WEBVTT

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Hello and welcome.

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Hola y bienvenidos.

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We'll give everybody a minute to come in and then we'll get started.

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Mente.

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Welcome.

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Because I'm doing socially. I'll do it.

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Welcome, everyone. Thank you for joining us today.

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Envenidos a todos gracias por estar aquí con a soto soy.

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Okay.

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We're going to begin with just a few details about using the webinar.

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Tamos a comenzar explicanda algunos de talles de como accedere el venario.

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Well, I believe.

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Next slide, please. The accessibility features for this webinar include simultaneous interpretation in Spanish and Somali.

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Closed captioning is enabled. And participants can view the webinar transcript.

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Los participantes pueden vera la transistrición del webinario.

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Next slide, please. Because we're offering interpretation, everyone will need to choose their preferred language.

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See, that's…

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Un canal de dioma.

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I.

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When we open the interpretation channels, you will need to click on the globe icon that appears in the toolbar.

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Juan delbramos los canales de interpretación forma del y clovo tesracchio redidioma.

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So ena o

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Then you'll select your preferred language, English, Spanish, or Somali.

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Il luego se leccionar ace idioma preferido inglese españolos somale.

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While in our Ingenuiska.

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We're going to open the channel now. And allow people to choose their preferred language.

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So turn out.

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Empreve tamos abrir los canales para que todos puedan Selecchionar el idioma preferido.

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Wonderful. Next slide, please.

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Next slide, please. You can use the chat option for general comments.

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This webinar is being recorded. And the recording will be provided to everyone who is registered and will be available on our website.

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Next slide, please. Now we'd like to invite you to introduce yourself in the chat.

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If you'd like to do so, please share your name. Your role and what city or school district you are in or joining us from.

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Next slide, please. Our webinar today is being hosted by the Family Engagement Collaborative.

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The FEC is a partnership of four nonprofit organizations all committed to strengthening family.

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School partnerships. And supporting culturally responsive approaches that center the experiences of students with disabilities.

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The FEC is a partner in the Washington State Inclusionary Practices Technical Assistance Network.

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Next slide, please. The FEC partner organizations are Education Northwest.

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Roots of inclusion, PAVE, and the Arc of King County.

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We're also very grateful and want to take a moment to thank all of our community partners.

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Next slide, please. They have helped us today to sponsor this webinar.

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And we are very grateful for their support. Of this information being shared with you today.

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And with that, I'm going to turn this over to Jamie Kidder. We're very glad to have the folks from TIIS and OSPI joining us today. And so Jamie, take it away.

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Thank you so much, Jennifer. And I'm so happy to be here with all of you today. Thanks for being so welcoming and we're really excited to bring this resource to you.

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On this slide, you'll see some information about how to access the resource for today's webinar.

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You can use this QR code to access the resource, but we'll also be sharing this resource in the chat with you And a resource page.

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That will have all of the links that we'll share in today's webinar. So please watch the chat. I know it's moving quickly, but soon we'll be sharing those links to this resource.

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And also to document with additional resources. Next slide, please.

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Thanks. So today we'll be speaking to you about a resource called Comprehensive Inclusive Education in Washington.

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And this resource supports teams to craft and implement inclusive IEPs.

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Next slide, please. Today, I'm joined by, oh, sorry, we can go back a slide.

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Thank you. Today, I'm joined by my colleagues from the Thai Center at the University of Minnesota.

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So my name is Jamie Kidder. I work in OSPI Special Education. My colleagues with me today are Gail Gere.

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And Jennifer Summerness from the Tice Center. Next slide.

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Today, we hope that you will gain some experience in challenging assumptions that are sometimes made in schools and that are barriers to inclusion for students with disabilities.

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We hope that this will support parents and other team members and understanding that for all students with disabilities, including those who have extensive support needs, that high quality instruction includes making progress in the general education curriculum as well as an inclusive IEP.

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And we hope that this webinar will support understanding how the resource that we'll share with you today how you can use that to support student and family voice as part of the IEP process.

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Next slide. Here is our agenda for today.

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So we'll speak briefly about some guiding principles about developing an inclusive IEP.

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And then the rest of today's content will be broken into four steps. If you look at the resource that we're sharing about today.

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You'll see that those four steps are part of that resource as well. So first.

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Step one, we'll talk about collaborative conversations between school teams and family members. In step two.

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We'll talk about the steps to create an inclusive IEP. In step three, we'll share a tool for how school teams and families can plan for a student's stay.

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For inclusion opportunities as much as possible. And then step four, we'll talk about how to problem solve and support students to make progress as they continue to receive services.

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We want to also let you know that we don't have a break scheduled for this webinar.

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But we hope that you will feel comfortable taking care of your own needs at any time. As Jennifer mentioned, the webinar will be recorded in the event that you have to miss any of the presentation.

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So please feel free to step away whenever you need. And with that, we'll go to the next slide.

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I'd also like to provide our tribal land acknowledgement on behalf of OSPI.

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Before we get started with our main content today, it's just important to take a moment and pause and acknowledge the ancestral lands that we are joining from today.

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So I want to acknowledge the Indigenous people who have stewarded this land since time immemorial and who still inhabit these areas today. As an OSBI staff member, I'm joining you from the ancestral lands of the Nisqually people, and I will pass it to my colleague Gail from the University of Minnesota to do her land acknowledgement as well.

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Yeah, and so the Ty Center is at the University of Minnesota and we are on the ancestral lands of the Dakota Oya.

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Tribes. And I'm grateful for being able to have this land through them.

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Thank you, Gail. We do this to both to recognize these indigenous groups who have stewarded these lands and also to take a moment and remember that All learning is culturally situated.

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It's based on lived experiences and it should center student voice and equity. And so as we move into this conversation about inclusion, these ideas will be really important to hold in mind.

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Next slide, please.

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I also want to mention that the information that we're sharing today is a blend of legal requirements and also evidence-based practices that are not necessarily legally required But they're really effective and we think it's helpful to have that guidance.

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The information that we're sharing is not meant to be considered legal advice. It's provided for informational purposes. And if you have any questions about Anything that relates to state requirements or regulations, you'll get some content about that today.

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But for other questions, you're welcome to reach out to us at OSPI.

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Next slide, please. So we want to share a little bit about the reason for this resource. We believe that IEPs should not just be legally compliant, that they should also be high quality.

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And so OSPI is really committed to making sure that IEPs are written to be high quality and to provide access to the least restrictive environment. You'll hear us say LRE.

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A lot throughout this presentation. And that's what that is in reference to for all students, including students who have intellectual and developmental disabilities.

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And who are often served in very restrictive placements presently. We believe that it's really important to provide access for all students to the general education setting and learning.

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So it's important to think of IEPs as a way to facilitate inclusive education, not act as a barrier to that.

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So this guidance will support teams to write an IEP that follows the law and also is very meaningful and leads to higher quality outcomes for students.

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Can move to the next slide. Thanks. So I'm hearing from some folks that there might be some trouble with OSPI's website right now. So I'll be able to check on that in just a moment. But what we're showing you right now is just a screenshot of what you'll see when you visit

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The website that hosts this resource. So you can see at the top it's called Comprehensive inclusive Education.

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The guide can be downloaded from this first link where the red arrow is pointing. So if you're able to access that page, that's where you'll find the PDF of the resource we'll be talking about today.

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And then we'll also be talking about those different steps within the resource. So if you click one more time, thanks.

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There are smaller pages that you can click through in this website, and that's where some of those more specific resources will be.

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You'll be able to find those if you click those links.

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Oh, and it sounds like the link is back to working. So that's great.

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All right, next slide, please. This is the resource document that I mentioned before. We created it just for today's webinar. So it's a one page or so document that may be two pages.

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That contains all of the links that you'll need and that we'll be sharing in the chat.

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We wanted to do this so that folks don't feel any stress about making sure to catch all the links as they're shared in the chat.

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So as long as you access this document, you'll have all of those links And we'll be able to follow along with what we're talking about today.

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I think Gale has just posted that again. So I appreciate that.

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All right, next slide, please.

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This resource was developed with a few principles in mind that are really important for comprehensive inclusive education.

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First, we don't believe that the IEP should be considered the student's entire educational program or curriculum.

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For every student who receives special education services, their educational program has three parts.

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The general education curriculum. The routines and activities of the school.

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And then the IEP. Those first two things are the opportunities that all students access at school.

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And then the IEP can support the student in accessing those opportunities as well and also in receiving support for their disability.

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We also believe that every student is a general education student and there shouldn't be we shouldn't regard students with disabilities as different from general education students.

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And finally, students learn and thrive when they are valued and visible members of their classroom and school communities. So we know student a student's sense of belonging is really important to the progress they're able to make in school and in their social relationships and also academic growth.

