# data[].attributes.headline
Create a plan and complete data tracking and revisit plan in goal rotations. In our building it will be during our SWD PLT. 

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Create a plan and complete data tracking and revisit plan in goal rotations. In our building it will be during our SWD PLT. 

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Look for where students can be successful.

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Look for where students can be successful.

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share benefits of neurodiversity (ie. Mr W commercial- how do we harness the wind?)

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share benefits of neurodiversity (ie. Mr W commercial- how do we harness the wind?)

# data[].attributes.body
Place provides a sense of belonging.

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I like the template/place alignment planner- it allows for both explicit and strategic planning and shows clearly where the individual will be successful with a road map of where we may go

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I like the template/place alignment planner- it allows for both explicit and strategic planning and shows clearly where the individual will be successful with a road map of where we may go

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maybe use the place alignment planner here as well during regular PLC meetings

# data[].attributes.subject
maybe use the place alignment planner here as well during regular PLC meetings

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Provide supports for students and teachers. Working with Leadership Teams to support inclusive mindset.

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We have implemented co-teaching for 6/7 ELA and Math. Building a master schedule that is inclusive in its offerings.

Having conversations with staff about the benefits of inclusive placements.

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Master schedule, not tracking sub-groups of students.

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Work the plan into your SIP, constant evaluation, adjust based on student/staff needs.

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Place is more than a location; it's belonging. You can't say it's a good placement if you don't have belonging.

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We have to build teacher awareness and capacity to support all students. Help teachers feel comfortable with inclusive places and help them understand what the next steps might be. Celebrate all the successes!

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We have started with location and focused building relationships between staff and students. We have a long way to go, but we have started.

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We started with our master schedule so that What-I-Need (WIN) time is built into everyone's day. We need to work on our places for our kids in the self-contained setting. As Shelley said, play is their job in elementary, so we need them to access those places - playground, cafeteria, etc. with their peers.

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By setting goals and holding each other accountable if we don't meet those goals. Like getting kids on the playground all together.

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Provide PD to staff in UDL, co-teaching, behavior strategies etc so that staff can meet needs of students AND expect use of those strategies.

Get more creative with the use of adults in the building.

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Changing job descriptions of adults supporting students to allow for work with all students. Working with staff on the language used by staff that affects children and their belonging.

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Include questions during hiring process about beliefs of inclusion for all students.

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Common understanding and vision to make the necessary shifts in mindset and systems to support all learners in a building.

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Identifying what educators believe about presuming competence of all students.

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Prioritize collaborative planning for grade-level and content teachers in the master schedule. Set expectations that teachers will focus on identifying student barriers and brainstorming options for removing them.

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Create a culture and expectation of classroom walk-throughs of admin, teams, and/or peer-to-peer to look for inclusive classroom practices. Celebrate the staff and student success- share with families and community. Make inclusive school practices the norm.

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Existing vs. belonging - We can exist and show up to work daily, but do we feel like we belong and do we help students feel like they belong.

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Existing vs. belonging - We can exist and show up to work daily, but do we feel like we belong and do we help students feel like they belong.

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Start with small actionable steps with individual school teams in identifying mindset, goals, and low-prep strategies. And eventually building momentum on the little things over time.

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Start with small actionable steps with individual school teams in identifying mindset, goals, and low-prep strategies. And eventually building momentum on the little things over time.

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Having courage to stop and interrupt conversations and comments that don't value or promote inclusion, though it can stem to historical biases and fears. 

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Having courage to stop and interrupt conversations and comments that don't value or promote inclusion, though it can stem to historical biases and fears. 

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Like we ask the question is this what's best for students. Adding core and foundational questions related to inclusion and inclusive placements when considering actions and decisions for students with disabilities.

# data[].attributes.subject
Like we ask the question is this what's best for students. Adding core and foundational questions related to inclusion and inclusive placements when considering actions and decisions for students with disabilities.