Special Education Update
August Update
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Check out the video update summary with Assistant Superintendent of Special Education Tania May and Executive Director of Special Education Cassie Martin. |
Special Education Staffing Updates
Executive Director of Special Education Update
We are thrilled to announce that as of August 1, Dr. Cassie Martin has joined the OSPI Special Education team as our state’s Executive Director of Special Education! For over 25 years, Cassie has dedicated her professional life and learning to equitable and inclusive education for students with disabilities in support of strong educational outcomes for all students across the educational system. Cassie’s experiences have included specializing in the creation and scale of inclusive practices and systems in public schools in Washington state.
Cassie has demonstrated great capacity to build and sustain coalitions across the state, based on trust and accountability, by consistently delivering positive outcomes. Her partnerships with school districts have focused on best practices in inclusive education, both in terms of instructional practices and services delivery models, leveraging relationships to facilitate change, and building larger organizational systems. Her teaching, research and consulting are guided by her passion to create inclusive school communities that work for each and every student, family, and educator. Cassie can be reached at cassie.martin@k12.wa.us.
Additional OSPI Staffing Updates
Please join us in welcoming Jessica Hall as a new Program Supervisor with our Program Improvement Team. Jessica comes to OSPI from the Bureau of Indian Education (BIE) where she worked as the Special Education Coordinator for Wa He Lut Indian School. She has experience teaching students with disabilities ages Kindergarten through 19 years in Life Skills Programs in both public and non-public Schools in California. We are very excited to have Jessica join our team!
The Dispute Resolution Team welcomes Michael Santana, our new Complaint Investigator. Michael joins us from Nisqually Middle School where he taught in the Life Skills Program for three years. He has also worked at the Administrative Office of the Courts and the Washington Supreme Court, and practiced law in New York for five years. We are very excited to welcome Michael Santana.
Lynne Truitt is also joining our Operations team as a Fiscal Program Supervisor, bringing with her a variety of experience across special education. Classroom, compliance, presenting, managing budgets, and Safety Net experience are just a few of the skills she brings to OSPI. Please join us in welcoming Lynne to our team!
Debbie Limon joined OSPI's Center for Improvement of Student Learning (CISL) in July as an MTSS Implementation Specialist. Her work is co-located between CISL and the Special Education division, to support the needs of students with disabilities and inclusionary practices within an MTSS framework. Debbie has experience as a special educator, PBIS/MTSS implementation team lead, instructional coach, and as a consultant working with districts to build sustainable systems at Tiers 1, 2, and 3.
You can reach Debbie at debbie.limon@k12.wa.us.
New Federal Guidance to Help Schools Support Students with Disabilities and Avoid Discriminatory Use of Discipline
New guidance released this month from the Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.
These newly-released resources, which include comprehensive guidance on the civil rights of students with disabilities concerning student discipline, make clear that schools do not need to choose between complying with Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act (IDEA) and keeping their school community—including students and staff—safe.
The guidance addresses concerns identified both nationally and in Washington state regarding student mental health needs associated with the pandemic. The resources underscore that all students with disabilities must receive the supports and services necessary to address their educational needs, including their behavioral support needs related to their disability.
OSPI Special Education fully supports this guidance from OCR and OSERS and recognizes the ongoing need to guard against any misapplication of IDEA disciplinary provisions, which can lead to inappropriate exclusions, particularly for children of color with disabilities.
The new OCR and OSERS resources include:
The new federal guidance is consistent with two previous OSPI-created resources, linked below, that support school districts with keeping their students and staff safe while maintaining compliance with state special education requirements:
Special Education Monitoring Update
Through the Washington Integrated System of Monitoring (WISM), OSPI’s special education division engages in multiple monitoring activities with every Local Education Agency (LEA), every year. A number of fiscal and program risk factors are utilized when determining which LEAs will participate in a WISM review. LEAs identified with high risk on these factors may be selected to participate in a fiscal-only, program-only, or combination fiscal/program Systems Analysis review during the 2022–23 school year. OSPI plans to notify districts who have been selected for a 2022–23 WISM review by the end of August. The September 2022 Special Education Monthly Update will include the roster of selected districts.
