Resource Shelf
Check out the SWIFT Shelf Tools, which include free downloadable Assessment Tools and other helpful district and school resources. Search SWIFT Shelf Stories provide free downloadable mini-films—Whatever It Takes, Together, and MTSS: Universal, Additional and Intensified Support, and Issue Briefs of interest to practitioners. Visit the Research section for Research-to-Practice Briefs and a Bibliography of scholarly papers that analyze SWIFT partner outcomes.
District/ School Resources
Webinars
- Equity-based MTSS: Transitioning to a New Future with Dr. Hollie Pettersson and Dr. Amy Jablonski
- Using Data to Improve Student Outcomes: Dr. Chandra Williams Webinar Slides
- UDL and Differentiated Instruction: Webinar with Dr. Loui Lord Nelson
- UDL and Differentiated Instruction: Webinar with Dr. Loui Lord Nelson Webinar Slides and Notes
- Strategies for Including All Students: Webinar with Dr. Jennifer Kurth
- Strategies for Including All Students: Webinar with Dr. Jennifer Kurth Webinar Slides and Notes
Film & Videos
Issue Briefs & Papers
- Transitioning to a New Future with Equity-based MTSS
- SWIFT Partner School Student Outcomes
- Implementing Equity-Based Inclusion with Fidelity to Improve Outcomes trifold poster
- Facilitation Guide for Designing a Shared Vision of Equity
- Strategies for Transitioning to an Inclusive School Environment
- Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners
- Stars in Alignment Issue Brief
- SWIFT SEA Blueprint for Equity-based Inclusive Reform
- Indicators of Effective Policy Development & Implementation
- Better Together Task Force Brief
- My Brother’s Keeper Task Force Brief
- SWIFT Differentiated Technical Assistance
- Differentiated Technical Assistance for Sustainable Transformation (TA Brief)
- Research Support for Inclusive Education and SWIFT
- Bibliography of Research Support for K-8th Grade Inclusive Education
- SWIFT Fidelity of Implementation Tool: Development and Preliminary Technical Adequacy
- Policies that Support SWIFT Trusting Family Partnerships
- School Discipline Policy Considerations in a SWIFT Framework
- Who is My Brother’s Keeper?
- How Policy Alignment Impacts Sustainability of Schoolwide Transformation: Lessons from SWIFT Knowledge Development Sites
- How Change Occurred at the Stoughton Area School District: Lessons from a SWIFT (Schoolwide Integrated Framework for Transformation) Knowledge Development Site
- Leading Education Reform Initiatives: How SWIFT (Schoolwide Integrated Framework for Transformation) Coordinates and Enhances Impact
- School Climate Briefs from National Center on School Climate
- Lessons from the Field
Research to Practice Briefs
- High Leverage Practices to Improve Inclusive Educational Environments for Students with IEPs
- Talking Circles Research to Practice Briefs
- Restorative Practices – Research to Practice Brief
- State-wide Social and Emotional Learning Embedded within Equity-based MTSS: Impact on Student Academic Outcomes
- Equity as a Basis for Inclusive Educational Systems Change – Research to Practice Brief
- Sustaining SWPBIS for Inclusive Behavior Instruction – Research to Practice Brief
- Behavior Screening at Middle and High School Levels – Research to Practice Brief
- Identifying Data-Driven Instructional Systems – Research to Practice Brief
- Coaches and PLCs Support Teacher Use – Research to Practice Brief
- Collaborative Learning – Research to Practice Brief
Research & Journal Articles
Sailor, W., Skrtic, T. M., Cohn, M., Olmstead, C. (2020). Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS). Teacher Education and Special Education, 1 –18 (Online Frst). http://10.1177/0888406420938035
Kurth, J. A. (2018). Introduction to the special topic issue on the impact of SWIFT technical assistance. Inclusion, 6, 1-2. doi: 10.1352/2326-6988-6.1.1
Sailor, W., McCart, A. B., & Choi, J. H. (2018). Reconceptualizing inclusive education through multi-tiered system of support. Inclusion, 6, 2-18. doi: 10.1352/2326-6988-6.1.3
Kurth, J. A., Morningstar, M. E., Hicks, T. A., & Templin, J. (2018). Exploring the relationship between school transformation and inclusion: A Bayesian multilevel longitudinal analysis. Inclusion, 6, 19-32. doi: 10.1352/2326-6988-6.1.19
Kozleski, E. B., & Choi, J. H. (2018). Leadership for equity and inclusivity in schools: The cultural work of inclusive schools. Inclusion, 6, 33-44. doi: 10.1352/2326-6988.6.1.33
Schuh, M. C., Knackstedt, K. M., Cornett, J., Choi, J. H., Pollitt, D. T., & Satter, A. L. (2018). All means all: Connecting federal education policy and local implementtion practice through evidence and equity. Inclusion, 6, 45-59. doi: 10.1352/2326-6988.6.1.45
Gross, J. M. S., Choi, J. H., & Francis, G. L. (2018). Perceptions of family engagement and support in SWIFT schools. Inclusion, 6, 60-74. doi: 10.1352/2326-6988-6.1.60
Sailor, W., Satter, A., Woods, K., McLeskey, J., & Waldron, N. (2017). School improvement through inclusive education. Oxford Bibliographies in Education. New York: Oxford University Press. doi: 10.1093/obo/9780199756810-0191
Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special Education, 41, 1-17. doi: 10.1017/jse.2016.12
Francis, G., Blue-Banning, M., Turnbull, A.P., Hill, C., Haines, S.J., and Gross, J.M.S. (2016). Culture in inclusive schools: Parental perspectives on trusting family-professional partnerships. Education and Training in Autism and Developmental Disabilities, 51(6), 281-293.
