bottom.)
______ A representative, decision-making, School-wide Leadership Team has been identified to coordinate
this model demonstration effort with other school improvement efforts and to create structures and systems
for sustainability.
______ The school commits to formal communication and partnership with the District Leadership Team.
______ A school level “point person” has been identified to coordinate and support this model demonstration
effort. (Name is provided on the Contact Information Form Appendix A Part 1a)
______ The School-wide Leadership Team agrees to meet regularly, at least monthly.
______ The school commits to provide data collection, analysis, and reporting.
______ The School-wide Leadership Team agrees to participate in all NIEI Model Demonstration professional
development. (To be described in Application Information Session.)
______ The school commits to provide reliable phone and internet conferencing capacity (i.e., meeting
space; phones; computers with capacity to run Microsoft Office and standard web-based distance learning
software, such as WebEx and Skype; email; computer video/web cameras) to participating team members.
______ The school commits to provide support to team members to complete video collection of student and
team performance.
______ The school commits to assist team members with the allocation of time for completing professional
development, practicing new skills, and attending necessary meetings.
_____ The school commits to a minimum of a 45 minute weekly instructional planning meeting for the
required members* of the IEP Teams of the student(s) participating in the NIEI Model Demonstration. (See
the * on the Contact Information Form Appendix A Part 1 – IEP Team Members)
_____ The school commits to use the NIEI Model to increase membership and participation of the identified
students in age-appropriate general education classrooms and to increase the quality of team collaboration.
This includes a willingness to address and alter adult behavior and environmental factors, when necessary, in
order to provide effective support for students and adults.
PRINCIPAL NAME: _____________________________________________ DATE: __________
PRINCIPAL SIGNATURE:_________________________________________________________
**If there are multiple schools applying within one district, duplicate the School Commitments
form and complete it for each school. (Make sure to identify school on each form.)
15
Appendix B. Part 1a: DISTRICT Readiness
DISTRICT Readiness Features:
Participation as a NIEI model demonstration site for inclusive education requires leadership at the DISTRICT
level, not just at the individual SCHOOL level. In addition, applicants must show that the DISTRICT is making
progress towards implementation of some evidence-based inclusive education practices.
For the NIEI, five core concepts describe inclusive education at the classroom and school level:
1. Presume that students are competent to learn and communicate about age-appropriate social and
academic topics.
2. Promote students as full, equal members of age-appropriate, heterogeneous general education
classrooms.
3. Plan for and support students’ full participation in general education instruction (including
individualized accommodations and modifications, and the design and use of augmentative and
alternative communication for students whose receptive and expressive communication is not yet
commensurate with peers without disabilities).
4. Prioritize students’ learning of the general education curriculum with accommodations and
modifications as needed.
5. Engage in effective collaborative teaming to enhance utilization of best practices.
These occur in the context of school improvement and ongoing professional development, in partnership with
families.
Questions 1-8 below measure several elements of DISTRICT readiness to implement the full NIEI model.
Questions 9-19 below measure several elements of the DISTRICT strategic professional development and
capacity building. Please use the following codes to indicate the degree to which the DISTRICT is
implementing each practice across three areas: inclusive education broadly, inclusive education for students
with autism, and inclusive education for students with related disabilities such as multiple disabilities and
intellectual disabilities:
Not in Place - Occurs less than 25% of the time or is less than 25% completed
Partially in Place - Occurs between 25% and 74% of the time or is completed to this degree
In Place – Occurs at least 75% of the time or is at least 75% completed
ADMINISTRATOR COMPLETING THIS SURVEY:____________________________________
Question
Inclusive
Education
N, P or I
Autism
N, P or I
Related
Disabilities
N, P or I
1. A District-wide Leadership Team to plan,
analyze, coordinate, support, and review
district-wide approaches for this topic area
has been developed, and time is established
for regular meetings.
2. Multiple (more than one) district level
personnel have attended multiple (more than
one) trainings and workshops in this topic
area.
3. The district’s current strategic plan for
improvement in this topic area includes the
use of specific evidence-based interventions.
