Layered EducationOur special education teacher is in four rooms
Program design
Service delivery models, scheduling, and caseload structure. What gets delivered where, by whom, and how many hours the week needs to hold.
Inclusive Programs
Programs that hold together after we leave.
Program design, professional development built as a series rather than a one-off, and the systems work that keeps inclusive practice running when the schedule changes and half the staff are new.
Ever notice nobody can tell you what inclusion actually means?
Ask ten people in education what inclusive practice means and you will get ten answers. Placement is a decision somebody makes in a scheduling meeting. Inclusion is everything that has to be built around it.
So the work starts with the system. One special education teacher spread across four rooms, caseloads that leave no overlap for planning, a service delivery model written for a different student population, and a compliance load that eats the hours meant for instruction.
Then there are the handful of decisions a leadership team makes in the spring that decide whether the next year is possible at all.
We ran a training in August and nothing changed
Professional development series
Built as a scope and sequence across a year, not a single day in August. Each session builds on shared language from the last and sends your staff out with one concrete tool.
They are written down, but are they happening?
Accommodations in practice
How accommodations actually get delivered in your classrooms, what the legal duty to honor them requires, and which environmental and instructional factors decide whether they work.
We bought the licenses, now what?
Assistive technology rollout
Choosing tools, getting licenses to the right students, writing the guidebook, running training, then handing administration to your staff. Glynis is a certified Read & Write Level II trainer, where this model was built, and the sequence adapts to the tools your district already licenses.
Can students really run their own meetings?
Student-led IEPs
Preparing students to run the meeting about them. It changes what gets written into the goals, because the student is in the conversation instead of being discussed.
What is mine to fix and what is not?
Leadership coaching
Working directly with your site and network leaders on the decisions only they can make, and on what to look for when they walk the building.
Wondering which of these your school needs first? That is what the first call is for.
Book a free callWhat partners tell us changed
Across campuses we have supported with program design, co-teaching, and intervention.
Compliance
Less risk carried by fewer people
Timelines and documentation held by a system, so compliance does not rest on one person remembering in the middle of a full caseload.
Practice
Pairs using the full range of models
Pairs moving across the models through the week, rather than settling into one teach, one assist for the year.
Clarity
Roles written down and agreed
Service delivery, expectations and who does what, documented together, so someone new can see how the work runs instead of piecing it together.
Professional learning
Teachers leave with something to try
Staff tell us they feel heard and validated, and that they leave with practical moves for their own room rather than theory they have to translate on their own.
Reading
Growth for students earlier programs had not reached
Intervention that moves students who made little progress in earlier programs, which is usually the group a school has run out of options for.
Students
More effective, student-centered IEPs
Goals tied to the data, services tied to the goals, and students who can say what's in their own plan.
From a special education program administrator
Glynis has been invaluable in helping us develop and expand our lens as a charter organization in our approach to teaching our students and collaborating with our colleagues. … She has supported our school sites in training our staff in productive reflective processes with protocols which are adaptable for multiple types of data analysis, problem solving and planning purposes.Hugo E., special education program administrator
Start with next year's schedule
The decisions that make inclusion possible get made months before the year starts. If you're heading into that window, it's a good time to talk.
Questions we get asked
What does inclusive practice actually mean?
Placement is a decision somebody makes in a scheduling meeting. Inclusion is everything that has to be built around it: service delivery models, scheduling and caseloads, staff training, and the handful of decisions a leadership team makes in the spring that decide whether the next year is possible at all.
We ran a training in August and nothing changed. Why?
One day in August is not a professional development plan. We build a scope and sequence across the year, where each session builds on shared language from the last and sends staff out with one concrete tool.
Can you help with an assistive technology rollout?
Yes. Choosing tools, getting licenses to the right students, writing the guidebook, running training, then handing administration to your own staff. Glynis is a certified Read & Write Level II trainer, and the sequence adapts to the tools your district already licenses.
When should we start planning for next year?
The decisions that make inclusion possible get made months before the year starts, in the spring scheduling window. That is the moment to talk.