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So you'll hear us reference these throughout today's webinar. Next slide, please.

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So as you listen to today's webinar and participate in this, we wanted to first highlight for you that connection between the general education curriculum and routines. The IEP is not the sole access that a student with a disability has to access the curriculum.

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They should already be able to access the curriculum and those routines and the IEP can combine with those things to provide the individualized services that a student needs.

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So you'll see that referenced a few times as well in our presentation.

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Next slide. As we're beginning to talk about this resource, we wanted to share these three key questions with you that we hope that all IEP teams, including family members.

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Will reflect on and bring into those discussions. So the first question is, as we develop this IEP, Will the student experience belonging as a member in their school and general education classrooms? Will they feel a sense of belonging?

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We hope the answer to that is yes. The second question is, will the student be actively participating at school across the school day?

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And the third question is, will the student be learning the grade level general education curriculum?

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And the answer to each of those questions, we hope will be yes. If not, the IEP team may want to go back and make some changes to ensure the IEP can be inclusive.

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So we'll bring these back and show you again after we talk about the resource a little bit more.

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Next slide, please.

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As we talk about this resource today, we're really excited to bring you an example that is based on a real student.

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The student's name in this resource is Jacob. That's not the student's real name, but you'll see photos of a real student.

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This student's family was very generous with us and allowed us to use pictures of their son as he experiences inclusive education.

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At Ruby Bridges Elementary School in Woodinville, Washington. We're really grateful to the student's family as well as the Ruby Bridges team for allowing us to show what inclusive education can look like.

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In the document, you'll be able to follow along with Jacob's story by looking for the blue boxes, and you'll see those in our slides as well.

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Next slide, please. So we've talked about these steps. We're going to jump into some slides and start talking with you a little bit more about step one, how to have collaborative conversations between family members and school team members. So let's move to the next slide and I'll pass it to my colleague, Gail.

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Great. Thank you, Jamie. Yeah, that was a quick overview and now we're going to dig into kind of the pieces and we're hoping that they give you enough, you know, kind of the substance to go in and have conversations with your team and also

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Be very much of a partner in this work. So step one really starts with the collaborative conversation. Oh, one little extra thing to add about this is that This talks about the inclusive IEP. As you get into step two, that's the guts of inclusive IEP work.

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But really, what we want to do is make sure that the IEP is implemented too and have the pieces in place that are part of the process. And so you'll see that steps one.

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Three and four are really about how do we take this IEP, keep it alive and put it together as part of an inclusive education system.

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Okay, so step one, collaborative conversations. There's really two parts here. Let me go to the next slide, Jen.

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There's really two parts here we want to talk about. They're really about collaborative conversations with the family and then collaborative conversations with the school team members. And families are part of the school team members too. But really what we're talking about, you'll see a little, you'll see differences in these conversations.

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The collaborative conversation for the family is the opportunity to really share their vision and dreams and hopes and dreams for their child that they want when they, you know, as a child grows up. And just like all of parents the

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Our hopes and dreams change over time for our students, for our kids. But we want to keep having them alive as part of the IEP. They want them to be a driver in the IEP.

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When you have a child who's in pre-K or kindergarten, those teachers know that pre-K kindergarten world. But at the same time, we have to be thinking about What happens at 2122? How will we have the student

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Lava.

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And so what we are doing here is While the IEP is… annual IEP, we want the annual IEPs to be moving towards this long-term vision.

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Marquee IEPO.

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Yeah, guys, I'm hearing both the interpretation channel and my words. Am I the only one?

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Oh, yeah. Okay.

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I'm hearing that too.

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So I'll let Jennifer work on that one. I'll keep going. Okay.

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One moment, please.

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So what this is, it's ideally this conversation happens with the family At the beginning of the school year, but for sure before the writing of any IEP. And it's really, really talking with them about what is this long-term dream and vision for their children. And as we know, as we get older, our visions might solidify more.

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But they also just keep us thinking in this way that we're always working towards the future and where we want kids to go because then we can start thinking about is the IEP moving us in that direction or not.

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And so next slide, and then the next one I'll come back to, I'll talk a little bit more about the conversations with the school members.

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So in the collaborative conversation with the family, really you're talking to the family are valued as key members of the school and the team.

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They're central to it. And that their voice is important in you know like we talked about having their dreams and their visions and then thinking about what does this look like? How do we make it come alive?

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And then we share, and then also we can share information at that point. I think teams can do a lot of information in conversations with the parents to talk about Well, what will this look like in an inclusive setting, especially if we're changing from having been in a more

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Different kind of segregated setting. What does this look like and how can I answer your questions about this? And what are your questions? And so we build a trust between the team and the parents to move in this direction.

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So that starts it out, our big collaborative conversation. And then the next one And it doesn't also have to be a one-time thing. Like I said, this is kind of evolving. And then the next one is the collaborative conversations with the, oh, nope, I got another slide there. Jen, can you go to the next one

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So what I want to share is actually an example of this is a parent in Washington who wrote and gave us permission to share this. This is her vision statement with her son. I'm going to read it aloud and then just kind of give a little bit of background about how and think about this.

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So my vision statement, this is the young man, her son talking.

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I will live my adulthood independently, attend college and pursue my career of choice.

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I will have a likable personality which I use to build meaningful, long-lasting connections and relationships with others.

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I will find long-term companionship and love with a significant other, get married if I choose to.

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As an independent man, I will have lots of opinions and ideas and apply my leadership skills to both my education journey and my future career.

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I will have my own hobbies, activities, interests that I enjoy.

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I will have confidence, morals, integrity, ethics, and be respectful to others.

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I will see myself living with a disability as a source of pride and joy.

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And I will understand my self-worth. My community will embrace me as a neurodiverse human being that brings value to the world.

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I'm just going to share that the first time I heard this and read this, read her vision, I and his vision I thought… This is what I would say as a parent of children and what I hope for my children overall. This is something we hope. And it was no different. My children do not have

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Disabilities, but my vision was so similar. It was the same. It was so similar. And I think that's what struck me. And as we've shared this vision more and more, that's what we hear from the people, the audiences too.

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And then if you look at the one pager that's over there on the left hand side.

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That was created for her son. She writes more about it. She gives about his strengths and talents. He starts with strength, strength-based.

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Top tips, you know, things that don't work, kind of what we've learned. We don't need to create the wheel every year. We've learned it and let's start sharing that from grade to grade.

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But the vision and mission statement, and then a profile. And I'll share with you is if you have the chance to blow this up a little bit later when you see the slides and you read the profile.

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You'll see that this young man, one of his attributes is that he has Down syndrome.

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And so this is a vision that is a vision for parents who really, they see a future, a wonderful future for their son.

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And a valuable future. And so with this driving an IEP and these kind of conversations driving an IEP, you have a powerful start to something different than lots of times how IEPs meeting starts.

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And how we go for planning. So I appreciate it to the parent for sharing that example with us. And this started, I believe, I believe she started playing the putting these in his IEP, either as an attachment or part of the present levels.

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When he was, you know, kindergarten early on. Okay, so the next slide, please.

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So the next part is really that, oh, here's the example that Jamie was talking about. And Jacob's valued life outcomes, you know, what did the family really when that part of this IEP process came alive, what came out from that?

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And they're really they're really wanting to focus on him having meaningful relationships with peers, that he has meaningful participation with diverse experiences They want him to be independent and self-advocate with others for his needs.

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They want advancements in technologies to be used so that he has every opportunity in the post-secondary options and integrated employment. The technology is going to open the world for him.

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And that he is a valued and welcome member of his community, both in school and in his and in his community outside of school.

00:28:39.000 --> 00:28:48.000
And so these are the long-term visions they have for Jacob, and this is what the team kind of took and try and built into the IEP.

00:28:48.000 --> 00:28:58.000
Okay, now the next slide. So then when you talk about collaborative, then we talked a little bit about collaborative conversations with team members.

00:28:58.000 --> 00:29:06.000
And this is where you really start integrating thinking about, okay, we have this individual student, but let's hear it first also about the class.

00:29:06.000 --> 00:29:19.000
At the beginning of this are conversations at the beginning of the school year for the team. The gen ed teacher talks about How does the class run? What are the grade level standards we focus on?

00:29:19.000 --> 00:29:39.000
What are my, how do I kind of organize my class and my units and how do we, what are the routines that I have so that so that everybody on the team is familiar on that because we want to be using those rituals and routines and what happens during the day as guidance for how we can build more skills for every student.

00:29:39.000 --> 00:30:06.000
And then the other team members Our specialists in particular special ed teachers and related service, they really can focus in on what to talk about the specifics of kids and really think about their strengths and interests and their present levels and also the essential skills that they have and that they're working on. So you see this initial conversation starting to integrate together, to weave together.

