Project AIMS: Funding to Support Washington School Leaders
The Office of Superintendent of Public Instruction joined with the University of Washington Bothell in a successful application for the Washington AIMS (Administrators Improving Multitiered Support Systems) project. Project AIMS received five years of funding from the U. S. Department of Education’s Office of Special Education (OSEP) in the amount of $997,558 to support local leadership for multi-tiered systems of support (MTSS) in schools and districts across the state. The project begins October 1, 2020, and will serve a cohort of fifteen principals and district administrators each year who are engaged in leading MTSS in their organizations. Participants will learn together, share successes and challenges with each other, and engage with colleagues across the state who are leading similar efforts.
The AIMS leadership team includes Glenna Gallo, OSPI Assistant Superintendent for Special Education Services, Tom Bellamy, UW Bothell Emeritus Professor of Education, and Bill Rasplica, Retired Executive Director of Learning Support Services for the Franklin Pierce School District and UW Bothell Instructor.
MTSS encompasses a set of instructional and administrative leadership strategies to improve equity and student learning by ensuring that each student receives services at the level of intensity she or he needs to succeed. AIMS focuses on enhancing the leadership provided by principals and school district administrators as their districts work to implement a multi-tiered system.
For further information about AIMS, contact Bill Rasplica, Project Coordinator.
Special Education Reopening Guidance: LRE Case Studies
This document outlines case studies for providing specially designed instruction (SDI) and related services across school reopening models, including considerations for identifying settings and least restrictive environment (LRE). The case study examples include elementary, secondary transition, behavioral supports, and preschool, along with an appendix of frequently asked questions related to placement.
Download the Least Restrictive Environment (LRE) Case Studies
LRE Case Studies Webinar Series – this 3-part webinar series was co-hosted by OSPI and the Association of Educational Service Districts (AESD) as a technical assistance companion to the LRE Case Studies resource. The series was recorded and will be posted to our Monthly Webinars page:
Federal Special Education Data Reporting Deadlines
There are two data reports due in December. For more information about these data reports check out this Federal Special Education Data Reporting Deadlines handout.
Questions? Contact the Special Education Data Team.
2019–20 Restraint and Isolation Reporting
The 2019–20 Restraint and Isolation data is reported through CEDARS file S. This data will be extracted from CEDARS by 12/31/20. The CEDARS manual with the updates concerning restraint and isolation is located on the OSPI website.
Questions? Contact Lee Collyer, 360-725-6075.
2019–20 District Determinations
Written notifications of district determination levels for the 2019–20 school year were issued on November 2, 2020 to each school district, charter school, and Educational Service Agency (ESA) in the state. Questions? Contact Jennifer Story.
Safety Net Bulletin and Training Dates
The Safety Net Bulletin (B087-20) is now available. Application forms are coming soon.
For a list of training opportunities, visit the Safety Net website.
Questions? Contact the Safety Net Team.
Home/Hospital Instruction Program Bulletin
This bulletin provides Home/Hospital (H/H) Instruction Program procedures to determine student eligibility and reimbursement.
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Child Find Public Awareness Requirements under the Individuals with Disabilities Education Act (IDEA)
Child Find is one of the most important public awareness requirements under the Individuals with Disabilities Education Act (IDEA) for both Part C – Washington State Early Support for Infants & Toddlers (ESIT) Program and Part B – Special Education Preschool Programming through Washington State Public Schools. Download this Collaborative Child Find Initiative: Community Awareness Strategies resource for more information.
Making Sound Preschool LRE Decisions
The Making Sound Preschool LRE Decisions lists important actions in the IEP development process along with guiding principles and practices that should inform placement decisions for young children with disabilities.
The tool and guiding questions can be used as part of a state or local program’s training and professional development activities, and may also be used to support individual teams through the IEP process.
Recommendations for Re-Opening Face-to-Face Sessions for Inclusionary Preschools and Early Care Centers
This resource will help program administrators and classroom practitioners design educational environments as they re-open. The strategies presented are evidence-based practices that have been effective across time; the data are irrefutable. Even in these challenging circumstances, these strategies will assist all staff to make decisions to better serve children and families, as well as mitigate teacher burnout and support staff retention. The Early Childhood Technical Assistance (ECTA) Center and National Center of Pyramid Model Innovations (NCPMI) remain committed to supporting early childhood programs to successfully serve children with disabilities and their families, as well as children who have not been identified with disabilities and their families, during the COVID-19 pandemic.
OSPI is continuing implementation of the Inclusionary Practices Project (IPP) established by the legislature in the 2019 session. Every month, we'll provide updates about the project and opportunities for educators to engage with the work.
IPP Grant Funds
OSPI is still accepting applications from LEAs to become a pilot or expand their scope of work. If you would like more information about what it means to apply or expand, please see the links below. David Green is also available to answer any IPP questions.
Inclusionary Practices Handbook
OSPI has worked with an incredible group of educational partners to develop the first launch of their Inclusionary Practices Handbook and the introduction and chapter 1 are available now. Additional sections will be added as they are completed throughout the year. The purpose of the handbook is to provide practical guidance for teachers, schools, districts, and families on inclusionary practices in Washington state. The introduction includes the foundations of policy and research that support inclusion in the least restrictive environment for students with disabilities. Subsequent sections will provide specific guidance on strategies for implementing inclusionary practices in preschool through transition age.
How to Be ALL In – With Dan Habib
The Association of WA School Principals (AWSP) is excited to announce the free 5-part professional learning series, How To Be 'All In' As An Inclusive Leader! with International film maker, Dan Habib, the creator of the award-winning documentary films Including Samuel, Who Cares About Kelsey?, Mr. Connolly Has ALS and many other films on disability-related topics. Register for this professional learning series.
