
SWIFT Shelf for Research
SWIFT Shelf Tools provide free downloadable Webinars, 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 and Research to Practice Briefs, White Papers, Research Support and Bibliography, and more.

SWIFT Shelf Tools
New Releases
SWIFT Master Scheduling Tool
- MTSS: Universal Support
- MTSS: Additional Support
- MTSS: Intensified Support
District / School Resources
Webinars
- 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: Dr. Loui Lord Nelson Webinar Slides and Notes
- Strategies for Including All Students: Webinar with Dr. Jennifer Kurth
- Strategies for Including All Students: Jennifer Kurth Webinar Slides and Notes

SWIFT Shelf Stories
Film & Videos
- California Scale Up MTSS: Kern County
- MTSS Universal, Additional & Intensified short film transcripts
- MTSS: Universal Support
- MTSS: Additional Support
- MTSS: Intensified Support
- Any School Can...
- Whatever it Takes: a SWIFT film on Inclusive Academic Instruction
- Whatever it Takes: Discussion Guide
- Whatever It Takes transcript
- Together: a SWIFT film on Integrated Educational Framework
- Together: Discussion Guide
- Together transcript
- SWIFT 2016 National Professional Learning Institute Presentations
- SWIFT-in-60 Downloads and Transcripts
- ALL Means ALL!! A SWIFT Overview Video
- Domains and Features at Henderson School
- What is SWIFT
Newsletter Archive
- SWIFT Newsletter Fall 2019
- SWIFT Newsletter-Summer 2019
- SWIFT Newsletter-Happy New Year 2019
- SWIFT Newsletter-Special November 2018
- All Newsletters
Issue Briefs & Papers
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 from CCSSO and CEEDAR Center
Stars in Alignment Issue Brief 9
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.pdf
Differentiated Technical Assistance for Sustainable Transformation (TA Brief)
Research Support for Inclusive Education and SWIFT
Bibliography of Research Support for K-8 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 Transformat
Leading Education Reform Initiatives: How SWIFT Coordinates and Enhances Impact
- School Climate Briefs from National Center on School Climate
Lessons from the Field
Research to Practice Briefs
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 Schools - Research to Practice Brief
Identifying Data-Driven Instructional Decisions - Research to Practice Brief
Coaches and PLCs to Support Data Use - Research to Practice Brief
Collaborative Learning - Research to Practice Brief
Research & Journal Articles
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.
Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Inclusión Educativa, 10(1), 61-77.
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
Gross, J. M. S., Haines, S. J., Hill, C., Francis, G. L., Blue-Banning, M., & Turnbull, A. P. (2015). Strong school–community partnerships in inclusive schools are “part of the fabric of the school.…we count on them.” School Community Journal, 25(2), 9-34.
Algozzine, B., Morsbach Sweeney, H., Choi, J. H.,Horner, R., Sailor, W., McCart, A. B., Satter, A., & Lane, K. L. (2016). Development and preliminary technical adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool. Journal of Psychoeducational Assessment. doi: 0734282915626303
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.