School leadership sets expectations, supplies support, and assesses whether expectations are met. There is a sense of trust between all staff members of the education community. Inclusion viewed within the context of other instructional and organizational agendas of the school. The community is involved in professional development partnerships that merge general and special education at the preservice and inservice levels. The education community supports and models reform initiatives which ensure that best practices are a high priority.
Schools engage in a continuous comprehensive planning and improvement process.
Structures, time and attitudes promote learning. Collaboration occurs between the state education agency and institutes of higher education preservice and accreditation standards. The education community collaborates to meet all the needs of all students in all settings. The community works collaboratively to develop the vision for effective education for all students. Ongoing communication among all staff facilitates a better understanding and more successful implementation of changes that promote effective practices.