Video – Why Inclusion: Let’s Change Attitude and Beliefs
Watch the first in this three-part video series created by STEMIE based on Dr. Phil Strain's keynotes, A Brief Overview of 40 Years of Inclusion Research at the 2019 OSEP Leadership Conference.
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April 2nd–April 8th was the Week of the Young Child!
 What is the Week of the Young Child®?
- The Week of the Young Child® (April 2nd–8th, 2022) is an annual celebration sponsored by the National Association for the Education of Young Children (NAEYC), the world's largest early childhood education association, with nearly 60,000 members and a network of 52 Affiliates.
- The purpose of the Week of the Young Child® is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs.
- NAEYC first established the Week of the Young Child® in 1971, recognizing that the early childhood years (birth through age 8) lay the foundation for children's success in school and later life. The Week of the Young Child® is a time to plan how we—as citizens of a community, of a state, and of a nation—will better meet the needs of all young children and their families.
- WOYC Activity Resources | NAEYC
April is the Month of the Military Child!
Each April, the Month of the Military Child provides a chance for us to recognize and thank the children of our service members and veterans. I have always believed that America has a sacred obligation to prepare our troops when we send them into harm’s way and to support them and their families both while they are deployed and after they return home. The First Lady and I recognize that it is not only those who wear the uniform that serve our country — it is also their loved ones, and especially their children. In the timeless words of the poet John Milton, “They also serve who only stand and wait.” Visit the Military Child Education Coalition (MCEC) webpage for additional information.
NEW Data: Washington State Least Restrictive Environment (LRE) Data, Trends by LEA, 2018 to 2021
Download Washington state Least Restrictive Environment (LRE) data trends by school district, from 2018 through 2021. The data are available for Preschool and for K–12.
Transitional Kindergarten (TK) Updates
Transitional Kindergarten (TK) is a kindergarten program for children, below the age of five, who do not have access to high-quality early learning experiences prior to kindergarten. Please refer to the Transitional Kindergarten FAQ document for more details. For districts interested in applying for the Transitional Kindergarten Form Package 181 or Form Package 182 work please see the updates below:
- School districts with a grant for Inclusive TK in 2021–22 will have the choice to apply to continue Exploration, Planning, Installation, or Implementation of the Washington Pyramid Model in 2022–23. Applications will be available in May 2022.
- ESSER ITK grantees may start Transitional Kindergarten (TK) as late as January 31, 2023.
- Districts concluding their exploration and planning and beginning implementation of WAPM in 2022–23 may register to take the WAPM training series as early as fall 2022. For WAPM registration information please contact Kelly Saavedra and Julie Dean.
- OSPI emphatically supports TK districts to follow all 5 Pillars of TK, engaging neighboring child care, Head Start, and ECEAP in coordinated recruitment, referrals to a continuum of placement options, and coordinated enrollment to fit the child’s and family’s needs.
Continually monitor quality and model national quality standards for group care for four-year-old children.
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2022 Legislative Update
The 2022 Legislative Session has come to a close. Please see this End of Session Summary to see a message from Superintendent Reykdal and briefings on passed bill impacting special education services.
If you have questions about anything related to the legislature, please email David Green.
Save the Date - Special Education Advisory Council (SEAC) Virtual Meeting
When: May 24–25, 2022, 8:30 am–3 pm (PST).
Registration is required. See the SEAC website for more information.
Notice of Public Comment Period for Annual State Application of Fiscal Year 2022 of the IDEA Federal Grant – Updated
The annual OSPI application for federal IDEA funds has been posted and will be available for public review for 60 days and comment for a period of 30 days, prior to final submission to the USDOE Office of Special Education Programs by May 27, 2022.
Two meetings for public comment hearings were held in March 2022:
Note that each scheduled meeting has a separate Zoom link. Comments may also be submitted in writing to the Special Education Division no later April 11, 2022.
Updated Procedural Safeguards
The Notice of Special Education Procedural Safeguards has been updated following the updates and clarifications to WAC 392-172A that went into effect fall of 2021. You can find the updated version on the OSPI Special Education webpage.