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2017). Improving learning for all students through equity-based inclusive reform practices: effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, 38, 28-41. doi: 10.1177/0741932516644054
Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education’s promises and trajectories: Critical notes about future research on a venerable ideal. Education Policy Analysis Archives, 24(43). doi:10.14507/eppaa.24.1919
Shogren, K., McCart, A., Lyon, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research & Practice for Persons with Severe Disabilities, 40, 173-191. doi: 10.1177/1540796915586191.
Haines, S., Gross, J., Blue-Banning, M., Francis, G., & Turnbull, A. (2015). Fostering family-school and community-school partnerships in inclusive schools: Using practice as a guide. Research & Practice for Persons with Severe Disabilities, 40, 227-239. doi: 10.1177/1540796915594141.
Kozleski, E., Yu, I., Satter, A., Francis, G., & Haines, S. (2015). A never ending journey: Inclusive education is a principle of practice, not an end game. Research & Practice for Persons with Severe Disabilities, 40, 211-226. doi: 10.1177/1540796915600717.
Kurth, J., Lyon, K., & Shogren, K. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research & Practice for Persons with Severe Disabilities, 40, 261-274. doi: 10.1177/1540796915594160.
Morningstar, M., Shogren, K., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research & Practice for Persons with Severe Disabilities, 40, 192-210. doi: 10.1177/1540796915594158.
Shogren, K., Gross, J., Forber-Pratt, A., Francis, G., Satter, A., Blue-Banning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for Persons with Severe Disabilities, 40, 242-260. doi: 10.1177/1540796915583493.
McCart, A., Sailor, W., Bezdek, J., & Satter, A. (2014). A framework for inclusive educational delivery systems. Inclusion, 2(4), 252-264.
Sailor, W. (2014). Advances in schoolwide inclusive school reform. Remedial and Special Education, Online First. doi:10.1177/0741932514555021.
Sailor, W., & McCart, A. (2014). Stars in alignment. Research & Practices for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622.
SWIFT Center. (2014). All Means All: Ending segregation in schools and achieving education and excellence for all. Special issue of TASH Connections, 40(2), 1-18.
District/ School Resources
Webinars
- Equity-based MTSS: Transitioning to a New Future with Dr. Hollie Pettersson and Dr. Amy Jablonski
- Using Data to Improve Student Outcomes: Dr. Chandra Williams Webinar Slides
- UDL and Differentiated Instruction: Webinar with Dr. Loui Lord Nelson
- UDL and Differentiated Instruction: Webinar with Dr. Loui Lord Nelson Webinar Slides and Notes
- Strategies for Including All Students: Webinar with Dr. Jennifer Kurth
- Strategies for Including All Students: Webinar with Dr. Jennifer Kurth Webinar Slides and Notes
Film & Videos
Issue Briefs & Papers
- Transitioning to a New Future with Equity-based MTSS
- SWIFT Partner School Student Outcomes
- Implementing Equity-Based Inclusion with Fidelity to Improve Outcomes trifold poster
- Facilitation Guide for Designing a Shared Vision of Equity
- Strategies for Transitioning to an Inclusive School Environment
- Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners
- Stars in Alignment Issue Brief
- SWIFT SEA Blueprint for Equity-based Inclusive Reform
- Indicators of Effective Policy Development & Implementation
- Better Together Task Force Brief
- My Brother's Keeper Task Force Brief
- SWIFT Differentiated Technical Assistance
- Differentiated Technical Assistance for Sustainable Transformation (TA Brief)
- Research Support for Inclusive Education and SWIFT
- Bibliography of Research Support for K-8th Grade Inclusive Education
- SWIFT Fidelity of Implementation Tool: Development and Preliminary Technical Adequacy
- Policies that Support SWIFT Trusting Family Partnerships
- School Discipline Policy Considerations in a SWIFT Framework
- Who is My Brother’s Keeper?