00:30:06.000 --> 00:30:23.000
So that you are. Being able to think about going forward with an IEP, how do we write goals present level and goals and objectives if they're required to that will support this making progress in the inclusive center.

00:30:23.000 --> 00:30:32.000
Inclusive setting. So what happens in a lot of our steps, what you'll see is that in the next one, Jen.

00:30:32.000 --> 00:30:55.000
You'll see is that there are resources attached and these may be used by your teams or may not. You'll see them as part of the website. And so what they are is if you need more guidance, if you need more ideas of how to have a conversation with a family or for the family to want to think about ahead of time. What kind of questions might I get asked related to this?

00:30:55.000 --> 00:31:11.000
To be thinking about valued life outcome. This gives kind of a way to kind of work through a conversation like that. And the same with the one, there's a tool for starting your collaboration off right. It's like the beginning of the year kickoff. How do we do that?

00:31:11.000 --> 00:31:23.000
So the resource adds tools to help support and scaffold the learning for teams and families. And you'll see those throughout too.

00:31:23.000 --> 00:31:34.000
Yes, I'm sorry. I was speaking too fast. I will try to work on that. The darnest thing is I tried to remind myself to do that too and it didn't catch so Thank you. I will take care of that.

00:31:34.000 --> 00:31:38.000
Okay, so now this goes to Jen.

00:31:38.000 --> 00:31:51.000
Great. Thank you. And Jamie, I did see your message. It looks like some of my links are going just to hosts and panelists. So let me put this to everybody.

00:31:51.000 --> 00:31:59.000
And here's the link for step two, and I will go back and put the links for these in as soon as I'm done.

00:31:59.000 --> 00:32:00.000
So, okay. Great. Thanks, Jamie.

00:32:00.000 --> 00:32:05.000
I'll add them for you, Jen. We got you.

00:32:05.000 --> 00:32:24.000
So let's think about step two. Once you've had those conversations with families and of course families are a part of this piece as well and using those conversations that Gail just described to really create an inclusive IEP, something that makes sense for general ed teachers, special ed teachers.

00:32:24.000 --> 00:32:33.000
Families valued life outcomes. So that's kind of the meat of it that we're going to look at next here.

00:32:33.000 --> 00:32:43.000
There's really six parts to this step. It's a pretty big one. I'm going to go through the first three and Jamie's going to go over the last three for you.

00:32:43.000 --> 00:33:07.000
And generally. There are these three major learning components that we're going to dive into first where we can kind of think about how to create an IEP that's not this big huge you know 40 page research paper about a student like how do we really have the things that are really essential how do we make goals that are meaningful within and across

00:33:07.000 --> 00:33:17.000
All of these learning opportunities for people. We're also going to talk about present levels of academic achievement and functional performance.

00:33:17.000 --> 00:33:21.000
Which you will hear us say PLAP. As a short for that.

00:33:21.000 --> 00:33:27.000
Which I'll give you a minute to catch up if you're interpreting all of those words.

00:33:27.000 --> 00:33:41.000
But you will hear that quite often as the present levels of academic achievement and functional performance. And that's really the upfront piece where Gail was talking about that if there is a vision statement or if there are things to really know about a student.

00:33:41.000 --> 00:33:46.000
To bring in that family voice and make sure that it's represented there.

00:33:46.000 --> 00:34:00.000
As well. We're also going to talk about how to develop inclusive IEP goals, which are different and we'll talk about how That is different from some that you might be used to.

00:34:00.000 --> 00:34:08.000
To think about not only during the school day But beyond the school day, and we're going to discuss that a little bit.

00:34:08.000 --> 00:34:14.000
Then Jamie, we'll talk about service delivery in the least restrictive environment, which she defined earlier.

00:34:14.000 --> 00:34:30.000
And the specially designed instruction related services supplementary aids and services, which are such a huge piece of understanding how to actually deliver the instruction and support instruction.

00:34:30.000 --> 00:34:42.000
And then again, that team self-check. Those three questions at the beginning that jamie discussed That should be answered, yes. Are they participating? Are they having belonging?

00:34:42.000 --> 00:34:51.000
Are we seeing where this could be implemented in a way where students can have more opportunities?

00:34:51.000 --> 00:35:05.000
So let's think about the three major learning components for a minute and this piece It's something that i just I think about a lot. And I think that when when we're talking to families in particular, this is one of those

00:35:05.000 --> 00:35:28.000
Handles to really be able to pick up an IEP and think about together and to really have some valuing of your voice, thinking about those alignment to things after school that you have a vision for your child This is one of the areas to really help a team understand

00:35:28.000 --> 00:35:37.000
Is that these three major learning components, if you think about the thousands of teachable moments that there are across the school day.

00:35:37.000 --> 00:35:49.000
All of those things and all of those learning opportunities for every student in a school, you can think about how engaging in grade level academics is certainly one of the biggest ones that we think about people.

00:35:49.000 --> 00:36:05.000
Participating in. And other essential skills. And we're going to describe that a little bit as far as what we mean by that. But that could be communication. It could be You know, self-advocating. It can be so many different parts of essential skills

00:36:05.000 --> 00:36:11.000
But acknowledging that grade level academics is not the only thing that happens across a school day.

00:36:11.000 --> 00:36:18.000
Interacting with others is another huge piece both communicating with one another.

00:36:18.000 --> 00:36:40.000
Having the ability to express your opinions and what you know about things Having a way to communicate is a civil right. And so all of those parts of how we do it and when we do We need to think about how we can support kids to do it too with their peers and with people across all these various places. And so thinking about goals within that area.

00:36:40.000 --> 00:36:53.000
That is a lifelong goal as well. And then thinking about participating in routines and transitions. So some of the things that happen at school, we might not think about if a student doesn't have a disability. But when they do.

00:36:53.000 --> 00:36:57.000
Getting in and out of the school bus, getting in and out of the school.

00:36:57.000 --> 00:37:20.000
Finding their locker. Managing their own materials, being able to move from small group to large group and back, those transitions that sometimes we might take For granted for some people. People with disabilities might need more support in those areas. And these are also lifelong skills. If we can teach people how to

00:37:20.000 --> 00:37:36.000
Organize themselves to make sure that their Chromebook is plugged in and ready to go to learn the next day. These are all things that you can imagine a person using after school in higher education in work situations within their communities

00:37:36.000 --> 00:37:43.000
So when you think about an IEP that incorporates all three of these areas.

00:37:43.000 --> 00:37:51.000
And think about that student in the center. So you'll hear us talk very much about student-centered, person-centered.

00:37:51.000 --> 00:38:12.000
So it starts with that vision. It starts with those valued life outcomes. And it's very much specific to that person thinking about what do they need across the whole day. So also thinking in terms of How can we increase all of these skills and opportunities and ways of learning for students

00:38:12.000 --> 00:38:20.000
Across people, places, and settings. And so it's not just an isolated skill in a certain class or in a certain part of the building.

00:38:20.000 --> 00:38:29.000
It's coming up with goals that are able to be stretched across all three

00:38:29.000 --> 00:38:47.000
Another huge piece of it is the strength-based PLAF. And so when we think about What we need to know about a student in order to provide the supports for their learning. Very often in IEPs, they are not written in a strength-based way.

00:38:47.000 --> 00:38:59.000
And so thinking about the whole person across the whole day and really thinking about what those functional needs and skills are, what their academic skills and strengths are.

00:38:59.000 --> 00:39:09.000
And writing them in such a way that language is positive, it's strength-based. We're starting with what a person can do or what their interests are first.

00:39:09.000 --> 00:39:26.000
And then we can think about and talk about how the disability affects their involvement and progress. And so it's not the deficit model where we're listing off a laundry list of things that a person can't do. Instead, it's thinking about what they can and building on those strengths.

00:39:26.000 --> 00:39:43.000
And those are the foundations for the IE peoples. What that also does is that it communicates and conveys to everybody who picks up that document and reads about that student. If you imagine a person going into a classroom and this is the first thing

00:39:43.000 --> 00:39:57.000
Potentially that someone's interacting with, right? So you have to think about If this were you, I often ask teams this. If this were you and this was the paperwork that was describing you as a learner.

00:39:57.000 --> 00:40:09.000
Is there anything that stands out that would be just not sitting well with you, right? Is there language that needs to change? Is there something that could be portrayed in a strength-based or in a positive way?

00:40:09.000 --> 00:40:21.000
So that the team can think about all the options and opportunities to remove the barriers in the thinking around the student And instead, think about the barriers that exist within instruction.

00:40:21.000 --> 00:40:35.000
And so writing a strength based present levels helps support teams to understand how to go from what a student is coming with, all their strengths and all the things that they might need support with.

