special education priorities and inclusionary practices...

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Special Education Priorities and

Inclusionary Practices Professional

Development Project

Special Education Division

October, 2019

Summer 2019 | 2| SPECIAL EDUCATION

Objectives

• Explore our present priorities and activities

• Discuss graduation changes and the impact on students

with disabilities

• Review Inclusionary Practices Professional Development

project for 2019-20 and 2020-21

• Discuss gaps and supports needed for improvement

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September 2019 | 3| SPECIAL EDUCATION SERVICES

OSPI PrioritiesOSPI Priorities:

Improving Outcomes for Students

with Disabilities

LeadershipSupport students with disabilities

(including increased collaboration

and ownership of school

administrators and staff) and

coordinated efforts with community

organizations to improve results

and reduce disproportionality.

Growth MindsetIncreased expectations of

students with disabilities

(e.g., standards, instruction,

graduation, assessments,

attendance, IEP-related

Decisions, and post-school

outcomes).

Evidence-Based

PracticesInstruction and interventions

within an MTSS framework and

inclusionary practices

leading to increased access

and progress in Washington

grade-level learning standards.

Professional

DevelopmentJoint training for general

educators, special educators,

paraeducators, administrators,

and parents/families (e.g., IEP

team members).Resource

AllocationBraided funding, consolidated grant

application, reducing costs for

administrative tasks, increasing

direct support to students, and

data-based decision making.

Recruitment &

RetentionPreparation programs for

administrators, general educators,

special educators, related service

providers, and paraeducators

focused around instruction and

support for students with

disabilities.

Source: OSPI Priorities for Improving Outcomes for Students with Disabilities, Office of Superintendent of Public Instruction


Alignment of IDEA and the Every Student Succeeds Act (ESSA)

IDEA Special Education Services:

ESSA

Ensure access and progress in the general education curriculum

Close achievement gaps and offer a significant opportunity to receive a fair, equitable, and high quality education

Requires same state standards for all students, except for those accessing the WA-AIM

Prepare students for further education, employment, and independent living

http://www.k12.wa.us/SpecialEd/pubdocs/OSPI-SpEd-Priorities.pdf

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Percentage of Students with Disabilities (Ages 6-21), by LRE and Grade, in Washington

Source: Special Education Federal Child Count, Office of Superintendent of Public Instruction, November 1, 2018.

73.5% 72.1%67.4% 65.3% 62.9% 61.3%

55.6%50.6% 51.3% 49.2% 47.9% 49.3%

44.2%

56.6%

12.1% 11.5%17.0% 20.5% 23.3% 25.4%

32.0%36.8% 36.3% 39.4% 39.5% 38.8%

33.2%

29.2%

13.9% 15.3% 14.5% 13.1% 12.6% 12.2% 11.3% 11.2% 11.1% 10.0% 11.1% 10.5%

20.0%

12.8%

0.2% 0.4% 0.4% 0.5% 0.6% 0.6% 0.9% 0.8% 0.8% 0.8% 0.6% 1.3% 0.7%

K 1 2 3 4 5 6 7 8 9 10 11 12 All Grades

Homebound or HospitalProgram

Private School orHomeschool

Correctional Facility

Public/Private ResidentialFacility

Public/Private Separate DaySchool Facility

0% - 39% Regular Class




Previous WA Graduation Pathways

This was changed in 2019, and is only available

through the Class of 2021 for

students with disabilities.

http://www.k12.wa.us/SpecialEd/ResourceLibrary/pubdocs/IEP-Team-Guidelines-Assess.pdf


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WA Graduation, Comparison by Student Group, ELA, 2019

7.43%3.05%

49.93%

26.85%

11.43%

1.31%

Students with Disabilities

AlternateAssessments

GraduationAlternatives:CAA

GraduationAlternatives:CIA

High SchoolGeneralAssessment

Not Yet MetGraduationRequirement

Special Waiver

0.01% 2.68% 0.54%

87.37%

8.38%

1.03%

Students without Disabilities


GraduationAlternatives:CAAGraduationAlternatives:CIAHigh SchoolGeneralAssessmentNot Yet MetGraduationRequirementSpecial Waiver

Source: Student Information, CIA/CAA Database, Office of Superintendent of Public Instruction, September 9, 2019.


WA Graduation, Comparison by Student Group, Math, 2019

7.6%

6.8%

62.1%

7.2%

14.5%

1.7%



GraduationAlternatives:CAA

GraduationAlternatives:CIA

High SchoolGeneralAssessment

Not Yet MetGraduationRequirement

Special Waiver

0.01%

21.18%

0.55%

61.36%

13.90%

2.99%



GraduationAlternatives:CAAGraduationAlternatives:CIAHigh SchoolGeneralAssessmentNot Yet MetGraduationRequirementSpecial Waiver

Source: Student Information, CIA/CAA Database, Office of Superintendent of Public Instruction, September 9, 2019.

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WA Graduation Rate Trends, by Cohort and Student Group

55.7%

62.9%

57.9%

64.6%

58.1%

65.6%

59.4%

65.7%

61.7%

66.7%

80.1%82.2%

80.8%83.3%

82.0%84.1%

82.2%84.7% 83.5%

85.0%

50.00%

55.00%

60.00%

65.00%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

4-year 5-year 4-year 5-year 4-year 5-year 4-year 5-year 4-year 5-year

2014 2015 2016 2017 2018



Source: OSPI Report Card--https://washingtonstatereportcard.ospi.k12.wa.us/ReportCard/ViewSchoolOrDistrict/103300


Graduation Pathways

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Why Inclusionary Practices Project?• Less than 4% of students are identified with an intellectual disability.

