Our school improvement process is built around sustained professional learning, data-driven coaching, and collaborative systems change — producing measurable gains for students with disabilities in general education settings.
Stetson & Associates, Inc. has partnered with schools and districts nationwide to advance inclusive education, special education compliance, and instructional capacity. Our school improvement work is rooted in research, customized to your campus, and designed for lasting change.
Our Process
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Data Collection & Planning
Record reviews, baseline observations, and a faculty attitudes survey to set measurable goals with campus leadership.
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Targeted Professional Development
Customized PD sessions on differentiation, inclusive practices, flexible grouping, and collaborative teaching.
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Classroom Observations & Coaching
Multiple observation cycles tied directly to each PD session, with individualized feedback and PLC debriefs.
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Scheduling & Systems Support
Redesign of special education schedules to maximize time in general education and clarify co-teaching roles.
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Sustainability Recommendations
Closing report with actionable next steps, leadership guidance, and continued access to Stetson resources.
Results Across Three Albuquerque Public Schools Campuses
+21 pts
increase in students with disabilities served in general education 80%+ of the day
75%
of faculty survey items showed growth in inclusive beliefs and practices
100%
of teachers met goals for differentiated instruction and posted learning objectives by year-end
67%
of faculty survey items showed growth across all three schools
Campus-by-Campus Impact
Mission Avenue Elementary
STEM Magnet School
40%→61%
Students in gen ed 80%+ of the day
23.5%→100%
Teachers using differentiated instruction
43.8%→100%
Teachers using pre-assessment weekly
20%→53%
General & special educators planning together
Pajarito Elementary
Title I Community School
25%→80%
Faculty with sufficient inclusive ed training
36.4%→63.6%
Teachers using differentiated instruction
41.7%→81.8%
Teachers using pre-assessment strategies
50%→100%
Faculty modifying curriculum per IEP
Results
"Faculty across the campus embraced a shared mindset: all students belong to all of us. This belief in collective ownership has fostered greater collaboration, flexibility, and commitment to meeting the diverse needs of all learners."
"Teachers consistently commented that they will continue to use these practices and attempt to take it to the next level and go deeper in all subject areas."