16
4. There is current district–wide (across
education levels) implementation of an
evidence-based framework in this topic area
designed to promote academic success and
support for students
5. A district level “point person” has been
identified to coordinate and support districtwide efforts in this topic area.
6. Data are systematically collected,
analyzed, shared and used for decisionmaking at the District level in this topic area.
7. District personnel regularly review school
generated self-assessment instruments to
gauge progress and assist in action planning
in this topic area.
8. Needed supplies, materials, travel and
substitutes for training are budgeted
annually in this topic area.
9. The District’s explicitly addresses this
topic area in its professional development
plan (i.e., improvement plan).
10. For each topic area that is addressed in
the District improvement plan, the District
has provided specific professional
development activities explicitly designed to
build professional capacity in the topic area.
11. The improvement plan for the District
cites specific evidence-based practices in this
topic area.
12. District leadership has demonstrated the
use of collaborative decision-making
(representing the various impacted
constituencies) in this topic area; capacity to
involve external partners in relevant and
appropriate roles.
13. The District regularly (at least 2 times
per year) evaluates initiatives related to this
topic area and recommends strategies to
increase efficiency and effectiveness.
14. The District has demonstrated the
capacity to involve community-based
partners in relevant and appropriate roles in
this topic area.
15. A collaborative culture exists involving
on-going communications and collaborative
problem-solving among District leadership,
school administrators, and teachers in this
topic area.
16. District hiring practices are based in part
on specific competencies for this topic area
and are identified with specificity in the
District’s strategic plan.
17. The District is committed to capacity
building through adequate professional
17
development, coaching, mentoring, and
technical assistance and dedicated FTE for
coordination.
18. The District is committed to long-term
sustainability and will commit to developing
a plan for visibility, human and financial
resources, and political support for this topic
area.
19. The District can cite a successful prior
experience with a significant District-wide
systems or culture change process (briefly
describe the area of the system or culture
change).
18
Appendix B. Part 1b: SCHOOL Readiness **
SCHOOL Readiness Features:
Effective and sustainable implementation of a school-wide model for inclusive education requires that the
school self-assess readiness to implement each component. To be eligible for consideration under the NIEI,
the school must demonstrate that some effective, evidence-based practices are already (at least partially) in
place. In addition, the School must demonstrate a readiness and willingness to implement the full NIEI
model.
For the NIEI, five core concepts describe inclusive education at the classroom and school level:
1. Presume that students are competent to learn and communicate about age-appropriate social and
academic topics.
2. Promote students as full, equal members of age-appropriate, heterogeneous general education
classrooms.
3. Plan for and support students’ full participation in general education instruction (including
individualized accommodations and modifications, and the design and use of augmentative and
alternative communication for students whose receptive and expressive communication is not yet
commensurate with peers without disabilities).
4. Prioritize student’s learning of the general education curriculum with accommodations and
modifications as needed.
5. Engage in effective collaborative teaming to enhance utilization of best practices.
These occur in the context of school improvement and ongoing professional development, in partnership with
families.
Questions 1-8 below measure several elements of SCHOOL readiness to implement the full NIEI model.
Questions 9-19 below measure several elements of the SCHOOL strategic professional development and
capacity building. Please use the following codes to indicate the degree to which the SCHOOL is implementing
each practice across three areas: inclusive education broadly, inclusive education for students with autism,
and inclusive education for students with related disabilities such as multiple disabilities and intellectual
disabilities:
Not in Place - Occurs less than 25% of the time or is less than 25% completed
Partially in Place - Occurs between 25% and 74% of the time or is completed to this degree
In Place – Occurs at least 75% of the time or is at least 75% completed
ADMINISTRATOR COMPLETING THIS SURVEY:____________________________________
Question
Inclusive
Education
N, P or I
Autism
N, P or I
Related
Disabilities
N, P or I
1. A School-wide Leadership Team to plan,
analyze, coordinate, support, and review
school-wide approaches for this topic area
has been developed, and time is established
for regular meetings.
2. Multiple (more than one) school level
personnel have attended multiple (more than
one) trainings and workshops in this topic
area.
19
3. The school’s current strategic plan for
improvement in this topic area includes the
use of specific evidence-based interventions.
