SWIFT Shelf for Research

New Releases

• SWIFT Master Scheduling Tool
• MTSS: Universal Support
• MTSS: Additional Support
• MTSS: Intensified Support

District / School Resources

• SWIFT MTSS Starter Kit
• SWIFT Master Scheduling Tool
• SWIFT FIA 2.0 Spanish
• SWIFT-FIA 2.0 Fillable form
• SWIFT-FIA 2.0 Score Tracking Tool.xlsx
• SWIFT-FIA Overview
• SWIFT Domains and Features Placemat
• SWIFT Field Guide
• Summary of SWIFT
• Short Summary of SWIFT in Spanish
• Introduction to SWIFT

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

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

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

• Choi, J. H., McCart, A. B., & Sailor, W. (2020). Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework. The Journal of Special Education, 10.1177/0022466919897408.

• 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.