Strategies to Support Rightful Presence of Each and Every Learner in Your School
By Amy Jablonski, Leadership Development & Research Project Director, SWIFT Education Center and Iris Jacobson, Education Consultant, Department of Public Instruction What would it look like if every student, regardless of ability, background, or learning need, was truly welcomed, valued, and supported to learn alongside their peers? Across Wisconsin, several school districts are working to make this vision a reality. Through a partnership with the SWIFT Education Center (Schoolwide Integrated Framework for Transformation), a nationally recognized initiative, schools are rethinking traditional systems and redesigning how they support students. SWIFT helps schools build inclusive learning environments where students with disabilities and other diverse learning needs are fully included in general education settings. The framework promotes schoolwide practices that strengthen inclusive instruction, deepen family partnerships, and ensure equitable access to meaningful learning for every student. In Wisconsin, this work is gaining momentum through collaboration with the National Center on Inclusion Towards Rightful Presence, a research and technical assistance center committed to advancing full inclusion. The Center’s work focuses on ensuring that students with disabilities are not only present in general education settings but are meaningfully participating in rigorous academic learning and are valued members of their school communities. This partnership is taking shape through the work of three local education agencies: the School District of Altoona, Monona Grove School District, and Shorewood School District. Together, these districts are working alongside the Center to strengthen inclusive practices, learn from one another, and serve as Model Demonstration Sites. As they share their journeys, they are expanding what is possible and ensuring that all students, including those historically separated from general education, have access to standards-aligned instruction alongside their peers. At its core, this work is about transforming systems so that schools become places where every student and every family is woven into the fabric of the community and where nothing excludes their presence or diminishes their identity. The goal is simple but powerful: schools where students are not pushed to the margins, but instead experience authentic belonging, meaningful participation, and the opportunity to thrive. What Administrators Need to Know School administrators play a key role in creating schools where every student truly belongs. Rightful Presence means moving beyond simply including students in the same space and instead building a school community where students’ identities, voices, and experiences are valued. Rightful Presence can be promoted by applying key principles from the implementation guide developed by The National Center on Inclusion Toward Rightful Presence through the SWIFT Education Center. This approach also focuses on transforming whole school systems, so every student learns, participates, and belongs. Schools establish rightful presence by: 1. Building a culture of true belonging for students by establishing a collective agreement for a school culture in which every student gets what they need to thrive. 2. Elevating justice-driven school leaders by using a team-based approach to move districts and schools toward a rightful presence for every student. 3. Redesigning the marginalizing systems with, rather than for, marginalized communities by implementing a Multi-Level System of Support (MLSS) that improves outcomes for students and increase meaningful engagement in content areas, especially those who have been separated by entrenched systems. 4. Empowering equity-focused general and special educators to collaboratively plan to improve instruction for students with complex learning needs. 5. Organizing teaching around content standards for all students by using essential learning targets aligned with grade-level standards to inform curriculum decisions and guide instruction for all students. 6. Promoting multiple ways to understand and measure student outcomes, focusing on student strengths, seeking multiple ways for students to demonstrate learning, and to measure growth. When principals lead in these ways, schools move closer to becoming places where students are not just present—but recognized, valued, and fully part of the community. Summary Getting started in the work of Rightful Presence is connected to building on the strengths schools have for inclusive practices. This work provides the opportunity to redesign spaces and use of resources for the current student population a school serves. Rightful Presence is a throughline that collectively binds a school community, district, and builds strong partnerships. The following are quotes from Wisconsin educators regarding the work of Rightful Presence and engagement with The National Center on Inclusion Toward Rightful Presence.
The National Center on Inclusion Toward Rightful Presence offers layers of Technical Assistance Supports to partner with states, districts, and schools in their understanding and pursuit of Rightful Presence. Information can be found on the SWIFT Education Website as well on The National Center on Inclusion Toward Rightful Presence. |