4. There is current school–wide (across
education levels) implementation of an
evidence-based framework in this topic area
designed to address prevention and support
for students
5. A school level “point person” has been
identified to coordinate and support schoolwide efforts in this topic area.
6. Data is systematically collected, analyzed,
shared and used for decision-making at the
school level in this topic area.
7. School personnel regularly review school
generated self-assessment instruments to
gauge progress and assist in action planning
in this topic area.
8. Needed supplies, materials, travel and
substitutes for training are budgeted annually
in this topic area.
9. The school’s explicitly addresses this topic
area in its professional development plan
(i.e., improvement plan).
10. For each topic area that is addressed in
the school improvement plan, has the school
provided specific professional development
activities explicitly designed to build
professional capacity in the topic area.
11. The improvement plan for the school
cites specific evidence-based practices in this
topic area.
12. School leadership has demonstrated the
use of collaborative decision-making
(representing the various impacted
constituencies) in this topic area; capacity to
involve external partners in relevant and
appropriate roles.
13. The school regularly (at least 2 times per
year) evaluates initiatives related to this topic
area and recommends strategies to increase
efficiency and effectiveness.
14. The school has demonstrated the
capacity to involve community-based partners
in relevant and appropriate roles in this topic
area.
15. A collaborative culture exists involving
on-going communications and collaborative
problem-solving among school leadership,
school administrators, and teachers in this
topic area.
16. School hiring practices are based in part
on specific competencies for this topic area
and are identified with specificity in the
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school’s strategic plan.
17. The school is committed to capacity
building through adequate professional
development, coaching, mentoring, and
technical assistance and dedicated FTE for
coordination.
18. The school is committed to long-term
sustainability and will commit to developing a
plan for visibility, human and financial
resources and political support for this topic
area.
19. The school can cite a successful prior
experience with a significant school-wide
systems or culture change process (briefly
describe the area of the system or culture
change).
**If there are multiple schools applying within one district, duplicate the School Readiness
survey and complete it for each school. (Make sure to identify school on each form.)
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Appendix C. Current Implementation of School-level Best Practices with Students with Autism
and Related Disabilities (ARD) **
For the NIEI, five core concepts describe inclusive education at the classroom and school level:
1. Presume that students are competent to learn and communicate about age-appropriate social and
academic topics.
2. Promote students as full, equal members of age-appropriate, heterogeneous general education
classrooms.
3. Plan for and support students’ full participation in general education instruction (including
individualized accommodations and modifications, and the design and use of augmentative and
alternative communication for students whose receptive and expressive communication is not yet
commensurate with peers without disabilities).
4. Prioritize student’s learning of the general education curriculum with accommodations and
modifications as needed.
5. Engage in effective collaborative teaming to enhance utilization of best practices.
These occur in the context of school improvement and ongoing professional development, in partnership with
families.
For an initial self-assessment and for the purposes of this application, we ask that you rate your SCHOOL’s
current implementation of the best practices described in the following categories.
Check the box that most closely represents the school’s current implementation of the following best
practice categories:
Not in Place - Occurs less than 25% of the time or is less than 25% completed
Partially in Place - Occurs between 25% and 74% of the time or is completed to this degree
In Place – Occurs at least 75% of the time or is at least 75% completed
High Expectations and Least Dangerous Assumption of Presumed Competence
The inherent value and dignity of students with ARD is respected. Students with ARD pursue the same
learner outcomes as students without disabilities. When students do not demonstrate content knowledge or
skills, the principle of the least dangerous assumption of presumed competence applies, and all aspects of
their educational programs continue to reflect high expectations (Biklen, 1999; Donnellan, 1984; Jorgensen,
2005b; Jorgensen et al., 2007).
Not in Place
Partially in Place
In Place
General Education Class Membership and Full Participation
Students with ARD are members of age-appropriate general education classes in their neighborhood schools.
These students have access to the full range of learning and social experiences and environments offered to
students without disabilities. Students with ARD actively participate in the general education instruction in the
general education classroom as provided by the general education teacher, with supports from special
education and related services, in the form of specially designed instruction and supplementary aids and
services provided as needed (e.g., Fisher & Ryndak, 2001; Jackson et al., 2000; Jorgensen, 1998; McGregor
& Vogelsberg, 1998; Stainback & Stainback, 1996; Villa & Thousand, 1995).
