Keep an eye for event recordings on our website under Resources tab

https://seattlespecialeducationptsa.org/resources-for-families

Hello everyone! Its so nice to be here with you all - thank you for having us this evening

We have one case manager who needs your training so bad!

Hello Everyone! Happy to be here. I have 2 children at BF Day and am a product of Seattle Public Schools, Orca Elementary, Summit for middle school, and Nathan Hale High school

Hello everyone! Exciting to be here tonight. Thanks for having us.

thanks for the introduction Janis

Ariane- will you slow down a little? Helps with interpretation

Handouts for tonight

YES! We need coaching for staff and students too, not training by someone speaking at them. That is not effective.

IPP is the Inclusionary Practices Project -- a statewide project sponsored by OSPI

Is there a family engagement coaching planned? It is way overdue.

My youngest's k-8 became a part of the project (Pathfinder) but this year with both Principals being new, there is nothing happening to continue the work that I am aware of and it sounds like the Principals are not aware of that either.Will this work continue?

Link to the IPP Website: https://haringcenter.org/pdu-demo-sites/

Jana, yes, the legislature provided us with funding for 2 more years

I am so relieved! I would hate to lose the progress we made.

My apologies everyone - that link is the old one. Please see this one: http://ippdemosites.org

And a link to the By The Numbers page Cassie mentioned: https://ippdemosites.org/our-impact/by-the-numbers/

LOVE THIS! build on strengths!

(now if we can just get the IEPs to work that way more often ;-)

Yes, Erica! :)

it’s important because inclusive education connects students to each other and to this if neighborhoods

I was asking about Family Engagement coaching for staff because what practices we as parents are put through is traumatizing, how we are treated.As if we were in the way and THE problem. So much blaming of parents is happening on a regular basis. Teachers are tired, but we too are exhausted and in addition to working parents have students with disabilities and often families have more than one student with disabilities.

COVID has reiterated just how segregating SPS' model is, with students in separate Distinct/Focus/Access classrooms and limited gen ed interaction.

Part of inclusion acceptance of disability as a normal part of everyday life.

@yes! Jana, that is a big part of our work. We are focused on collaboration and seeing family members as code signers, it is one of our top priorities

My kids will be part of this community for a long time. Why are they excluded in elementary school rather than being included in their elementary communities?

Another one is accepting parents as equal partners and their needs to be met.

I care about inclusive education because I love learning and I want all students to feel excited to learn and like they CAN learn - and frankly this isn't just about disabled kids, it's about all kids. we all benefit from a more inclusive society.

Inclusive education matters because we’re all on a continuum of what we’re capable of and need to be supported to do our best. Plus knowing how to navigate the complexity of the world beyond school.

@ Yes Erica!

Because inclusion allows all students to learn in the same environment with the recognition that being different is not being less than.

Really appreciate these points here! It is also really important to note that kids without disabilities benefit greatly from inclusive programs and schools - not just neurodiverse students!

Gina, I love your point about going beyond schools!

Assuming competence. Flexibility to meet students' needs as opposed to looking at "what is available" and trying to mold the students to the available service/support. Seen daily at SPS.

Yes, we know that inclusive education has better outcomes for students with and without disabilities - academic and social outcomes.

Link to the webinars RinaMarie just mentioned: https://ippdemosites.org/presentations-webinar-recordings/intro-to-demonstration-site/

Yay for deserts!

what are “artifacts”?

yes @ Jana not tracking students into programs

artifacts are resources such as webinars, documents from schools

@Susan, these are the tools, books, resources, etc. that schools might use as they work on becoming more inclusive

Oops - saw RinaMarie just answered you! :)

If you visit this page, you can click on the artifact each demo site has shared: https://ippdemosites.org/presentations-webinar-recordings/intro-to-demonstration-site/

what if my principal says they are too busy running the gifted classrooms and segregated center for students with disabilities so there is “no capacity “ for exploring inclusion. the irony is killing me.

Susan, that is really tough. As we think more deeply about Universal Design for Learning (UDL) these practices work for all learners - students with disabilities, students who are healing from trauma, multilingual students, etc.

Yes @ Susan,, challenging leadership to kook at the inequities of segregated programs.