00:40:35.000 --> 00:40:45.000
And be able to think about how instructional barriers can be broken down. And so it's really one of the biggest pieces for entering into a classroom in that way.

00:40:45.000 --> 00:40:53.000
Again, it's thinking about the whole student across the whole day And it's informed by those family values and priorities.

00:40:53.000 --> 00:41:02.000
Okay, so we're going to talk about that and how that might look a little bit more.

00:41:02.000 --> 00:41:12.000
Just to think about in a real way what we're talking about with a strength-based platform So here's an example and a non-example of one.

00:41:12.000 --> 00:41:22.000
If you think about the student on the strength-based side. This person is described as a motivated and curious lifelong learner.

00:41:22.000 --> 00:41:29.000
With a strength in visual learning. She excels at making connections by learning about people.

00:41:29.000 --> 00:41:36.000
Places and things and especially animals. Jane benefits from hands-on learning supported by visuals.

00:41:36.000 --> 00:41:42.000
Demonstrations, verbal instructions. And confirmation of understanding.

00:41:42.000 --> 00:41:46.000
So now what we know are the things that are going to support her in ways.

00:41:46.000 --> 00:42:03.000
Successfully, right? And we know that she has things that are interest to her that maybe when you start thinking about ways to engage a person. You can see on the left hand side that that would give you some ideas as a teacher of where to start.

00:42:03.000 --> 00:42:17.000
Versus the non-example, which is a very standard way or you know way that we have at least seen quite often In terms of how present levels are often written.

00:42:17.000 --> 00:42:22.000
Jane is a 15-year-old with Down syndrome. She has difficulties with comprehension, verbal expression.

00:42:22.000 --> 00:42:31.000
And anything dealing with numbers or math She has a second grade reading level and is inconsistent with responding to verbal directions.

00:42:31.000 --> 00:42:44.000
So I think you can see like if you were jane And you were a 15-year-old going into a high school general education class Which one would you want your teacher to be thinking about you as a learner?

00:42:44.000 --> 00:42:54.000
It's a huge difference. So this way of thinking and writing about people is just a really powerful way. And I think that as families.

00:42:54.000 --> 00:43:12.000
You are able to kind of slow the process down if needed at this point and make sure that This is the type of way that a student your student, your child is written about and thought about.

00:43:12.000 --> 00:43:22.000
Another one quickly. This is a person who is multilingual. And so you can see where the strategies are also built in.

00:43:22.000 --> 00:43:31.000
Here are some things that that Andra's needs, right? So it's not that we're avoiding the conversation about what needs exist.

00:43:31.000 --> 00:43:41.000
Or what things a person is a person is where a person is in the learning progression. We are able to write about it.

00:43:41.000 --> 00:43:47.000
But it's in a strength-based way versus on the right hand side where we're talking about requiring extra wait time.

00:43:47.000 --> 00:43:56.000
Even just some of the wording, the language that you can see requiring That feels heavier already, right?

00:43:56.000 --> 00:44:08.000
And so when you read these, and I won't read it out loud to you, but you can see the difference, the subtleties that exist when we're talking about how a student learns.

00:44:08.000 --> 00:44:21.000
For the example with Jacob. Here is where his family was really able to put an imprint on it as well and working collaboratively with the team to think about how You know, and with jacob.

00:44:21.000 --> 00:44:33.000
To have his input. And so that's another piece is how do we get the input of the people who were writing this thing about as often as we possibly can. And if there are difficulties in communicating.

00:44:33.000 --> 00:44:42.000
Even thinking about going into an IEP meeting, how can we have a student be a part of their own IEP and have a voice.

00:44:42.000 --> 00:44:48.000
So in this one, Jacob had expressed that while he has some friends, he would like more.

00:44:48.000 --> 00:45:03.000
That's huge right there, right? Like just the acknowledgement that he has some and he'd like more and that priority is strongly reflected throughout his IEP goals. And I think you'll see an example of some of his IEP goals in a minute.

00:45:03.000 --> 00:45:11.000
Reading is one of his favorite activities and so listening to audiobooks Having a peer adult read to him.

00:45:11.000 --> 00:45:26.000
And currently reading independently at a second grade level. We're not calling out that he requires this or that he has a second grade reading level in a way that that kind of stifles the way that we're thinking about instruction, right?

00:45:26.000 --> 00:45:34.000
Jacob benefits from small group pre-teaching and building background knowledge using videos, games, or interactive websites.

00:45:34.000 --> 00:45:42.000
He prefers to have answers anticipated. For questions or group discussion topics preloaded on his AAC device.

00:45:42.000 --> 00:45:59.000
So again, we're thinking about what he prefers what he needs in instruction and then how can we support him in that. We know that if we put some of the answers in there that he will most likely have an opportunity to participate more fully.

00:45:59.000 --> 00:46:10.000
And it's based on not only what he would like, but also what his family knows about him. So you can kind of see how we've woven that in.

00:46:10.000 --> 00:46:19.000
When we're writing IEP, inclusive IEP goals. With those major three learning components in mind.

00:46:19.000 --> 00:46:34.000
We think you know six to eight is a manageable number. It's a sweet spot, right? So how do you do that? If you think about a Even just looking at Jacob, there's probably a lot of priorities that we could think about.

00:46:34.000 --> 00:46:43.000
Right. And so doing that You have to think about it in terms of having IEP goals that are, of course.

00:46:43.000 --> 00:46:49.000
Measurable. We have to be able to measure and monitor progress We have to think about a condition.

00:46:49.000 --> 00:47:03.000
In which the skills are needed The skill that we are teaching and that's being taught And the criterion that we're going to think about when we know that that goal has been mastered.

00:47:03.000 --> 00:47:17.000
And so that can include also what type of prompting are we using? What are the adults doing to support a student in that way? And really thinking about how much support adult support, peer support.

00:47:17.000 --> 00:47:22.000
Any of those prompting levels that might be necessary.

00:47:22.000 --> 00:47:29.000
Those are parts that very often IEP teams have within a goal, right?

00:47:29.000 --> 00:47:44.000
The other piece that we want you to think about in addition to that is really thinking about this other part, which is the meaningful piece of it. And when we think about it in terms of what's meaningful within a general education classroom in particular.

00:47:44.000 --> 00:47:54.000
So inclusive IEP goals, we want to think about how we can create ones that are broad that are rich and that are varied.

00:47:54.000 --> 00:48:01.000
And then whenever possible, we want them to be written to show how they can be incorporated into gen ed class.

00:48:01.000 --> 00:48:07.000
And other schools and outside the school day if possible as well.

00:48:07.000 --> 00:48:14.000
So let's think about broad, varied, and rich.

00:48:14.000 --> 00:48:20.000
Here's an example and a non-example, and I want you to think about when you look at these.

00:48:20.000 --> 00:48:27.000
The broad you know thinking about how can we and this student is actually a multilingual learner.

00:48:27.000 --> 00:48:38.000
But how can it apply across the whole day? That's when we're talking broad. How can we make sure that it's not just something that's happened a certain time of the day?

00:48:38.000 --> 00:48:48.000
You can look at the non-example when interacting with peers, they'll respond saying hello, let's say hi to him 100% without prompting.

00:48:48.000 --> 00:48:54.000
Now, maybe he's interacting with peers broadly across the school. You might be thinking that.

00:48:54.000 --> 00:49:01.000
That one might be a little bit broad, right? We can do that in multiple places with multiple people.

00:49:01.000 --> 00:49:21.000
But when you look at how broad The example language in the The green box, thinking about how many different opportunities he's able to use his interactions. He's doing it when he's in a think pair share. He's in a partner group.

00:49:21.000 --> 00:49:26.000
He's accessing his communication with with visuals, right?

00:49:26.000 --> 00:49:33.000
Anytime he's in a position to collaborate. And you'll notice that it's not just one sided.

00:49:33.000 --> 00:49:49.000
So that gets at the richness as well. And so all those priorities that we have, how can we bake them into a goal? So I think not only can the one in the green box be met across the day and across various settings, but it's rich we're expecting

00:49:49.000 --> 00:50:00.000
Participation and communication in a very deep way. And then lastly, varied. So it's across all content areas.

00:50:00.000 --> 00:50:06.000
He's participating with peers to share ideas, to share his work.

00:50:06.000 --> 00:50:13.000
To listen to a peer share. And sometimes it's with adult support, improving peer interactions throughout the day.

00:50:13.000 --> 00:50:25.000
And then again, the criteria of what number of times we hope for him to do it and what type of prompts we expect the adults around him to be giving them to be able to do that.

00:50:25.000 --> 00:50:33.000
So you can see the broad, rich, and varied. Hopefully.

00:50:33.000 --> 00:50:40.000
This just brings us back to the three overarching learning components. And again, thinking about the whole student the whole day.