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Not in Place
Partially in Place
In Place
Quality Augmentative and Alternative Communication (AAC)
Students with ARD are provided with accurate and reliable AAC supports and services that enable them to
communicate about the content of the academic curriculum and in social situations with adults and ageappropriate classmates. Discrepancies in communication performance with age-appropriate classmates are
used to inform the design and provision of AAC supports and services (e.g., Beukelman & Mirenda, 2005;
National Joint Committee on the Communication Needs of Persons with Severe Disabilities, 1992, 2002;
Romski & Sevcik, 1996; Snell et al., 2003).
Not in Place
Partially in Place
In Place
Curriculum, Instruction, and Supports
Students with ARD can learn the general education curriculum and can learn (some of) it via general
education instruction. Consistent with Response-to-Intervention, curriculum and instruction are designed to
accommodate the full range of student diversity. Accommodations supplement universally designed
instruction and are provided to facilitate engagement in general education instruction for all students.
Instructional groupings include students with ARD. Additional (more intensive) supports and modifications are
provided to facilitate engagement in the general education curriculum via general education instruction as
needed. Individualized or pull-aside instruction is provided to students with ARD only as a last resort to
enable them to make progress within the general education curriculum. Selection of supports and
individualized instruction are informed by evidence-based practices. (See for example,
http://www.fpg.unc.edu/~autismPDC/resources/resources_public_ebp.cfm) Students learn functional or life
skills within typical routines in the general education classroom or other inclusive activities and environments
(e.g., Calculator & Jorgensen, 1994; Giangreco, Cloninger, & Iverson, 1998; Jorgensen, 1998).
Not in Place
Partially in Place
In Place
Team Collaboration
General and special education teachers, related services providers, and parents/guardians demonstrate
shared responsibility by collaborating in the design, implementation, and evaluation of students’ educational
programs. Teams develop discipline-specific skills, enhance their communication skills, and utilize meeting
structures and team processes for effective collaboration (e.g., Garmston & Wellman, 1999; Hunt et al.,
2002; Kaner, 1996; Rainforth et al., 1992).
Not in Place
Partially in Place
In Place
Professional Development
Professional development is job embedded, including workshops, onsite coaching, mentoring, and reflective
practices. It is provided for general and special education staff together, with team members learning
alongside one another, and is linked to improved educational outcomes for students with ARD (e.g.,
Danielson, 1996; Senge et al., 2000).
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Not in Place
Partially in Place
In Place
Ongoing Authentic Assessment
Authentic, performance-based assessments are conducted within typical activities in inclusive environments
for the purpose of identifying students’ learning and communication styles, preferences and interests,
academic strengths and weaknesses, and need for support (e.g., Goossens’, 1989).
Not in Place
Partially in Place
In Place
Family–School Partnerships
Families and schools are partners in creating quality inclusive educational experiences for students with ARD.
Families are connected to resources for developing their own leadership and advocacy skills (e.g., Giangreco
et al., 1998).
Not in Place
Partially in Place
In Place
Special and General Education Reform
Administrators provide leadership to align general and special education reform and improvement with
respect to the creation of a community of learners that is inclusive of students with ARD (e.g., Lipsky &
Gartner, 1997; Olson, 1994; Senge et al., 2000).
Not in Place
Partially in Place
In Place
**If there are multiple schools applying within one district, duplicate the School-level Best
Practices form and complete it for each school. (Make sure to identify school on each form.)
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Appendix D. Narrative:
1. Describe briefly your past inclusive education efforts. Include descriptions of: efforts that
succeeded/struggled, how you knew they were succeeding/struggling, lessons learned, and sustainability
of past initiatives.
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2. Please describe the cultural diversity of your student and faculty population. Please describe the
cultural competency of your faculty to support the diversity of your student population.
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3. Describe your partnership with families and family involvement in school/district improvement efforts.
Specify if families have membership on key school/district leadership teams and/or regularly attend
professional development alongside school/district staff.
