Building Inclusive Schools Initiative (BISI)

In 1995, the 74^th Texas Legislature provided funding for education service centers to provide support to campuses for the inclusion of students with disabilities through capacity-building professional development and targeted technical assistance. Specifically, the project is designed to improve the academic performance of students receiving special education services. The primary focus of all professional development and technical assistance activities is ensuring students receiving special education services have access to and make progress in the general education curriculum.

As a result, the Building Inclusive Schools Initiative (BISI) was developed by Region 4 Education Service Center (Region 4) as a collaborative partnership with selected campuses. This initiative is designed to build capacity at the campus level through professional development and technical assistance tied directly to indicators such as Student Achievement (AEIS), the State Performance Plan (SPP), components within the Performance-Based Monitoring Analysis System (PBMAS), and campus Continuous Improvement Plans (CIPs). Through the first thirteen years of the program, over 300 campuses from 54 school districts and charter schools have participated.

Project Managers:

Kirsten Omelan, PhD, Education Specialist. 713.744.6361, komelan@esc4.net

Midge Robertson, Education Specialist. 713-744-6887, mrobertson@esc4.net

Region 4 Education Service Center. 7145 West Tidwell. Houston, Texas 77092 www.esc4.net

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This entry was posted on Thursday, January 14th, 2010 at 9:22 pm and is filed under Uncategorized. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.

One Response to Building Inclusive Schools Initiative (BISI)

becky Hall says:

April 23, 2010 at 4:07 pm

Henry is learning disabled and has deficits in math calculations and the general ability requiring fluency. He needs support to accurately compute math problems involving algebraic expressions. When using a multiplication chart, he has been successful computing problems with multiples to 10. When approaching linear math problems, the problems need to be broken down into a step wise progression. He needs to have a chart with the steps specified to arrive at a solution. He needs to have his progress monitored after completion of each step to evaluate for accuracy.

Building Inclusive Schools