The types of reviews to be conducted this year include:
Systems Analysis Fiscal Desk Reviews and On-site Visits will focus on the LEA's ability to implement fiscal procedures that ensure grant funds are used for authorized purposes in compliance with laws and regulations; have internal controls that ensure reliable financial reporting and accountability; and evaluate best practices.
Systems Analysis Program Desk Reviews and On-site Visits will continue to focus on the provision of special education services, including recovery services; educational benefit and student outcomes; collection and reporting of IEP progress data; and the use of data for continuous improvement.
Systems Analysis reviews will continue to be aligned and coordinated with Consolidated Program Review (CPR) reviews whenever feasible and in collaboration with LEA leadership.
Program Self-Assessments will focus on the priority areas of Least Restrictive Environment (LRE) and Secondary Transition.
Exemplar On-site Visits will focus on one or more areas in which the LEA’s data show exemplary improvement or performance. Exemplar reviews in 2022–23 will focus on the priority areas of Least Restrictive Environment (LRE) and Secondary Transition.
Focused/Follow-up Desk Reviews and On-site Visits will focus on one or more areas of potential concern noted in the LEA’s data or identified through a prior WISM review.
If you have questions about the WISM process, please contact WISM@k12.wa.us.
New OSERS Guidance on Competitive Integrated Employment
On August 3, the U.S. Department of Education’s Office of Special Education and Rehabilitative Services released A Framework for Community Engagement — A Pathway to Competitive Integrated Employment.
Developed in partnership with the U.S. Department of Labor's Office of Disability Employment Policy and the U.S. Department of Health and Human Services’ Administration for Community Living and Substance Abuse and Mental Health Services Administration, this paper, targeted to both policymakers and service providers, presents a joint Federal vision for community engagement by individuals with disabilities. Community engagement, supported by a variety of service systems, enables individuals with disabilities to expand skills and experience so that they may secure high-quality and personally satisfying careers and jobs and the benefits of employment. In addition to explaining what community engagement means and its benefits, this paper contains information about the wide variety of services, that when provided together, expand opportunities for youth and adults with disabilities to achieve competitive integrated employment.
2022 Determination Letters on State Implementation of IDEA
On June 24, the U.S. Department of Education issued its 2022 determinations for States on their implementation of the Individuals with Disabilities Education Act (IDEA) for Part B and Part C. The IDEA requires the Department to issue an annual determination for every state, based on the State Performance Plan (SPP) and Annual Performance Report (APR), which evaluates the state’s efforts to implement the requirements and purposes of the IDEA, and describes how the state will improve its implementation.
Washington has once again received a determination of Level 2 (Needs Assistance). Factors that contributed to the Level 2 determination included Washington’s graduation and dropout data for students with disabilities and the percentage of students with disabilities scoring at basic or above on the National Assessment of Educational Progress (NAEP).
States are also required to issue annual determinations for all Local Education Agencies (LEAs) within the state. Washington issues LEA determination levels on or around November 1 annually. More information about the LEA determinations will be included in the October 2022 monthly update.
2021 PK–21 LRE Data Platform Now Available
The 2021 PK–21 LRE Data Platform is now available. This data platform was designed to provide district and building staff access to unsuppressed, building-level special education demographic and placement data, to support program analysis and data-informed decision making. District special education directors can download the LRE Data Platform in the 2022–23 federal fund application, iGrants Form Package 267. Other school, district, and ESD staff can email specialeddata@k12.wa.us to request access.