@Rina Marie, I with our building leaders modeled nor speaking about "programs" and understood why that is a result of segregation based on disability. It is hard to explain to staff when the gen ed staff and leadership at school are not on the same page with the special ed staff.

so needed to have a clear mission and vision. we'll talk more about collaborative structures as well.

Getting the trained teacher on the PLC seems like a critical component. What prevents that?

Special ed services drive the Master Schedule!! What a world that would be

PLCs are a really effective way for teachers to engage in reflective practice - many schools are already using this model to discuss curricula and other aspects of the school improvement plan

What is meant by co-teaching schedules? Success groups?

+1 Ashley

So why is this not happening in SPS? Are there pilot schools in SPS?

Cassie will share the master schedule and walk through these blocks

Cheryl - bet you can answer that question with one guess

What is PLC again?

Of course I can :)

Cheryl, our team does have partnerships with some K-8s in SPS. We’ll talk a bit about that towards the end :)

professional learning c....

It seems SPS builds the master schedule for Gen Ed and then leaves Special Education to figure it out …

Pathfinder K-8 is one

Ashley. that's exactly what they do

What are “success groups” again?

success groups are intervention blocks, they are an extra 30 minutes for math and reading during the day where all students are getting what they need based on data analysis protocols, in addition to core instruction in the general education classroom

I love these principal videos. Like, WHAT? This is POSSIBLE at your school? Makes me cautiously hopeful. :)

Without any pull-out classes in the inclusion schools, how were "disruptions" due to emotional dysregulation, boredom or frustration tolerance breakdowns, etc, dealt with?

Yay for including families! Not a form with a small area for PARENT INPUT that happens currently in many schools.

We see We All Belong at the middle school where we had a hard time to get our kiddo accepted as he comes and push in services denied. The sign seems ironic.

My son calls Resource Room "Circus" and hates going there.

Ashley T. Typically when schools have strong tiered supports in place, it addresses student needs and then all students are receiving all 3 tiers of supports and there are fewer disruptions or have access to other tiers of supports as needed, but don’t need to change placements

Bao, Innoviative site based leadership is really critical, it shows up in the research time and again and we really see evidence of this in our demo sites and it was one of our look-fors

My son experienced co-teaching in some of his classes in Seattle in middle school. Huge success for him and other students.

@Cassie can you give some examples of what strong, or tiered means with regards to supports?

I thought co-teaching worked really well too. Was done at Eckstein Middle School, although they are apparently moving away from this?

How does co teaching look in middle school is in full time for some classes or is the sp ed teacher providing more of consulting/itinerant role?

We were told by a special ed administrator, and I am not making this up unfortunately, that "first we have to try MY KID in resource room and a year from now or so we can revisit the idea of push in services into gen ed."I thought I am mishearing her. I was shocked. I played the meeting recording several times to believe it.

@ Ashley, I put McMIcken’s flowchart and here is their pyramid. https://docs.google.com/document/d/1KZ33nYMTqiOKFftH1dnwAv5eL45j2XC8/edit

Is co-teaching taught in universities and colleges to teachers?

@ Jana, students do not “earn” their time in general education, all students are general education students

At Eckstein, both teachers were always in the classroom. They both knew the curriculum and could teach it. The special ed teacher was able to support students one-on-one or in smaller groups within the classroom as needed.

I would like to address your comment on presuming competence: I would not assume that a parent looking at their child's schedule and asking questions was not presuming competence in their child. If these changes are not communicated with families, this would look like an error... which ALL parents with children receiving SPED services experience regularly. We know our children are competent, and we know that mistakes are regularly made in implementing their IEP's.

@Cassie, that is why I was thinking that I am misunderstanding the director. She used to be a principal not too long before that which kind of explains it and which is why we need ALL administrators to have inclusion background.

What are the ratio of special education teachers to students or general education teachers. We have a .08 FTE for a k-5 27 student.

SPS used to have co-teaching model/classes decade ago. Where did they go and why is the question.

@summer, sorry I did not intend to imply that parents and students asking questions were not presuming competence. They did not have inclusive experiences in their school up to middle school.

Unless parents of students in "gen ed" start to see a real value for full inclusion, most of the push for this from families will fall on those of us with a Disabled student. The awareness of UDL among most "gen ed" families must be single digit.

