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Our Work

Our team ensures inclusive education through expertise and creativity in innovative solutions.

Reflecting, Responding and Adapting to the Needs of Schools during the Pandemic.

Pathways to Inclusive Education (PIE) supports dynamic learning organizations as they create and sustain inclusive school cultures. We understand that there are no one-size-fits-all solutions in the world of education and that has never been more true than during these challenging and unpredictable times. We are committed to working in partnership with schools in order to understand the current needs and the desired state. PIE collaborates with school leaders to design a customized process which aligns beliefs, evolves programming, and transforms teacher practice in order to impact student learning. 

We Support Schools at Three Elevations

30,000 ft/ 9000 m


Whole school beliefs and values that guide decision and actions.


15,000 ft/ 4500 m


Mental models, strategies and plans used to make the values and beliefs visible.


On the ground


Behaviors and skills needed to implement strategies and plans.


How Do We Work at Each Elevation?

Strategic Level

By beginning our collaboration with a program review, we are able to learn about your school to discover its’ beliefs and values.  We do that by:

  • Reviewing defining organizational statements such as the Mission and Core Values.
  • Speaking with members of the community including teacher, students, administrators and parents.
  • Looking at a variety of data and evidence related to student performance and seek to understand how your current programmatic structures and practices could be resources or barriers moving forward.

Our program review results in a comprehensive report which includes commendations and recommendations at all three levels.

Whether conducting the program review onsite or virtually, we present information and facilitate processes with the senior leadership team, strategic planning teams and other groups charged with designing and leading school-wide change.
We consult with, and coach, school leaders as they lead their faculty through the change. 

Programmatic Level

The work of schools is constantly evolving.  As we learn about learning and discover how to do familiar things in new ways, there are opportunities to look at systems (mental models, strategies and plans) which represent the school’s beliefs and values.

  • Scheduling
  • Models of instruction
    • Universal Design for Learning (UDL)
    • Multi-Tiered Systems of Support
      • Response to Intervention
      • Positive Behavior Interventions and Supports
    • English as an Additional Language
      • Integrated English Language Development (ELD)
      • Designated ELD
      • Monitoring of exited students
    • Co-teaching
    • Standards-based Learning
  • Processes for gathering student data and analyzing student performance  
  • Processes related to student identification
  • Processes related to student support services
  • Professional learning and reflection through the use of planning and reflecting coaching conversations with grade level leaders, team leaders and other teachers.

Practice Level

People who have not shifted their beliefs are hesitant to shift their practice.  We support school communities in shifting beliefs and learning new practices by:

Crafting professional learning opportunities around a “what, why, how” model.  Communicating relevance matters. We support teachers in meeting the needs of a wide range of diverse learners by developing their understanding and practice of:

  • ​UDL
    • Multiple means of engagement
    • Multiple means of action and expression  
    • Multiple means of representation
  • RTI and MTSS
    • Tier 1 instructional support
    •  Tier 2 and 3 interventions
  • EAL and ELD
    • SIOP/Sheltered Instruction
    • WIDA
  • The Co-teaching Cycle
    • Models of co-teaching
    • ​Co-teaching agreements
    • co-planning,  co-assessing and co-reflecting structures

Modeling engaging and well-designed professional learning by using structures and processes that teachers can take back to their classrooms immediately.

Engage in short coaching cycles around questions of practice with the use of planning conversations, data gathering and reflecting conversations.

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