Funds to Support Transition Recovery Services for Students Age 21 and Older
Funds continue to be available during the 2022–23 school year to support transition recovery services for students who are age 21 at the start of the school year. Transition Recovery Services are additional transition services for students with Individualized Education Programs (IEPs). These extra services can address lack of reasonable progress on IEP goals or the transition plan because of missed or limited special education and related services or for other reasons due to the COVID-19 pandemic. These funds are available for use for any transition-related needs, including special education and related services; transition services including education and training, employment, and independent living skills; and placement. See Bulletin No. 046-22 (page 2) and Transition Recovery Services Funding for Students with Disabilities who are 21 Questions & Answers
Specific Learning Disability (SLD) Implementation and Transition Workgroup – Update
During spring 2021, the Office of Superintendent and Public Instruction (OSPI) Special Education Division invited partners across the state to serve on a specific learning disability (SLD) implementation and transition workgroup to support phaseout of the discrepancy model for SLD evaluations. Partners shared current realities, barriers, and needs related to phase-out of discrepancy and implementing a SLD evaluation process based on scientific research-based interventions. Read a detailed summary of meetings, recommendations, and next steps.
State Design Team: Focus Groups
In 2022–23, OSPI will continue to hold Special Education State Design Team focus group meetings on zoom to gather input on a Statewide IEP and Education Benefit. We value the perspectives and experiences of the participants and will reach out with the fall schedule for each group in early September. The invitation to participate is ongoing and can be extended to colleagues and other partners any time by emailing WISM@k12.wa.us.
Submit 2022–23 Updates for the Special Education and Institutional Education Directory
The Special Education and Institutional Education Directory is updated monthly, on the first working day of every month. Please submit changes via email to the Special Education division. Up-to-date contact information supports communication with District Special Education Leadership, including emails sent out from the Special Education division. Please note that updating your district’s contact information in the Special Education and Institutional Education Directory does not automatically update your contact information in iGrants.
Fiscal & Data Reminders
Check out the latest updates from the Special Education Fiscal & Data Team. Topics include:
- 2020–21 Form Package 267 Special Education Carryover. Submit carryover budget revisions by August 31st.
- 2021–22 Form Package 149 ARP IDEA B.
- Special Education Data Reporting Schedule for 2022–23
- 2022–23 Annual Activities Calendar
- 2022–23 Data and Fiscal Office Hours
Check out the Latest ECSE Updates
Information on the updates is available here..
Topics include:
- Cross-Sector Early-Learning Grant Opportunities
- Information and reports from national and state ECSE partners
Inclusionary Practices Handbook – New Chapter!
We are excited to announce the release of Chapter 3 of the Inclusionary Practices Handbook, Inclusive Teaching Practices! After we gather feedback from district and community partners, Chapter 3 will be merged with the Introduction and Chapters 1 and 2 of the Handbook to provide a foundational framework for inclusive practices in Washington state. Input from our partners in education will guide us in developing the final revision of all sections. Please provide us with your reflections and constructive feedback through this survey.
IPP Demonstration Sites
The Haring Center Demonstration Sites Project is heading into its third year of providing online and in person professional development to visiting schools across all nine Education Service Regions. To learn more about the professional development opportunities through the demonstration site project, please see this informational flyer and project homepage.
Updated DOH COVID Guidance
The Department of Health (DOH) has published their COVID-19 health and safety guidance for schools and child care for this upcoming school year. The updated guidance is consistent with the guidelines that were in place this past spring, with some additional new flexibilities. The guidelines continue to be in place for all K–12 public and private schools in Washington.
OSPI Assessment and Student Information
Participation Criteria for Statewide Alternate Assessment (WA-AIM and WIDA Alternate ACCESS)
As teams gear up for IEP meetings for the 2022–23 school year, this is an important reminder that students can only participate in the Washington Access to Instruction & Measurement (WA-AIM) and the WIDA Alternate ACCESS for ELLs when the student’s IEP team finds the student meets the definition of having a significant cognitive disability by agreeing the student meets all participation criteria found in the Guidelines for Statewide Accountability Assessments. OSPI defines students with significant disabilities as,
“… those students who require intensive or extensive levels of direct support that is not of a temporary or transient nature. Students with significant cognitive disabilities also require specially designed instruction to acquire, maintain or generalize skills in multiple settings in order to successfully transfer skills to natural settings including the home, school, workplace, and community. In addition, these students score at least two (2) standard deviations below the mean on standardized, norm-referenced assessments for adaptive behavior and intellectual functioning.” P. 8 Guidelines for Statewide Accountability Assessments.