00:50:40.000 --> 00:50:44.000
If I think about my experience in school personally going through.

00:50:44.000 --> 00:50:55.000
You think about… what a school day holds for anybody. I can't imagine anything that I learned that wouldn't fit into one of those bubbles.

00:50:55.000 --> 00:51:09.000
So this is how we need to think about what a student with a disability within a gen ed class also is given the opportunity to experience.

00:51:09.000 --> 00:51:16.000
For Jacob, thinking about his goals now He wanted more friends.

00:51:16.000 --> 00:51:28.000
His family wanted relationships. Assistive technology. Remember when we talked about it quite a few slides ago and when Gail was talking about what those valued life outcomes were.

00:51:28.000 --> 00:51:35.000
So we don't want to focus on isolated skills. We don't want to think about the deficits that he's bringing to class.

00:51:35.000 --> 00:51:49.000
We want to think about goals to support his learning and his engagement and his generalization of those skills across All of those thousands of teachable moments So three examples of his six goals that he has.

00:51:49.000 --> 00:52:01.000
One is increasing. These are the short versions, obviously, but increasing the use of his AAC. Again, lifelong goal. This is something that as an adult, we hope that he's using it all the time.

00:52:01.000 --> 00:52:07.000
Every place with everyone, right? What a perfect spot to start practicing that.

00:52:07.000 --> 00:52:13.000
The second goal is expressing his ideas, thoughts, and viewpoints more often and more consistently.

00:52:13.000 --> 00:52:27.000
Again, we have in his present levels that he prefers to have some answers already programmed so that he can participate. So we know how he wants to do it. Now we just need to help support him to actually do it.

00:52:27.000 --> 00:52:34.000
And then increase reading comprehension using tools such as graphic organizers, sentence stems, and word banks with visuals.

00:52:34.000 --> 00:52:44.000
So that gets at that technology piece. We're already baking in the technology based on what his family hopes for him to do in the future.

00:52:44.000 --> 00:52:50.000
Now I am, oh, we've got a couple more here in step 2.3.

00:52:50.000 --> 00:53:02.000
So we like to think about how these goals, so Jacob or any of your students that you're here for they're not just six and a half hours of a person.

00:53:02.000 --> 00:53:07.000
They're not just sitting in that school building where we're hoping that these things happen.

00:53:07.000 --> 00:53:11.000
We hope that we're going to generalize and maintain these skills everywhere.

00:53:11.000 --> 00:53:15.000
And so even thinking about the goals that we just looked at.

00:53:15.000 --> 00:53:27.000
Thinking about how they could be meaningful Naturally, they're already meaningful outside of the school day because they're thinking about that whole person and what their needs might be.

00:53:27.000 --> 00:53:35.000
And we can think about how providing opportunities for those goals to be practiced. Again, getting input from the family of things that are already happening.

00:53:35.000 --> 00:53:41.000
Where can we practice some of these and how can we communicate about how he's doing outside of school as well?

00:53:41.000 --> 00:53:51.000
Are we going to expect families to keep data on it? Not necessarily anymore. I'd say during COVID, we probably did have families that were doing some of that.

00:53:51.000 --> 00:53:59.000
But it also helped us understand how families can support it and how we can support one another and bring the information that we know about students.

00:53:59.000 --> 00:54:06.000
And then it leads to greater opportunities in facilitating that family engagement and participation.

00:54:06.000 --> 00:54:11.000
So for Jacob, thinking about how his things outside of school day.

00:54:11.000 --> 00:54:32.000
Even the three that we just shared with you. His IEP goals are written with the awareness that he has a life outside so They brainstormed how they might be integrated during his extracurricular activities. He plays unified baseball. So thinking about how he could use his AAC, how he could participate in choice making.

00:54:32.000 --> 00:54:41.000
What technology there might be. Providing that AAC support and then helping the family know how to use it in the ways that they're using it at school.

00:54:41.000 --> 00:54:46.000
And then providing training if needed, if there are new technologies that are being used.

00:54:46.000 --> 00:54:56.000
So that's just an idea of how that might look with incorporating what they might look like outside of school.

00:54:56.000 --> 00:54:59.000
And now I think it's Jamie's turn.

00:54:59.000 --> 00:55:09.000
Great. Yeah. Thank you so much. We're going to move on and talk about step 2.4 about service delivery and the least restrictive environment.

00:55:09.000 --> 00:55:21.000
Or LRE is the term you'll probably hear me use. So we have a few really important considerations for LRE when we're thinking about inclusive practices.

00:55:21.000 --> 00:55:38.000
We want teams to think about whether or not the decisions they make about where the student will be placed supports the student reaching those valued life outcomes that the student and family have brought to the team. So how does that placement decision support

00:55:38.000 --> 00:55:45.000
The student to work, live, play, contribute to their communities now and also in the future.

00:55:45.000 --> 00:55:53.000
And as part of thinking about that, I think it's really important for teams to think about what's called flexible service delivery.

00:55:53.000 --> 00:56:16.000
And other ways they can creatively offer special education services in general education classrooms and other settings. Something we think is really important for families to know is that special education services are meant to be mobile, they're meant to be flexible, and they're not meant to be necessarily linked

00:56:16.000 --> 00:56:20.000
To a specific location or a classroom or a building schedule.

00:56:20.000 --> 00:56:27.000
So it's important that we keep in mind that special education is a service. It's not a place.

00:56:27.000 --> 00:56:37.000
For some students. Sometimes teams will make decisions about placement based on the student's disability category. So they might be in the habit of saying.

00:56:37.000 --> 00:56:54.000
Oh, because this student has this particular disability, we're going to put them in a classroom that's designed just for students who have that disability. We'd really encourage school teams and families to think differently about the way they decide where students will receive services.

00:56:54.000 --> 00:57:00.000
Just because a student might need a lot of services as part of their IEP to support them.

00:57:00.000 --> 00:57:16.000
Does not automatically mean they need to be served in a separate setting, in a separate classroom, or in a separate school. All special education services can be provided in the general education classroom and in other flexible learning spaces that might be available

00:57:16.000 --> 00:57:26.000
To all students throughout the building. Next slide, please.

00:57:26.000 --> 00:57:47.000
Thanks. So I mentioned these two. Some other considerations are if we do feel that some of the services we're providing need to be provided outside of the general education setting How are we using those flexible learning spaces in order to do that? So there might be other spaces that are quiet, that have some privacy where students may

00:57:47.000 --> 00:57:58.000
Need to receive some of their services for a variety of reasons but flexible learning spaces are spaces that any student can access who needs to get services of any kind.

00:57:58.000 --> 00:58:06.000
In a different setting. And so we encourage teams to think about those things and families to ask about those things.

00:58:06.000 --> 00:58:27.000
And then finally, another important question is, if your student currently is in a general education setting less than about 80% of the school day. So maybe they're receiving services in general education for 25% of their school day or 50% of their school day. If it's under that 80% mark.

00:58:27.000 --> 00:58:32.000
We'd like to know, and it'd be helpful to unpack as a team.

00:58:32.000 --> 00:58:49.000
What the plan is. Increasing time in general education moving forward. That could be a gradual process or it could be a more rapid process, but it's important to talk about that as a team because students have the right to access services in their least restrictive

00:58:49.000 --> 00:59:01.000
Environment and that requires us to design the IEP in such a way where that's made possible by the adults who are providing those services.

00:59:01.000 --> 00:59:13.000
All right, we can move to the next slide. Thanks. So we'll talk now about inclusive, specially designed instruction. I'll call that SDI as part of these slides.

00:59:13.000 --> 00:59:25.000
Related services and supplementary aids and services. So specially designed instruction means adapting the content methodology or delivery of instruction.

00:59:25.000 --> 00:59:30.000
To make sure that the student can still meet Washington state educational standards.

00:59:30.000 --> 00:59:47.000
All of these services together support students in accessing that instruction and learning new skills and knowledge. It's really about making sure that all students have equitable access, regardless of whether or not they have a disability or any other individual characteristics.

00:59:47.000 --> 00:59:58.000
That might change the way that teams serve them. All right, we can move to the next slide.

00:59:58.000 --> 01:00:03.000
Thanks. So we have some of these definitions here that I mentioned before.

01:00:03.000 --> 01:00:16.000
Sdi is adapting these different parts of instruction. But it's adapting those things about instruction so that the student is still able to meet Washington state grade level standards.

01:00:16.000 --> 01:00:25.000
Related services are intended to address barriers that might exist that make it harder for the student to access and benefit from their special education services.

01:00:25.000 --> 01:00:43.000
So there might be reasons that a student has a hard time coming to school, has a hard time making it to a class needs additional support to access instruction that's provided. And so those are all considered to be related services.

