Gain information regarding staff/faculty perceptions of inclusive practices, expectations for diverse learners, including students with disabilities and staff perceptions of personal skill levels related to inclusive practices. This will provide baseline data and the opportunity to capture progress regarding attitudes and perceptions on an annual or every two-year basis. Share the results at a faculty meeting and provide opportunities to discuss results and implications for future action steps.
Communicate clear expectations re: increasing opportunities for students with disabilities to be included in the general education classroom and in the general education curriculum. Communicate the expectation that All Means All or a similar message that encompasses all students attending the school. Set an opportunity to make this a formal discussion to underscore the importance.
Plan a meeting prior to the beginning of the school year for school leadership to present inclusion data and to set targets for progress. Engage all faculty in these discussions.
Early in the school year, set an agenda for PLC meetings that discuss the concept of shared ownership for all students. Ask each grade level/subject area to identify specific ways to build this philosophy and practice.
Focus on messages and practices that reinforce shared ownership for all students. Consider using one or more of the faculty-wide activities available on the Inclusive Schools Network.
Ensure that the School Improvement Plan specifically addresses inclusive practices.