Based on this definition, and the definitions found in WAC 392-172A-01035, we would not expect students eligible for special education services under the disability categories of Specific Learning Disability or Emotional/Behavior Disorder to meet the criteria to participate in the WA-AIM or WIDA Alternate ACCESS.
OSPI Student Supports: Home Hospital Guidelines
New Home Hospital guidelines are being developed to make it easier for LEAs to access information and relevant forms all in one place. The guidelines are expected to be finalized in early August. Please check the Home Hospital webpage for updates.
Health Care Authority: New 988 Suicide and Crisis Lifeline
As of July 16, you can call, text, or chat 988 to be connected to the National Suicide Prevention Lifeline (NSPL). It will be confidential, free, and available 24 hours a day, 7 days a week, 365 days a year.
Services will be available in Spanish, along with interpretation services in over 250 languages. For people who are deaf, hard of hearing, and TTY users: Use your preferred relay service or dial 711 then 1-800-273-8255.
You can dial 988 if you are having:
- Thoughts of suicide
- Mental health crises
- Substance use crises
- Any other kind of emotional distress
You can also dial 988 if you are worried about a loved one who may need crisis support.
988 will not replace any crisis call centers in Washington state. It is in addition to the state’s network of crisis center providers. The current (NSPL) number, 1-800-273-TALK (8255), will remain active along with 988.
There will be no changes to dispatch for Designated Crisis Responders and mobile crisis teams or the functions of any other regional crisis service.
Learn more about 988.
Professional Educators Standards Board
Dual Endorsement Requirement Removed for Special Education
Since September 1, 2019, candidates seeking teaching endorsements in Bilingual education, English language learner (ELL), special education, and early childhood education were also required to hold teaching endorsements in a second content area.
On May 19, 2022, the Professional Educator Standards Board (PESB) discussed recent research findings that suggested requiring additional content knowledge and practices may not necessarily benefit students with disabilities and that a dual endorsement requirement may hinder candidates entering the profession. They determined that changing the dual endorsement policy for special education and early childhood special education would increase access to these endorsements and decrease barriers for educators coming to Washington from out-of-state who would like to teach in special education classrooms. In that meeting, the board approved amendments to special education dual endorsement rules, leaving ELL and Bilingual endorsement rules unchanged. The new rules state that as of June 27, 2022, special education and early childhood special education are no longer part of the dual endorsement policy.
This means that teaching certificates may be issued with special education or early childhood special education as the sole endorsement listed on the certificate, no additional endorsement will be required. Although, school districts and educator preparation programs may still set requirements above and beyond the state minimum requirements indicated by this policy.
For more details on this policy change, review the PESB May 2022 meeting materials and visit their frequently asked questions link.
New OSERS Guidance on Competitive Integrated Employment
On August 3, the U.S. Department of Education’s Office of Special Education and Rehabilitative Services released A Framework for Community Engagement — A Pathway to Competitive Integrated Employment.
Developed in partnership with the U.S. Department of Labor's Office of Disability Employment Policy and the U.S. Department of Health and Human Services’ Administration for Community Living and Substance Abuse and Mental Health Services Administration, this paper, targeted to both policymakers and service providers, presents a joint federal vision for community engagement by individuals with disabilities. Community engagement, supported by a variety of service systems, enables individuals with disabilities to expand skills and experience so that they may secure high-quality and personally satisfying careers and jobs and the benefits of employment. In addition to explaining what community engagement means and its benefits, this paper contains information about the wide variety of services, that when provided together, expand opportunities for youth and adults with disabilities to achieve competitive integrated employment.