01:00:43.000 --> 01:00:57.000
Supplementary aids and services are the aids, services, and other supports that enables students with disabilities to be educated with peers without disabilities to the maximum extent appropriate in the least restrictive environment.

01:00:57.000 --> 01:01:13.000
So these are all different pieces that can be included in an IEP, and it's important that those valued life outcomes, the present levels that Jen spoke about before and those goals are really thought about when we're making decisions about these sorts of services.

01:01:13.000 --> 01:01:26.000
Next slide. So at the end of this process, we wanted to bring these questions back before you. We looked at these at the beginning of the webinar.

01:01:26.000 --> 01:01:39.000
So after we've thought about all parts of the IEP, We'll want to think about these again as a team. So first, will the student experience belonging as a member in their school and general education classrooms.

01:01:39.000 --> 01:01:43.000
Will they be actively participating at school across the school day?

01:01:43.000 --> 01:01:47.000
And will they be learning the grade level general education curriculum?

01:01:47.000 --> 01:01:52.000
And it's important for the team to reflect on those questions if the answer is not yes.

01:01:52.000 --> 01:02:12.000
To all three of those questions. We're going to look at some resources really quickly that will support IEP development just briefly. I want to mention that that resource sheet that we've shared in the chat has all of the links to all of the things that you've seen in this webinar. We know there's a lot of information

01:02:12.000 --> 01:02:29.000
We've worked hard to bring this overall resource to you and also a lot of practical tools that IEP teams, including parents, can use together in partnership to develop these different portions of the IEP. So for instance.

01:02:29.000 --> 01:02:36.000
You'll see if you go to our website and look at those step two resources or if you check out that resource page that we've shared.

01:02:36.000 --> 01:02:49.000
You'll see that there are some guiding questions documents that we think will really provide support to teams to think deeply about the sorts of things. For instance, that Jen talked about for writing a strength-based platform.

01:02:49.000 --> 01:03:10.000
There are guiding questions to think about inclusive service delivery as well. So some of those questions about, say, flexible learning spaces and making sure students can access general education, instruction, and are increasing their time in those settings whenever possible. They're guiding questions for thinking about how we're designing and planning for

01:03:10.000 --> 01:03:21.000
Specially designed instruction, making decisions about related services. And we think these questions will be really helpful to you as parents and to IEP teams.

01:03:21.000 --> 01:03:41.000
Because some of these decisions can be complex. And so having those as you're maybe entering an IEP meeting and wanting to advocate for the supports and services and goals that that you want for your child, these can be helpful tools to have in hand or to share with the IEP team beforehand.

01:03:41.000 --> 01:03:48.000
So you'll be able to find those on the resource sheet and also on our website. We know there's a lot of material.

01:03:48.000 --> 01:03:59.000
All right, we can move to the next slide. Thanks. So we're going to move on and talk about step three. I want to take just a moment to reiterate that we know this is a lot of content.

01:03:59.000 --> 01:04:10.000
And we have not, in order to get through all this content, we didn't build in time for a break. So just want to again mention that please feel free to take care of any needs that you might have at any time.

01:04:10.000 --> 01:04:22.000
This is being recorded. So if you need to step away, if you need to get up and stretch, get some water, please feel free. The recording will be available for you if you miss anything that you're interested in.

01:04:22.000 --> 01:04:40.000
All right, so for step three step three we call the education day at a glance. And this is a planning tool that can support bridging between The IEP and the routines and activities of the student's day, the people that provide services and instruction to the student and so forth.

01:04:40.000 --> 01:04:45.000
So we'll look at some examples of this kind of briefly, but we hope it's helpful for you.

01:04:45.000 --> 01:05:04.000
Next slide. All right, so the purpose of the Education Day at a glance is primarily to link the IEP and the daily schedule. And I should clarify that what we mean by that is the general education schedule. So we want to ensure that teams are

01:05:04.000 --> 01:05:27.000
Are providing IEP services in a way that facilitates the student participating in general education routines, activities, and instruction, rather than viewing the IEP and its services as a reason why the student can't access general education learning There are four parts to this resource. The first one is a daily schedule grid.

01:05:27.000 --> 01:05:38.000
There's IEP goals at a glance, so making sure all team members have a really very digestible way of seeing the goals really quickly and knowing what they are.

01:05:38.000 --> 01:05:52.000
Supports and accommodations at a glance. So again, making sure teams know exactly what Each student needs to access in order to access that learning or social opportunities and then a plan for collecting data on IEP goals.

01:05:52.000 --> 01:05:57.000
So we can move to the next slide and we'll just look at a brief example of this.

01:05:57.000 --> 01:06:13.000
So again, we're bringing you another example about Jacob. So we've just described it here rather than looking at a screenshot of it, but you can see some much more concrete examples in the full comprehensive inclusive education document that we've shared with all of you.

01:06:13.000 --> 01:06:17.000
But here we're just going to tell you a little bit about it.

01:06:17.000 --> 01:06:31.000
So for Jacob… his education today at a glance includes his daily schedule grid that is built around his school schedule or his grade level, all those opportunities that any other student would have.

01:06:31.000 --> 01:06:37.000
It includes his IEP goals at a glance. So all of his goals are broken down. They're listed on this sheet.

01:06:37.000 --> 01:06:48.000
And then there's kind of shorthand label for each of them so folks know, oh, this is goal one. Goal one is about a communication device. We know that's what goal one is about. And we know exactly how to plug it in.

01:06:48.000 --> 01:06:58.000
To his day. There's also his supports and accommodations at a glance so everyone can know exactly what Jacob needs for his learning and then a data collection plan.

01:06:58.000 --> 01:07:15.000
And what the team does with this is they share this with his school team, including any paraeducators that might be part of the team and other folks who need to access this information because they provide instruction or other support. We'd also share this with substitute teachers.

01:07:15.000 --> 01:07:24.000
We still provide services to students even if a substitute is present. And then also it's helpful to share this with the family as well.

01:07:24.000 --> 01:07:39.000
Developing an education day at a glance is not a legal requirement, but we think it's a helpful tool and families having access to it can really help You all get a picture of where those goals are fitting into a student's day

01:07:39.000 --> 01:07:51.000
How folks are working on those and how those supports and accommodations are helping the student to seamlessly move through their school day, just like other students.

01:07:51.000 --> 01:07:57.000
I actually think we are going to look at an example. Let's see if that's on the next slide, perhaps.

01:07:57.000 --> 01:08:10.000
Yeah. Oh, great. Okay. So here is a partial example for Jacob, and this is his daily schedule grid. So you can see in the left column, there are just a few times in his day.

01:08:10.000 --> 01:08:22.000
Cut this down a little bit because just to fit onto the slide. So you can see at 845 Just like all other students, Jacob arrives and transitions into school.

01:08:22.000 --> 01:08:28.000
And the team is planning to embed some IEP goals into that time. So they're already planning.

01:08:28.000 --> 01:08:37.000
To help or to be prepared to support Jacob in his goal about using his communication device, his AAC device.

01:08:37.000 --> 01:08:43.000
They're prepared for opportunities to embed goal four, supporting Jacob to self-advocate.

01:08:43.000 --> 01:08:48.000
And then goal seven, maneuvering around the building in his wheelchair.

01:08:48.000 --> 01:09:08.000
In the right column, you can see the supports and accommodations that the team will bring with them to support Jacob in doing those things. So his communication AAC device will be already preloaded with, for example, requests for assistance. So Jacob can communicate those things right away if he needs to.

01:09:08.000 --> 01:09:15.000
There will be peer partners who will provide some support and connection for those hallway transitions.

01:09:15.000 --> 01:09:22.000
And then the team will bring his visual schedule as well to support him in knowing what's coming up in his day and asking questions about that.

01:09:22.000 --> 01:09:47.000
So that's one example. There's a few more examples here. I won't read all of them to you, but what I want to highlight is that each of these are the things that Any student in the building, including Jacob, would have access to. These are the same routines that other students access and the purpose of embedding these goals, supports and accommodations is to be really thoughtful about bridging between

01:09:47.000 --> 01:09:58.000
The needs that Jacob has that arise from his disability and the instruction and social opportunities that we want to make sure that he can access just like all other students would.

01:09:58.000 --> 01:10:08.000
All right, we can move to the next slide. And I'll pass it back to Gail to talk about step four.

01:10:08.000 --> 01:10:13.000
Okay, so step four, I mean, like we talked about at the beginning.

01:10:13.000 --> 01:10:28.000
And which, you know, Jamie and Jen talked about is writing a great i inclusive IEP is a big step and an important step, but it's not everything. We have to then implement it. And what step four then gets into, okay.

01:10:28.000 --> 01:10:34.000
Based on everything that happened in steps one through three, how do we make it come alive in the school day?