Association of Educational Service Districts (AESD) PD Opportunities
Please visit this one pager to find more information on the excellent inclusionary practices PD offerings provided by AESD.
SWIFT Training on Equity Mindsets
SWIFT is offering Washington principals and leadership teams a virtual, blended learning event in December & January. This learning series will develop school leaders’ equity mindset and understanding of the complete range of student variability, as well as lay out a pathway for their school to become an equitable and inclusive learning environment that supports students with all types of learning needs and life circumstances.
The event is for Washington education leaders only and FREE thanks to OSPI’s inclusionary practices project. For more information about this event and to apply visit the SWIFT website.
Washington Sensory Disabilities Services (WSDS)
Our Mission: WSDS partners with districts and families to support students who are deaf/hard of hearing, blind/low vision, or deafblind.
Find specialized staff to assist your teams with access to virtual learning or assistance with appropriate evaluations. Check out the WSDS website, a portal to collaborative services at the Washington Center for Deaf and Hard of Hearing Youth (CDHY), Washington State School for the Blind (WSSB) and the state Deaf-Blind Project.
Request Support through our online request form.
Contact our Team
Brent Stark, Director
Jackie Messer, Program Coordinator
- Center for Deaf and Hard of Hearing Youth (CDHY)
Rick Hauan, Executive Director
Kris Ching, Director of Outreach (ages birth to five)
Carol Carrothers, Director of Outreach (ages six to 21)
Christy Camarata, Program Coordinator
- Deaf-Blind Project, Washington State Services for Children with Deaf-Blindness
Katie Humes, Director
Sarah Godwin, DeafBlind Consultant
Khanh Huhtala, Program Coordinator
- WA State School for the Blind (WSSB)
Scott McCallum, Superintendent
DeEtte Snyder, Director of Outreach (ages birth to three)
Pam Parker, Director of Outreach (ages three to 21)
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Update for Spring Testing for the 2020–21 School Year
Given this year’s circumstances, OSPI submitted a request to waive summative testing requirements for 2020–21. However, OSPI has not been given any indication that it will be acceptable to the US Department of Education. And, of course, circumstances could change in the next several months. OSPI is proceeding with the intent to administer spring tests AND simultaneously exploring other options such as a waiver or an alternative plan for 2021. OSPI would seek to relieve the testing load this year so that schools can maximize their opportunities for instruction and student learning. If it is necessary to administer summative tests, we will strive to minimize the impact for educators and students, but we don’t know specifics yet.
Planning for Graduation Pathways for the Class of 2020 and Beyond
Beginning with the Class of 2020, students must complete a graduation pathway in order to graduate. For students in the Classes of 2020 and 2021, the Certificate of Individual Achievement options are available to complete the pathway, but the Certificate of Individual Achievement will conclude with the Class of 2021. (RCW 28A.230.090 (1)(b))
This means that students in graduation cohorts of 2022 and beyond DO NOT have the Certificate of Individual Achievement (CIA), which includes the following options, available for the purposes of meeting a graduation pathway:
- Off-grade level assessments (Smarter Balanced OR WA-AIM)
- Level 2/Basic/CIA cut-scores
- Locally Determined Assessments (Woodcock Johnson Achievement Test, 3rd or 4th Edition, Wechsler Individual Achievement Test, 2nd or 3rd Edition, Kaufman Test of Educational Achievement, 2nd or 3rd Edition) Grade Equivalencies
Per RCW 28A.655.250 and WAC 180-51-230, All students, including those with disabilities, have the following options for completing a graduation pathway in ELA and Math:
- State high school assessments (Smarter Balanced OR WA-AIM)
- Dual credit courses
- Transition courses
- Advanced Placement, International Baccalaureate, or Cambridge International
- SAT or ACT
- Armed Services Vocational Aptitude Battery (ASVAB)
- Career and Technical Education course sequence
- Combination of any of the above
WA-AIM Spring 2021 Administration Trainings
On-demand, online training modules for the WA-AIM Spring 2021 administration will be available in mid- to late-November. Currently OSPI is nearing the end of two important WA-AIM development projects to address multi-year feedback regarding teacher created items and the time required to submit student assessment data. Our efforts will result in the following improvements starting with the 2020–21 WA-AIM Spring Administration:
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No more teacher created items – instead, teachers will utilize an item bank of approximately 10–15 items for each standard AND access point to create instructional, baseline, and/or final assessment forms. For final assessments teachers will choose between pre-built forms, which will contain five items fully measuring a specific standard and access point OR create their own form by selecting five items for each standard and access point form an item database.
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No more teacher narrative – since the item content will be known, teachers will no longer provide a narrative of the items they created and used with students for the final assessment. Instead, each item’s content will now be populated, and the teacher will indicate the student’s performance on each item as correct, incorrect, or student did not respond.
2020–21 Alternate Assessment Registration (WA-AIM and WIDA Alternate ACCESS)
Registration for both the Spring 2021 WA-AIM administration and the 2021 WIDA Alternate ACCESS will open October 15, 2020. WIDA Alternate ACCESS registration will close on 12/02/2020. Registration will continue to occur in the Washington Assessment Management System within EDS. To register students:
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Log into EDS
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Select Washington Assessment Management System (WAMS)
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Click the Pre-ID tab> Alternate assessment registration
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Search for students by grade level and use the radio buttons to indicate participation in this year’s WA-AIM and WIDA Alternate ACCESS assessments.
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