League of Education Voters & OSPI Leadership
Join League of Education Voters Communications Director Arik Korman, Tania May, and Lee Collyer on Wednesday, August 24, at 12:30 pm, for a discussion on special education in Washington state focused on inclusionary practices, myths and facts, and mental health supports. The discussion will also center ending harmful practices of restraint and isolation. Students from across Washington state who are currently accessing special education services will provide feedback and share their experiences in the classroom. Register here. Spanish interpretation and closed captioning in English will be available.
Graduation Equity Webinar Series
Graduation Equity Webinars help growth minded educators and education advocates to learn from Washington districts who are closing opportunity gaps. Using OSPI data and experience from the field, Graduation Equity Webinars reveal the systems that drive success, an equity focus, and the key strategies that are getting students to graduation. Get more information on the Graduation Equity Webinar page.
Free Dyslexia and Literacy Courses Available
Effective reading instruction is at the core of our practice and training. Our professional learning opportunities will lead you through the foundational elements of literacy, including phonology, orthography, etymology, morphology, syntax, and semantics. We also offer trainings and host professional learning communities focused on teaching principles and strategies for supporting student growth (above: outer circle).
For more information, please see the Dyslexia Training flyer.
Special Education Policy and Procedure Revisions – Due September 1
Districts must upload updated policy and procedure to the 2022–23 IDEA Federal Fund Application (FP 267, pg. 5), which is due September 1, 2022. Read more here about the required updates!
Disproportionality and Significant Disproportionality Notifications
In consultation with the Center for IDEA Fiscal Reporting (CIFR), starting in 2022–23, OSPI will be issuing formal disproportionality and significant disproportionality notifications annually in early fall (late August/early September), rather than in May. This change is being made to provide districts designated as having significant disproportionality with more flexibility in determining which year’s allocation to use when applying the 15% required set-aside for Comprehensive, Coordinated Early Intervening Services (CCEIS).
To accommodate this change in the formal notification process, the Disproportionality Workbook, which is required to be completed by all districts designated as having disproportionality or significant disproportionality, will no longer be part of the district’s IDEA Federal Fund Application (iGrants Form Package 267). Instead, it will be due by May 1, 2023, to allow districts time to conduct the required root cause analysis and develop the plan for addressing the disproportionality.
If you have any questions about disproportionality or significant disproportionality designations or notifications, please contact Jennifer Story, Program Improvement Coordinator.
Post-School Survey is open June 1–November 1
The annual Post-School Survey is conducted with former students one year after they have permanently exited high school and who were receiving special education services at the time of exit. The survey gathers information about work and school activities that took place within the first year of exiting high school.
Important Links:
Translated Procedural Safeguards Update
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.
The translated versions—including eight new languages—of the Procedural Safeguards are now posted online and the available translations are: Amharic, Arabic, Burmese, Chinese (Simplified), French, Hakha Chin, Hindi, Japanese, Khmer (Cambodian), Korean, Nepali, Portuguese, Punjabi, Russian, Somali, Spanish, Tagalog, Ukrainian, and Vietnamese.
Every Minute Counts!
Every Minute Counts: Calculating IEP Services to Improve Student Outcomes is a partnership between members of the Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS) at the Johns Hopkins School of Education and the Special Education Division at OSPI. The objective is to identify current practices related to IEP development and determine best practices for calculating the amount and type of special education and related services contained in students’ IEPs.
As part of this project, focus groups will be conducted with three key partner groups: (a) Directors of special education from local school districts in Washington state, (b) representatives from teacher preparation programs, and (c) preservice and in-service special educators. Each of these focus groups will consist of approximately 12 to 15 participants who will be asked open-ended questions related to their professional experiences and current practices associated with IEP development. Beginning in fall 2022, parents and family members will also be invited to participate in focus group discussions.
If you are interested in participating, please complete the focus group screening questionnaire. If you have any questions about the project or the focus groups, please contact Jennifer Kouo.
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