I would love for staff to understand that when families work, they cannot take time off work to attend IEP meetings between 3:50 and 4:30pm. I have this request in multiple emails.

@Cherylynne For sure!

Speakers - is your group working with SPS on bringing more inclusion to the schools? With the UDL team maybe?

Will staff get to attned this presentation too?

I agree, Jana. Principals really need to take an intensive on this... they are so often only peripherally involved, when inclusion depends on their leadership in scheduling, initiating teacher trainings, continuity, etc.

Here are the myths and facts we created alongside OSPI and the TIES Center, these were myths we were hearing in schools and districts (and in higher education!) that we wanted to bust. https://www.k12.wa.us/policy-funding/special-education-funding-and-finance/inclusionary-practices-professional-development-project/myths-facts-about-inclusionary-practices

@Ashley, oh the things they say and even write. And when other staff writes it and they are on the email they frequently don't intervene. It all happens under they watch. Sadly.

My son says he likes nothing and school is garbage. So sad to hear. :-(

The Myths and Facts are a great resource! I shared with my daughter's school team. Thank you for this work!

what a player! Colton is going to get away with a bunch of stuff ;)

https://ippdemosites.org/wp-content/uploads/2020/12/Intentional-Language-Use.pdf

https://www.youtube.com/watch?v=Bp7pjjGCYHg

https://education.uw.edu/news/inclusion-right-not-privilege-publicly-funded-partnership-involving-uw-college-education

that was a GREAT workshop

We have students who could go to gen Ed but need a one on one in order to be supported in gen Ed but we don’t have enough staff. How have you solved this issue at your demonstration sites.

https://publications.ici.umn.edu/ties/comprehensive-inclusive-education/main

https://drive.google.com/file/d/1za3nji6_BQuXrw1fX0bfj-I890TtG6Fu/view

https://docs.google.com/document/d/1ImfRdWN6yeNKk9jV7vfoRKq2vVbtVTGf/edit

https://www.uvm.edu/sites/default/files/Center-on-Disability-and-Community-Inclusion/Inclusion2015_33_112-131.pdf

Actually, the language separation as in this resource isn't always the same for everyone For example, many autistics prefer autistic person as opposed to person with autism.

This

MMy sons K-8 in Seattle needs help

This work is amazing...and makes me incredibly frustrated and sad that SPS does not share these values.

Yes Jana, we address that in the intentional language. That it is preference

:-)

my son went to SPP+ at Bailey Gatzert, love that school so much!

We LOVE Zoe!

Zoe is awesome 🤩

We have two new Principals which is why it likely cut off. I am worried for Pathfinder students and families due to the ball dropped.

Salmon Bay k-8 should be added to this

@Dr. Torres, what can be done to get Pathfinder to continue the work started by the previous Pathfinder leaders?

Has anyone looked at this for Licton Springs K-8? It’s a title one school and with only 89 students, but over 25% receiving IEP services.

@ Jana, I did a bunch of work years ago with David and Lisa and we did build capacity with educators, it would be great to connect with Pathfinder again!

Why is it when building leardership changes the good work tends to stop?

This is a great visual

Jana, Zoe was able to connect with the new admin earlier this year (at Pathfinder) :) I will connect with her on what the status of that work is

https://www.youtube.com/watch?v=BRLR_P6zHFo

Belonging Through a Culture of Dignity by Cobb and Krownapple

I offered to the Principals to connect them after talking to Ariane a month or so ago but they weren't interested. I am so glad to hear you were able to connect!!!

Yes!

THAT YOU FOR THAT!

Yes!

@ Cheryl - that speaks to building capacity. When leadership and educators leave, sustaining capacity means inclusive practices continue.

The research that shows how beneficial inclusion is for all students and how outcomes improve - that also applies to students who qualify for HC.

We have been repeatedly told that our son would not be able to keep up in HC program (aka exclusion based on disability!)

The way HCC is set up my 2E son would never be allowed to access HCC

When advocating for inclusion, how do we make sure that this doesn't get used as an opportunity to lessen supports, cut teachers/IAs, and group kids with vast need differences together without ample supports and call it "inclusion"?

