One especially important element was that we structured the work to gather and respond to insights and data generated throughout the process." -
July/August Per Project Year
We recognized that sustainable change requires strong leadership at multiple levels within each district. To this end, we established distributed leadership teams that included district superintendents, curriculum directors, special education administrators, and selected teacher leaders. These teams were empowered with decision-making authority to drive and oversee the implementation of inclusive practices. By ensuring leadership commitment and accountability, we created a foundation for lasting systemic change.
September - May Per Project Year
To support ongoing development, we facilitated professional learning through monthly meetings, collaborative workshops, and peer networking opportunities. We emphasized the importance of multi-tiered systems of support (MTSS) and universal design for learning (UDL) to ensure that inclusion was seen as a general education initiative rather than solely a special education concern. Through structured professional development, district leaders and educators gained the necessary knowledge and tools to implement inclusive practices effectively.
Ongoing
Monitoring and data-driven decision-making were central to our approach. We implemented annual self-assessments and feedback loops to track progress, evaluate challenges, and refine our strategies. Districts collected both qualitative and quantitative data, including student and staff perception surveys, inclusion data, and student learning outcomes. By aligning strategic initiatives with measurable outcomes, we ensured that our efforts translated into meaningful improvements for students, educators, and the broader school community.
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Novak Education worked closely with WASA to develop and implement a structured, data-driven approach to advancing inclusive education. The initiative focused on three key areas:
Each participating district co-created clear goals, success criteria, and a customized action plan focused on maximizing the impact of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS). This included identifying early adopters and establishing clear communication and accountability norms to ensure successful implementation.
District teams gathered a diverse mix of data—from student work and teacher feedback to standardized assessments—to showcase the real impact of their initiatives. Structured data collection windows ensured consistent tracking, enabling stakeholders to make informed decisions based on evidence.
Through virtual data analysis sessions and leadership coaching, districts used data for problem-solving, action planning, and sustained progress. This phased approach built internal capacity, ensuring long-term success and systemic change.
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Additionally, Novak Education and WASA implemented structured networking opportunities such as Problem of Practice gatherings and Nosh and Network sessions. These forums allowed districts to share successes, discuss challenges, and collaborate on innovative solutions.