- How Policy Alignment Impacts Sustainability of Schoolwide Transformation: Lessons from SWIFT Knowledge Development Sites
- How Change Occurred at the Stoughton Area School District: Lessons from a SWIFT (Schoolwide Integrated Framework for Transformation) Knowledge Development Site
- Leading Education Reform Initiatives: How SWIFT (Schoolwide Integrated Framework for Transformation) Coordinates and Enhances Impact
- School Climate Briefs from National Center on School Climate
- Lessons from the Field
Research to Practice Briefs
- High Leverage Practices to Improve Inclusive Educational Environments for Students with IEPs
- Talking Circles Research to Practice Briefs
- Restorative Practices - Research to Practice Brief
- State-wide Social and Emotional Learning Embedded within Equity-based MTSS: Impact on Student Academic Outcomes
- Equity as a Basis for Inclusive Educational Systems Change - Research to Practice Brief
- Sustaining SWPBIS for Inclusive Behavior Instruction - Research to Practice Brief
- Behavior Screening at Middle and High School Levels - Research to Practice Brief
- Identifying Data-Driven Instructional Systems - Research to Practice Brief
- Coaches and PLCs Support Teacher Use - Research to Practice Brief
- Collaborative Learning - Research to Practice Brief
Research & Journal Articles
Sailor, W., Skrtic, T. M., Cohn, M., Olmstead, C. (2020). Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS). Teacher Education and Special Education, 1 –18 (Online Frst). http://10.1177/0888406420938035
Kurth, J. A. (2018). Introduction to the special topic issue on the impact of SWIFT technical assistance. Inclusion, 6, 1-2. doi: 10.1352/2326-6988-6.1.1
Sailor, W., McCart, A. B., & Choi, J. H. (2018). Reconceptualizing inclusive education through multi-tiered system of support. Inclusion, 6, 2-18. doi: 10.1352/2326-6988-6.1.3
Kurth, J. A., Morningstar, M. E., Hicks, T. A., & Templin, J. (2018). Exploring the relationship between school transformation and inclusion: A Bayesian multilevel longitudinal analysis. Inclusion, 6, 19-32. doi: 10.1352/2326-6988-6.1.19
Kozleski, E. B., & Choi, J. H. (2018). Leadership for equity and inclusivity in schools: The cultural work of inclusive schools. Inclusion, 6, 33-44. doi: 10.1352/2326-6988.6.1.33
Schuh, M. C., Knackstedt, K. M., Cornett, J., Choi, J. H., Pollitt, D. T., & Satter, A. L. (2018). All means all: Connecting federal education policy and local implementtion practice through evidence and equity. Inclusion, 6, 45-59. doi: 10.1352/2326-6988.6.1.45
Gross, J. M. S., Choi, J. H., & Francis, G. L. (2018). Perceptions of family engagement and support in SWIFT schools. Inclusion, 6, 60-74. doi: 10.1352/2326-6988-6.1.60
Sailor, W., Satter, A., Woods, K., McLeskey, J., & Waldron, N. (2017). School improvement through inclusive education. Oxford Bibliographies in Education. New York: Oxford University Press. doi: 10.1093/obo/9780199756810-0191
Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special Education, 41, 1-17. doi: 10.1017/jse.2016.12
Francis, G., Blue-Banning, M., Turnbull, A.P., Hill, C., Haines, S.J., and Gross, J.M.S. (2016). Culture in inclusive schools: Parental perspectives on trusting family-professional partnerships. Education and Training in Autism and Developmental Disabilities, 51(6), 281-293.
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2017). Improving learning for all students through equity-based inclusive reform practices: effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, 38, 28-41. doi: 10.1177/0741932516644054
Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education’s promises and trajectories: Critical notes about future research on a venerable ideal. Education Policy Analysis Archives, 24(43). doi:10.14507/eppaa.24.1919
Shogren, K., McCart, A., Lyon, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research & Practice for Persons with Severe Disabilities, 40, 173-191. doi: 10.1177/1540796915586191.
Haines, S., Gross, J., Blue-Banning, M., Francis, G., & Turnbull, A. (2015). Fostering family-school and community-school partnerships in inclusive schools: Using practice as a guide. Research & Practice for Persons with Severe Disabilities, 40, 227-239. doi: 10.1177/1540796915594141.
Kozleski, E., Yu, I., Satter, A., Francis, G., & Haines, S. (2015). A never ending journey: Inclusive education is a principle of practice, not an end game. Research & Practice for Persons with Severe Disabilities, 40, 211-226. doi: 10.1177/1540796915600717.
Kurth, J., Lyon, K., & Shogren, K. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research & Practice for Persons with Severe Disabilities, 40, 261-274. doi: 10.1177/1540796915594160.
Morningstar, M., Shogren, K., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research & Practice for Persons with Severe Disabilities, 40, 192-210. doi: 10.1177/1540796915594158.
Shogren, K., Gross, J., Forber-Pratt, A., Francis, G., Satter, A., Blue-Banning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for Persons with Severe Disabilities, 40, 242-260. doi: 10.1177/1540796915583493.
McCart, A., Sailor, W., Bezdek, J., & Satter, A. (2014). A framework for inclusive educational delivery systems. Inclusion, 2(4), 252-264.
Sailor, W. (2014). Advances in schoolwide inclusive school reform. Remedial and Special Education, Online First. doi:10.1177/0741932514555021.
Sailor, W., & McCart, A. (2014). Stars in alignment. Research & Practices for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622.
SWIFT Center. (2014). All Means All: Ending segregation in schools and achieving education and excellence for all. Special issue of TASH Connections, 40(2), 1-18.