OSPI is currently in the process of translating the updated Procedural Safeguards into Arabic, Chinese (Simplified), Khmer (Cambodian), Korean, Punjabi, Russian, Somali, Spanish, Tagalog, Ukrainian, and Vietnamese. We will also have the procedural safeguards available in several new languages: Hakha Chin, French, Hindi, Japanese, Burmese, Nepali, Portuguese, and Amharic. The translated versions should be posted in the next few months, and we will include an update when they are available.
Special Education Policy and Procedure Revisions – due September 1, 2022 – Repeat
To align with the updates to Washington Administrative Code (WAC) Chapter 392-172A that went into effect on October 15, 2021 and January 1, 2022, school districts are required to update their special education policy/procedure to address changes. Districts must upload the updated policy and procedure to page 5 of the district’s 2022–23 IDEA Federal Fund Application (iGrants Form Package 267), which is due no later than the close of business on Thursday, September 1, 2022. Read more about the required updates here!
Nonpublic Agency (NPA) Application Due Date Reminder
This is a reminder that all NPA annual reviews and three-year renewal applications are due to OSPI on or before June 1, 2022. All NPAs must complete and submit an annual review form no later than June 1st of the succeeding calendar year following their initial approval.
For a three-year renewal, the NPA must reapply to maintain approval status. This process is identical to the initial application and the sponsoring district must schedule an on-site visit and complete all components of the application before the June 1st deadline.
Please remember to provide copies of the annual review application or the three-year renewal application to the Washington state districts who contract with your agency and to OSPI.
The NPA application, annual review forms, and three-year renewal forms are available on OSPI’s website.
NPA Points to Consider:
- When a school district contracts with an approved NPA or other public or private agency, the district retains full responsibility for the NPA’s or other public/private agency’s compliance with all applicable state and federal laws.
- Students receiving special education services through an NPA are held to the graduation standards set by the contracting school district.
- The contracting school district is required to ensure that each student receives all services specified on the student’s individualized education program (IEP) regardless of who provides the services.
IPP Preschool Demonstration Sites: Spotlight on Edwin Pratt Early Learning Center (Shoreline School District)
The Edwin Pratt Early Learning Center’s mission and vision prioritizes equity and inclusion. All preschool students with IEPs in the program who have classroom-based services are in a general education classroom.
Edwin Pratt is a leader in the district’s journey to inclusion. Inclusionary practices highlighted at Edwin Pratt Early Learning Center Include:
This 3-minute audio story provides insight on Edwin Pratt’s journey related to inclusionary practice.
Visit the University of Washington College of Education IPP Demonstration Site Webpage for additional information and webinar content. Please contact the University of Washington for questions.
Social Emotional Learning (SEL) Summer Institute
Students with significant social-emotional and behavioral needs are among the most challenging groups within a school setting. Designing effective classroom learning environments that support the diverse needs of this population is equally challenging. Learn strategies that improve access and outcomes for ALL students!
Learn more about Collaborative Learning Solutions' C5 Summer Institute.
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Early Learning Professional Development Opportunities from eLearning for Educators
eLearning for Educators offers the following online, asynchronous courses to support Early Learning. Find details on the eLearning for Educators website. Register for courses here. Current Early Learning-specific courses include:
- Early Learning: Assessment
- Early Learning: Child and Adult Interactions
- Early Learning: Early Childhood Environments and Behavior Management
- Early Learning: Environment
- Early Learning: Family-Professional Partnerships
- Early Learning: Instructional Practices
- Early Learning: Teaming and Collaboration
- Early Learning: Transition
eLearning for Educators is also working in partnership with OSPI's Early Childhood Special Education team as they rollout the Washington Pyramid Model. These trainings include:
- Washington Pyramid Model (WAPM): Data Coordinator Training
- Washington pyramid Model (WAPM): Program Coach Orientation Training
Other K–12 course topic areas from eLearning include accommodations and assistive technology, assessment and instruction, behavior and classroom management, secondary transition, social and emotional learning, and special education processes. Learn more about all of the courses offered.
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