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4. Provide a district and school vision statement for your work with the National Inclusive Education
Initiative. Provide a maximum of 10 goals for the school and district to measure your progress toward
your vision statement.
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5. Describe briefly how this initiative aligns with other school/district initiatives and will contribute to your
district’s strategic priorities. Provide examples. Describe the alignment in terms of conceptual and
structural (e.g., team membership, efficiency in teams with multiple functions) terms.
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6. List the web-based, software systems, and/or student information systems that the district and school
currently use to collect, track, and report student performance data – generally and specific to
considerations for inclusive education. Provide at least one example of how your school has used these
data to inform decision making.
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7. Describe any other specific considerations regarding your capacity to utilize the NIEI and to improve
local district/school systems that promote and sustain inclusive education.
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APPENDIX E
National Inclusive Education Initiative for Students with Autism and Related Disabilities:
Model Demonstration of Inclusive Education
INFORMED CONSENT FOR ADMINISTRATORS
What is the purpose and length of this study?
The purpose of this study is to document the implementation of and outcomes from professional
development provided to teams participating in the model demonstration schools of the National
Inclusive Education Initiative. The length of this study is from June, 2010 until July 31, 2011.
Professional development will emphasize evidence-based, inclusive educational practices for
students with autism and related disabilities.
What does your participation in this study involve?
This study is designed to evaluate the impact of professional development to improve use of
accepted inclusive educational practices. The professional development is provided to school teams
who then increase their use of these practices with students in their schools.
Participation in this study begins with a “readiness for implementation” survey completed by you as
a school/district administrator.
Participation in the model demonstration activities involves execution of a memorandum of
agreement, after which project staff will conduct an orientation session for the participating
school/district teams and administrators from which a one-year action plan will be developed that
will guide project activities.
To understand and document the current design of students’ educational program, a baseline review
of students’ educational programs will be conducted by the IEP teams in cooperation with project
staff. This will include a review of students’ IEPs and related documents as well as
surveys/questionnaires to IEP team members (including administrators). The students and the IEP
team will be videotaped during typical school activities like instructional planning meetings, reading
and math instruction, and transitioning between classes.
IEP team members and administrators will engage in professional development focused on evidencebased educational practices delivered through online and self-study modules, in-person workshops,
facilitated reflection, video review and feedback, study groups, and on-site coaching.
Model demonstration schools will be asked to learn about and implement evidence-based practices
and to reorganize how services are delivered, but they will not be asked to deliver any new service
that is not already an accepted best practice.
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Changes in the implementation of and outcomes from the model demonstration initiative will be
documented through online research surveys, team meeting minutes, and videotape. Participation in
this study will be lead by research staff at the University of New Hampshire’s Institute on Disability
(UNH-IOD).
What are the possible risks of participating in this study?
We expect minimal risks for administrators completing the “readiness to participate” survey, and we
expect minimal risks for schools who participate in this study.
In this study, we are not documenting current or past deficiencies in an educational program. The
purpose of study is to examine effects of the professional development on features of the child’s
educational program and related outcomes. That documentation will be part of the child’s file and
the confidentiality of study data will be governed by the same rules that apply to students’ IEP
program documents, including access to those files and study data by family and any designees or
secured by other parties by court order.
Participants may be concerned about the allocation of time for this initiative. Administrative
leadership teams at school sites will work with project staff to develop a plan for addressing the
resources (e.g., time) needed for participants to implement new practices and complete online
research protocols.
Participants in the project may be concerned about being videotaped for the purposes of the study –
including use of videos for training the team, and for broader use with other parents/guardians,
educators, and administrators. We will work with participants to make the videotaping experience as
positive and non-disruptive as possible. Participants not used to being videotaped may be more
comfortable, at the onset of the project, to only be videotaped for internal documentation and
training purposes, not for national education or dissemination purposes. Only research staff at the
UNH-IOD National Inclusive Education Initiative will have access to the documents with student
and school/district identifying information.
What are the possible benefits of participating in this study?