01:10:34.000 --> 01:10:41.000
And so what we're talking about here is ongoing collaboration with the teams between gen ed and special ed.

01:10:41.000 --> 01:10:46.000
So Jen, will you go to the next slide?

01:10:46.000 --> 01:10:55.000
And so we're really talking about And this is really where you're talking about how schools are organized to support inclusive ed.

01:10:55.000 --> 01:11:15.000
And really, you know, our special education teachers on grade level teams to hear the conversations about the content and to think about how to What goals might be prioritized for different parts of the day. Or in a high school level and the secondary level.

01:11:15.000 --> 01:11:34.000
To part of content areas teams and so you're really thinking about how is the school organized and not and not all of that can happen here. But if it's even on an individual level, if school isn't organized to be as inclusive, they're still like either starting that journey or moving on that journey.

01:11:34.000 --> 01:11:51.000
Then the other piece is how does a team coalesce around a child to support their needs and have these conversations? And so one of the things we'll think about, and again, everybody brings different expertise to the table. The gen ed brings the information about the core content.

01:11:51.000 --> 01:11:59.000
And about the standards, the grade level standards, and about how the gen ed class runs, a whole class of 30 kids or how many kids are in the class.

01:11:59.000 --> 01:12:05.000
And so the thing is to think about, and then with the individual, what special ed brings, how are you weaving them together?

01:12:05.000 --> 01:12:24.000
And so the next one. And so the, let's see, the next slide. Yeah. And so that's where really where you'll start thinking about the connection of the IEP goals that were written and the supports that are needed and to how to

01:12:24.000 --> 01:12:44.000
Continually grow them, not grow them, but just continually weave them. Even if you plan these out at the beginning, you always have to make some adjustments along the way depending on the topic or what the activity is in a classroom and thinking about how to do it. And so one of the way this is done, and there's a resource linked in this

01:12:44.000 --> 01:12:50.000
Step is the 515-45, which is on, which when you go into the resource, you'll see that.

01:12:50.000 --> 01:13:04.000
And the 51545, we won't go into that right now, but it's really looking at It was designed by teachers, focus groups of teachers, gen ed and special ed, who said time is a big issue. Time is a huge issue in school.

01:13:04.000 --> 01:13:11.000
So if I only have five minutes, what can I do that could really move our collaboration forward for students? 15 minutes, 45 minutes.

01:13:11.000 --> 01:13:21.000
And it gives a protocol to start. And so thinking about that, this is a starting place for teachers. Once they get into the flow of it, they don't need to follow the protocol because this is how they think and this is how they do.

01:13:21.000 --> 01:13:38.000
These folks are experts. They can really work at this. But lots of times it's nice to have kind of a starting place to help you think about how do you break it down because this might be a new way of a new way and a new way the teams are collaborating together to move forward.

01:13:38.000 --> 01:14:06.000
And so that resource is in there to help them and to think about it. The other thing is Jamie mentioned day at a glance, education day at a glance. That can vary. You can adjust that based on what's happening in a classroom. And then you can communicate that out. But it's really nice if you've had a meeting to really kind of talk about this week we're doing this, this week we're doing that, and we can make some quick adjustments on the computer, pass it out, everybody's on the same page. You get alignment across.

01:14:06.000 --> 01:14:24.000
Across a team much much quicker that way than having to touch base with everybody in different ways. So you're looking for ways to align and to keep things moving and to not not get so overwhelming that it's impossible to implement.

01:14:24.000 --> 01:14:53.000
Okay, so the next one then. And then I think finally it's, you know, I think, you know, given if you're thinking through all this and I've seen we got a lot of questions there we want to get to, it's really like, what do I do if my child's not making progress or how do I use this tool? And this is, we're hoping that from this piece that you can share this tool with your team and think about, you know, this is a process that you would like to use as part of your IEP process.

01:14:53.000 --> 01:15:03.000
And then also for principals to learn about this process and think about, okay, how would given what we do in a district to implement IEPs, how could this be?

01:15:03.000 --> 01:15:11.000
Integrated or where are we, where are we kind of moving in that direction already or where might we have some barriers we have to think about?

01:15:11.000 --> 01:15:32.000
And then also just having conversations during the school year about What just, you know, instructional and learning strategies are being used to really engage a student and to access the curriculum and how's that happening? Additional supports around the rituals and routines. This is a big one.

01:15:32.000 --> 01:15:47.000
Because we think sometimes we have to teach things in isolated settings. But one of the things we find out is by doing that, the research has shown it doesn't generalize. So we want to teach it during the day. How do we teach things across the day with still really effective practices?

01:15:47.000 --> 01:16:04.000
Increasing peer relationships and our sense for kids to have really a strong sense of belonging in their classroom? How do we do that? And then also, you know, like, so you could be asking these questions to your team about that.

01:16:04.000 --> 01:16:20.000
And then any necessary changes to the IEP that might benefit. One thing I'll just kind of put a Kind of a plug in here is that the TIE Center website has a ton of resources that could be in there. We're known for kind of making things very practical

01:16:20.000 --> 01:16:37.000
So please dig into that if you're thinking about a specific thing that you might be able to share with your team or to build your own knowledge base around different strategies that might be supportive and instruction or at any on lots of lots and lots of topics.

01:16:37.000 --> 01:16:57.000
Okay, so I think so. We are, let's see. Oh, then the Jacobs collaboration. Yeah, so you can see they collaborate They collaborate on a regular basis. If it's not part, hopefully it's ideally getting to the point that it's part of a regular basis, like weekly they're able to meet.

01:16:57.000 --> 01:17:18.000
If somebody, I've worked with teams who could really, because of their schedule, they could only meet once a month of 45 minutes, do a unit planning. They did that. They were able to then, between their online emailing and on the fly conversations and everything be very productive.

01:17:18.000 --> 01:17:23.000
So really, it's getting some collaboration and being talking about things that are important for moving this forward.

01:17:23.000 --> 01:17:30.000
And then you can see they built in time, they looked at the schedule, they built in processes, they clarified who was doing what.

01:17:30.000 --> 01:17:36.000
Because in an inclusive setting, our roles can kind of overlap. How are we doing this?

01:17:36.000 --> 01:17:42.000
And how are we supporting students? That's another one where we think about we don't need everybody in the same room at the same time.

01:17:42.000 --> 01:17:52.000
We need to be able to strategize and strategically use our resources better so that we're not thinking every child needs a one-to-one paraprofessional. How are we doing that?

01:17:52.000 --> 01:18:01.000
And then collecting data. Data is important both for the team and for the family. The family needs to know progress is being made on the goals.

01:18:01.000 --> 01:18:17.000
Okay. So we're going to just share this with you now. We're going to go straight into the questions. But if you would grab this QR code, we would appreciate you and we'll put it up at the end too. We would appreciate your feedback on today's session and what

01:18:17.000 --> 01:18:26.000
You know, just it helps us. We're always working to improve our connections and how we share this information.

01:18:26.000 --> 01:18:30.000
Every time we do it, it seems like we modify it a little bit more.

01:18:30.000 --> 01:18:38.000
And then also, I know that it'll go out, this link will go out afterwards to everybody. So I'll just wait one second.

01:18:38.000 --> 01:18:46.000
Get you to grab that. And then I think what we could do is start opening up some questions to the end.

01:18:46.000 --> 01:18:54.000
12 minutes. Am I right? Yes. Go about 10 minutes and then we'll do a couple final announcements.

01:18:54.000 --> 01:19:08.000
Okay. Thank you. So… how would we want to handle the questions?

01:19:08.000 --> 01:19:24.000
Yeah, you'll also see there OSPI's number if you have any specific questions that are kind of more related to your child really specifically it's a good good place to call and check and get information there. So we don't want we don't want it

01:19:24.000 --> 01:19:28.000
To think that today is the only day you can get your questions answered.

01:19:28.000 --> 01:19:51.000
Yeah, thanks, Gail. I do want to be sensitive to the fact that this is a webinar being recorded. So some questions that are are very specific about concerns or situations with an individual student will be hesitant to answer that in this recorded format, but you are always welcome to reach out to OSPI with any questions that

01:19:51.000 --> 01:20:03.000
You may have. So we hope this information is helpful. I want to, as folks are maybe starting to think about questions and we have some in the Q&A already.

01:20:03.000 --> 01:20:14.000
So I think we could spend some time there, but I want to mention that I've provided some answers that I think are visible to everyone in that Q&A tab.

01:20:14.000 --> 01:20:21.000
Can double check on that, but I won't read those questions, but I will mention a theme in them.

01:20:21.000 --> 01:20:34.000
And then kind of a theme in my responses, which is a lot of questions about how different members of the school team provide services to students as part of the IEP.

