Pilot Site and Staff Selected

Meeting Minutes Planning Initiative

The District Implementation Team considers:

  1. Decide pilot cohort size

  2. Identify and prioritize training topics

  3. Designate training providers (e.g. internal or external)

  4. Establish a training schedule

  5. Determine substitute needs

  6. Develop training evaluations including who will collect and where data will be collated

  • Staff with expertise in inclusive practices should be part of the pilot team.

  • Staff with a willingness to learn and implement new inclusive practices are important for change to occur. General education teachers will not have experience with inclusion, but the willingness to grow and learn is an undeniable asset.

Develop Staff Competencies

Ongoing Staff Supports

Data should inform these decisions but are not the only criteria. Also consider site capacity and practitioner willingness to participate in the pilot.

  • It may be appropriate to “advertise” your PD work to other schools, with your school operating as a Pilot Site for other schools in the district! Or, it may be more comfortable to keep this change work in-house as you navigate your own teachers’ and students’ needs.

  • Similarly, it may be appropriate to initiate the PD work by designating a single Lab Classroom to pilot change, and then open the experience to more and more classrooms across the year or cycle. OR, you might have a full staff ready to jump in with both feet.

  • Data should inform these decisions, but are not the only criteria. Also consider site capacity and practitioner willingness to participate in Lab/Pilot activities. It may be that small-scale coaching and PD may evolve into large-scale piloting with sufficient support.

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The Child Impact Project is funded in part by the Indiana Department of Education, Office of Special Education.

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