The two primary benefits from this study are (a) the opportunity to improve local practices and
capacity for inclusive education, and (b) the opportunity to see if the model of training provided by
the National Inclusive Education Initiative results in sustainable practices that can be scaled-up over
time. Ultimately, it is our hope that some students participating in this study will transition to more
meaningful membership and participation in the general education instruction and demonstrate
learning of the general education curriculum. Training and related materials provided by The
National Inclusive Education Initiative to national/state agencies and local schools might be
enhanced to provide more effective and efficient professional development and sustainable practices
in inclusive education. This could result in a benefit to students’ academic learning as they will be
more likely to have high quality educational supports.
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If you choose to participate in this study, will it cost you anything?
There are no costs to administrators to participate in the study. The only applicable costs to you and
your school will be the allocation of staff time to participate in training provided by the National
Inclusive Education Initiative (approximately 1.5 days per month) and to complete evaluation
protocols on the use of recommended practices (approximately one hour per month). Otherwise,
there are no costs to participate.
Will you receive any compensation for participating in this study?
There will be no compensation to you or your school for participating in this study.
What other options are available if you do not want to take part in this study?
You understand that your consent to participate in this research is entirely voluntary, and your
refusal to participate will involve no prejudice, penalty, or loss of benefits to which you would
otherwise be entitled.
Can you withdraw from this study?
If you consent to participate in this study, you are free to end your participation in the study at any
time without prejudice, penalty, or loss of benefits to which you would otherwise be entitled.
How will the confidentiality of your records be protected?
Confidentiality
We seek to maintain the confidentiality of all data and records associated with your participation
with this project and that only the project’s research staff will have access to the information. We
will protect the data we collect through means such as the use of accepted coding procedures,
storage of data in locked filing cabinets, and protection of data files through secure passwords. All
written reports of study results will convey data without identifying individual students, parents,
educators, or schools. In the rare event that we are compelled by judicial subpoena to share data with
a third party, we will be obligated to comply. Exceptions to confidentiality also include compliance
with mandatory reporting of suspected child abuse/neglect in New Hampshire, as well as laws that
require mandatory reporting in other states where the study will take place. The research sponsor and
the officials at the University of New Hampshire, including the UNH Institutional Review Board,
also may access research data (usually for cause). Otherwise, no data will be released to a third party
without specific permission of the consenting research participants.
Video tape of you will be used for documentation and training purposes within project activities to
enhance the appropriate use of best practices. We would welcome the opportunity to use video tape
of you for additional training purposes with other appropriate audiences who are not part of this
study, but that is not required to be a participant in this study. We will conduct an analysis of the
data collected to describe the use of best practices, to determine if these best practices improve
student and team outcomes, and to document the implementation process.
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Whom to contact if you have questions about this study
Contacts
If you have any questions about this project, we are happy to answer them at any time. You can
contact Michael McSheehan, Model Demonstration Coordinator, at the Institute on Disability,
University of New Hampshire, 10 West Edge Drive Suite 101, Durham, NH 03824 (telephone: 8622144; email: mcms@unh.edu).
If you have any questions about your rights as a research participant, please contact Julie Simpson at
the University of New Hampshire’s Office of Sponsored Research at 603-862-2003 or
julie.simpson@unh.edu.
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Consent to Participate in the “National Inclusive Education Initiative: Model Demonstration
School Study”
Consent
I have read this form and have had an opportunity to ask any questions. The project staff have
answered all of my questions before I made a decision about participating in this project. I have
been given a copy of this form.
No, I refuse/do not agree to participate in this project.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Yes, I consent/agree to participate in this project, including videotaping of me during typical
school activities for the purposes of this project.
Yes, I give permission for the project staff to also show videotapes of me at
conferences, trainings, and in university lectures for the purpose of educating others
about educational programming for students with disabilities.
No, I do not give permission for the project staff to also show videotapes me at
conferences, trainings, and in university lectures for the purpose of educating others
about educational programming for students with disabilities.
School and School District Name:_________________________________________________
Administrator’s Name:________________________________________
Date:__________
Administrator’s Signature:______________________________________________________
Researcher’s Name:____________________________________________
Date:__________
Researcher’s Signature:__________________________________________________________
PLEASE FAX THE COMPLETED SIGNATURE PAGE OF THIS CONSENT FORM BY
June 17, 2010 TO:
(603) 862-0555
Attention: Anne Long
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