01:20:34.000 --> 01:20:50.000
And so there are some questions about who might be able to collect data, who might be able to provide some of those services or who might not be able to provide those services. So something I want to mention is that The way that the law works is that

01:20:50.000 --> 01:21:09.000
Special education and related services need to be designed and supervised by appropriately qualified staff so special education certificated staff or Or what are called educational staff associates here in Washington. So folks who provide related services and are qualified or

01:21:09.000 --> 01:21:23.000
License to do that. So maybe a speech language pathologist as an example, occupational therapist, physical therapist, et cetera. So those folks need to be designing and supervising the provision of those services.

01:21:23.000 --> 01:21:32.000
And doing the progress monitoring and evaluating of goals or in some cases the related services that relate to those things.

01:21:32.000 --> 01:21:37.000
But other team members can provide those services as long as they're being supervised in that way.

01:21:37.000 --> 01:21:42.000
And that supervision does not mean line of sight watching you all the time sort of supervision.

01:21:42.000 --> 01:21:57.000
So what that means is that say the special education teacher might design the goal and engage in a lot of the activities to monitor the progress of that goal over time and probably provides some of those services as well.

01:21:57.000 --> 01:22:25.000
But they're also able to support by supervising, say, a paraeducator to provide SDI on that goal, especially design instruction. They can also supervise the way that a general education teacher might provide instruction in that goal or STI in that goal. So other team members are able to provide to collaboratively provide those services as long as those requirements are met. And I will put the link to the WAC that speaks to that.

01:22:25.000 --> 01:22:35.000
In the chat so let me let me grab that And maybe my colleagues can glance at the questions that have come in and we'll see which we can answer as well.

01:22:35.000 --> 01:22:48.000
Yeah, I'm looking at one, Jamie, and it's kind of related to what you just said about data collection plan. And can people Can speech language, you know, PTOT collect data and contribute to the same goals? And I would say yes.

01:22:48.000 --> 01:23:00.000
That that's part of the reason about writing them broad and rich and varied is because you will see that different people with their expertise have a different part of every goal or a lot of goals.

01:23:00.000 --> 01:23:21.000
And so, yes, if they have a data system collected in a way that they can record it, they can all be collecting data on that and getting their eyes on it and understanding what's working, what's not. As part of the education day at a glance is actually you can put in a very short data collection plan. You could have um

01:23:21.000 --> 01:23:31.000
You know uh the second The second Wednesday and the first Friday of every month, we're going to collect data on this goal and here's the form we're going to use.

01:23:31.000 --> 01:23:32.000
Something.

01:23:32.000 --> 01:23:46.000
Yeah, I think it's a really important point. The WAC that I shared in the chat speaks to the work that other folks who are supervised by that certificated or licensed team member are able to do.

01:23:46.000 --> 01:23:59.000
And part of that supervision of that goal is like the on the the Progress monitoring is part of the IEP and other sort of database decisions that are made.

01:23:59.000 --> 01:24:07.000
But other staff can record data on goals. And like Gail said, we think that that really supports awareness of what the goals are.

01:24:07.000 --> 01:24:13.000
Recording data across a variety of contexts and that sort of thing.

01:24:13.000 --> 01:24:14.000
Would it be okay if I move to another question, team? Does that work?

01:24:14.000 --> 01:24:21.000
Yeah. Yeah, good.

01:24:21.000 --> 01:24:22.000
Go ahead.

01:24:22.000 --> 01:24:28.000
Yeah, Jamie, this is Jennifer. I just wanted to jump in here and see if I could share a question that I think would be great if you could answer.

01:24:28.000 --> 01:24:40.000
Um so The question is safety is often a reason I hear families and or school teams arrive at their decisions to place students in self-contained classrooms.

01:24:40.000 --> 01:24:50.000
Safety from bullying, safety from wandering, safety from themselves. Isolation rooms, restraint practices.

01:24:50.000 --> 01:24:55.000
How would you recommend

01:24:55.000 --> 01:25:03.000
I am so glad that you spotlighted that question because that was the one I was about to move to. I think it's incredibly important.

01:25:03.000 --> 01:25:20.000
And i i Before I… jump into that with some thoughts. I want to share a quote in the chat from Judy Heumann, who was a really, really important and um just incredible disability rights advocate.

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And I would encourage anyone who's unfamiliar to look into her work. But she speaks to safety as well in one of her in her book, she says, I was beginning to learn something very important.

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When institutions don't want to do something to claim that something is a safety issue is an easy argument to fall back on.

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It sounds so benign and protective. How could caring about safety possibly be wrong or discriminatory?

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I think we see this. A lot in ways that maybe aren't fully examined by school teams. To be clear, I don't think that folks who talk about safety are intentionally aiming to exclude students. But in terms of this question, I think that's been our experience too, is that often

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Concerns about safety are used to limit students educational and social opportunity quite drastically.

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And so a example that I like to use and that I hope is beneficial for all of you to use as well if it resonates with you.

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So I'm very, very nearsighted, very nearsighted. I maybe can see something clearly just a couple inches in front of my face.

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And what's wonderful is that I can wear contact lenses or glasses and have access to all the same opportunities and activities that anyone else would who doesn't have a visual impairment.

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And I imagine if I were to go to the optometrist and get my prescription updated and what if she were to say.

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You know, your vision's pretty, your nearsightedness is getting pretty bad For safety, we think you probably just shouldn't drive and you shouldn't leave your house.

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It's too bad about that. But your vision is really poor and really And it's just the safest thing for you. There are tools, there are supports that allow me access to the same things as anyone else.

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And if we're not centering those conversations about How? We see a barrier. The barrier is You know, I don't have, I might not have access to glasses. How can we get me that access rather than saying.

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It's too bad that you're not safe enough to drive, we're not going to problem solve those barriers.

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So that's how I've approached having some of those conversations is um maybe making a connection that might resonate in a different way with folks and might help clarify for them how much clarify how much centering safety at the expense of access to all of the rich opportunities that the school environment provides is not

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Going to support that student in any areas of growth. And we really need to be thinking differently about that.

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Any other thoughts, Tyson or friends?

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Can I just put a link to an article that we have on the Tithe Center website called Maggie's Story, where a family discusses how they learned the safest space for their daughter Maggie was with her peers And not in a self-contained classroom. And so it's just a really powerful article from a family about how they

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Came to know that as well.

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I'm also going to put a piece in there about belonging.

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And it's really looking at creating communities of longing. I think when you have issues around bullying.

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And safety from bullying and pieces you're talking about a larger issue too.

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And really talking with the staff about do all our kids really feel like they belong here and what are we doing to create the culture of belonging in our school so every kid and family feels welcomed.

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And so I think that's a way that I think that's rather than that rather than isolate our kids. Let's talk about how we're changing what the environment is so that kids start recognizing more what they're doing and their schools being responsive. No child should be bullied. In other words, we don't isolate every other kid. We handle the bullying.

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And I should say too that I'm also, as we're also putting these ideas out there and putting the links into the resource page so you can find them there too.

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Oh, thanks, Jen. You're so ahead of us.

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Okay.

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So this is Jennifer. Again, I know we're coming up. On our time. And I know there are a number of questions that we haven't been able to get to, but we can work with the folks at TISE and OSPI

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To pull together answers to some of those questions that we weren't able to address and provide those to you all in the resources when we have the recording finished.

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And shared with you. Jamie, were there other things that you wanted to, I think there were There were some additional resources on your On the next slide.

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Yeah, right, yeah.

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Yeah, we have a couple resources we just want to bring to your attention as we wrap up, if that's okay, we'll go really quickly. So we first wanted to spotlight some great companion resources for this content from our partners at the Family Engagement Collaborative.

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So they have a variety of educational materials, community engagement materials, and other learning opportunities like this one that we think are really beneficial for families and making sure that you have what you need to advocate for your students and understand special education requirements as well as best practice.

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Next slide. We have one new resource we want to make sure you're available or you're familiar with. It's on our resource document that we've been sharing throughout. It is called the Extended Myths and Facts About Inclusionary Practices in Washington. And we also partnered with our colleagues at the Ties Center to develop this.

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We think this gives families really helpful framing for these conversations depending on which myths you may be encountering in your schools or IEP teams. So we really encourage you to to check that out. And we hope it's beneficial to you.

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Next slide. All right. Thank you so much for joining us today. We really encourage you to connect with us with any questions that you may have. And we're just grateful for your time and attention. Thank you so much for being with us.

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Thank you.

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Thanks to everybody.

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Thanks, everyone. And you'll all be getting a link to the recording and all the additional resources in the coming days.

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Thanks for attending being here with us this evening. Hi, everybody.

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Yes, thank you to our interpreters. Appreciate you all being here.

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Thank you so much.

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Thanks for your help. Bye.