Maryland Department of Education selected 4 public school districts to participate in SWIFT: Allegany County, Baltimore City, Cecil County, and Queen Anne’s County. From among these urban and rural districts, 9 elementary, 5 middle, and 2 combined elementary/middle schools are working toward their visions of fully integrated education for all students. Their current SWIFT technical assistance priorities include developing transformation teaming structures; Instructional Coaching; Multi-Tiered System of Support Tiered Reading and Math Instruction/Interventions with an emphasis on strengthening Core Instruction; Universal Design for Learning; strengthening schoolwide behavior supports; and using behavior screeners to provide tiered social/behavioral interventions.
Mississippi Department of Education initially selected 4 public school districts to participate in SWIFT, with two districts merging in 2014. Currently, the 3 school districts engaged in SWIFT partnerships are Meridian, North Panola, and Sunflower County Consolidated. In these districts, 11 elementary and 5 middle schools are SWIFT partners in equity-based inclusive education. Most SWIFT districts in the state set technical assistance priorities to improve Multi-Tiered System of Support-Tier II and Tier III academic and behavioral interventions. Many districts are also collecting and learning to use data to make decisions around student support needs.
New Hampshire Department of Education selected 4 School Administrative Units to participate in SWIFT: SAU 13 (Madison and Freedom School Districts), SAU 60 (Charlestown School District), SAU 64 (Milton & Wakefield School Districts), and SAU 81 (Hudson School District). Eight schools are transforming the way they provide and support education to all students. Each district is in full swing with SWIFT technical assistance to implement features within Administrative Leadership and Multi-Tiered System of Support domains. Team members are piloting new ways of leading by inviting new members to join leadership teams and using existing teams in different roles. Many schools are implementing professional learning communities or coaching for improved academic and behavior MTSS that best fits their local capacity and stage of implementation.
Oregon Department of Education selected 4 public school districts to participate in SWIFT: Pendleton, Portland, Redmond, and Sisters. Currently 15 elementary or K-8 schools serving both urban and rural communities are working to include and support all students. SWIFT districts and schools in Oregon have technical assistance priorities across Administrative Leadership, Multi-Tiered System of Support, and Family and Community Engagement domains. While some have evidence of sustainable structures solidly in place, others are still formalizing leadership teams and making sure that staff at every level understand and are involved with SWIFT implementation and decision making. Plans are in place to implement or increase tiered supports for academics and behavior, administer math and behavior screeners, and implement or increase inclusive practices. Leaders and teachers are working on aligning academic, behavioral, and classroom expectations for a consistent understanding across each school, and the state is committed to increasing family involvement with planned activities, surveys, and inclusion in decision making processes.
Vermont Agency of Education has partnered with Grand Isle and Windham Southeast Supervisory Unions to participate in SWIFT. Schools from these areas are implementing inclusive educational practices to benefit all students, their families, and the communities in which they live. These sites set as their SWIFT technical assistance priorities to strengthen Multi-Tiered System of Support broadly, and positive behavior and Tier II academic systems specifically. Additionally, they have an emphasis on utilizing coaching within professional learning.