• Upwards of 90% present with average to above-average intellectual functioning.

• Yet only 56.6% are placed in general education for 80-100% of the day. [For students of color, that total falls to 49%]

• 2016-17 Outcome Data:

▪ Graduation Alternative options (CIA): ELA 48.9%; Math 52%

▪ Opportunity gap for ELA: 30% in 3rd grade ➔ 50% in 10th grade

Sources: OSPI Guidance for IEP Teams: Student Participation in Statewide Assessments for Accountability and Graduation & Annual Performance Report, FFY 2016 & (Draft) 2017.


Why inclusion?

Social justice implications…

• Inclusionary instruction rebukes the problematic perspective

that students with disabilities (SWD) need to ‘fit in’ or ‘earn

their way’ into general education classes.

• The belief that general education instruction is not malleable

and that students should be making adaptations to be

included in the general education setting has contributed to

the continuation of two parallel systems of education in

which SWD are marginalized and devalued as a result of their

environmental segregation.


https://osep.grads360.org/#report/apr/2016B/publicView?state=WA&ispublic=true

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Over 80 years of research has shownthat placement in the general education

setting positively impacts outcomes!

Carlberg & Kavale (1980)

50 research studies from 1932 – 1970

Wang & Baker (1985)

Meta-analysisfrom 1975 – 1984

Oh-Young & Filler (2015)

Research studiesfrom 1980 – 2013

Theobald, et al. (2018)

WA Study onCTE & Outcomes

What does the say?


What does the Inclusionary Practices Project provide?

• In the 2019 legislature passed ESHB 1109 Sec. 509(13)

• $25M for inclusionary professional development($10M for fiscal year 2020; $15M for fiscal year 2021)

• To implement and support inclusionary practices, with an emphasis on coaching and mentoring

https://doi.org/10.1177/002246698001400304

https://doi.org/10.1177/002246698501900412

https://doi.org/10.1016/j.ridd.2015.08.014

https://doi.org/10.1177/0022219418775121

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Inclusionary Practices Project AIM

By Spring 2022, we aim to increase access to grade level core instruction

through the inclusion of students eligible for special education services in

general education classrooms, and result in improved Least Restrictive

Environment (LRE) data, as defined by Indicator 5 in the Annual

Performance Report (APR) from LRE1 56.6% to LRE1 58-60%, and

improved outcomes as measured by the Washington School

Improvement Framework (WSIF), specifically in graduation rates, English

Language Arts and math proficiency and growth, and school quality

or student success indicators (SQSS).


Definition of Inclusion?

• Inclusion is realized when all students, regardless of their designation to receive special education services, are provided with targeted interventions and accommodations; allowing them to learn in the general education classroom and engage the core curriculum.

• Inclusion is the belief that all students have a right to meaningfully participate in the general education setting, both academically and socially. Inclusive instruction rebukes the problematic perspective that students receiving special education services need to ‘fit in’ or ‘earn their way’ into general education classes.

• The belief that general education instruction is not malleable and that students should be making adaptations to be included in the general education setting has contributed to the continuation of two parallel systems of education in which students receiving special education services are marginalized and devalued as a result of their environmental segregation.

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Definition of Inclusion? (Cont.)

• Inclusion is based upon the constitutional guarantees of equal protection under the law, providing the foundation that all individuals with disabilities have the right to be treated equitably and respectfully.

• All learners must be supported to experience belonging and to thrive. Inclusion must include both the general education environment and meaningful community access, with necessary individualized supports and services, and without regard to cost saving measures.

• Ultimately inclusion promotes the student’s and family’s hopes, dreams, and desires for student’s chosen future.


Inclusionary Practices Project - Drivers

• Demonstration sites

• Pilot District Cohorts

• Statewide Professional Development

• TIES Center Support

• Local Professional Development

• Parent/Family Engagement Supports

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Pilot district / school?

• Least Restrictive Environment (LRE) data: the percent of a school day a student

with a disability spends in general education settings.

• LRE 1: Placed in general education for 80-100% of the school day



• Data Logic: LRE 2 data > LRE 1 data OR LRE 1 < 50% AND LRE 2 > 40%

87 school districts and 160 schools have

been invited to participate.


What is the pilot district / school opportunity?

• Pilot districts / schools will receive funds to plan, implement, support and enhance the transformative work already happening or begin anew, by helping educators think innovatively around equity and build capacity for inclusionary practices.

• The Inclusionary Practices Professional Development Project aims to increase opportunities for students with disabilities to meaningfully access academic and social opportunities in general education settings.

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What is the district / school commitment?

• Districts and schools will commit to –

• Completing a needs assessment and developing plans based on

identified needs from the assessment focused on inclusionary practices.

• Implementing plans during the 2019-20 and 2020-21 school years.

• Submitting mid-year and end-of-year progress reports.

• Engaging stakeholders – administrators, teachers, paraeducators and

specialists, parents and families, community members


Funding for Pilot Schools/Districts

• Each district will receive:

• $15,000 base allocation per district

• $95 per-pupil allocation for the students with disabilities served in the

identified pilot school sites

An email was sent last week to superintendents, special education

directors, and ESD special education directors indicating the district’s

allocation.

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Discussion

1. What gaps do you see still, across these efforts?

2. How does the definition of inclusion resonate with you, or

what is needed for clarification?

3. What supports do you need, as a district/region, to move

forward from your current reality to more inclusionary

practices?

4. What will be the impact of 1599 on students with IEPs?


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