I echo what @Cheryl J said above about 2e kids being discriminated against in the way HCC is set up, e.g. a 2e kid getting services through a Focus class can't be in HCC because they don't have a Focus class or supports there. Discrimination in design.

I think the labels around “special education” and “highly capable” need to change as it feels exclusionary in general.

My sons school seems to think just being in a gen ed classroom is inclusion. There is never support

+1 to what Miriam said above. The 2e dilemma and underserving of 2e kids in the district is a clear example of why...

https://docs.google.com/document/d/1I8FS6kCn7KoFeLnY5K0TQegnnZ4sMd9e/edit

Thank you Haring Institute - I look forward to continue our partnership and think through our systemic efforts in this work.

Excellent point. Many sp ed teachers are coming from a framework that students needs are best met in more segregated classroms

What do you respond to a case manager who writes:"My time availability will be at either 8am or 3:50pm, as those are the only times that I will be able to get a general education teacher to attend. If you are willing to excuse a general education teacher’s participation, then I could instead meet at either 9:00 am or at 2:50 pm. The Meeting time would need to be limited to 60 minutes."Excluding the gen ed teacher????

wow, this is such an exciting presentation. thank you SO MUCH. it is so exciting to hear success stories

What types of PD do you provide to teachers and staff around understanding behavior and best practices in addressing “challenging” behaviors that may come with creating inclusive classrooms?

Thank you so much for this. Any advice for responding to special ed specialists or administrators in SPS who insist pull-outs are the preferred option, even when data for the individual student shows it hasn't worked?

I actually requested this training for my sons team but they refused. So how do we get passed this bias.

@Kristi, we do a lot of training and coaching related to behaviors that are challenging for teachers. Our philosophy is always multi-tiered systems of support with a strong foundation, including teachers developing meaningful relationships with students

I have a question about MTSS - which I am just learning about and understand is an inclusionary practice, and seems great for establishing equity in a classroom. When is MTSS required to be used before providing a child with specific services, like Occupational Therapy, when it has been recommended by a doctor.

@Chris G, excellent question!

@Chris, the research is very clear that instruction within the general education classroom is very effective for all learners - as we heard RinaMarie talk about Chase MS, students make more progress in general ed

Thanks Ariane. YES to meaningful relationships. This is difficult for teachers to pull off given class sizes, etc., which leads to much guesswork on why kids act the way they do, or how to manage behaviors, when engaging and connecting with students really needs to come first.

Miriam, MTSS should be used to ensure we are not over-referring students to special education programs and tracking them into segregated programs. Are you int the process of a special education referral?

What if a curriculum is making inclusionary practices more challenging? Such as input from teachers and students related to the middle school science curriculum adopted in 2019.

@Ariane Thanks.

@Julie, this seems like the perfect time for co-planning and co-teaching!

If you look at this document, look at the collaborative structures we recommend: https://docs.google.com/document/d/1ImfRdWN6yeNKk9jV7vfoRKq2vVbtVTGf/edit

Were people not reading back in 1994? LOL

For inclusion to work SPS would need to get rid of Resource,Access, Focus etc...

People have been conditioned to the idea that some kids can only be taught by some teachers in some places. Inclusion is disruption of that, and disruption makes people uncomfortable (makes adults uncomfortable). For SPS (and WA) there is going to need to be push and pull between PD/coaching of individuals, cultural/school community shifts, AND policy and accountability at the district and state level for us all to get through the discomfort and build the system our kids need and deserve.

Yes, the programing system needs to be dismantled to move away from segregation of disabled student

We have been told not too long ago that Tier 2 is only for students with IEPs (Special ed Supervisor)

Better tier one, means less tier 2 & 3

@ Jana, I am sure as you know, that is incorrect

I was thinking that but then if this is a leader... people working under them start to believe it

Pull out made my son regress as well

Wow, great advocacy on your part Chris.

@Heather - great point!

2e is separate animal - double the needs.

Thanks for the opportunity to join you all tonight. We are resources to you all.

https://haringcenter.org/%20professional-development/

http://ippdemosites.org/

Erica you experience is the same for my son.

That was Ashley. Erica will be up next and I'm afraid will be our last commenter/question.

(it was Ashley! my son accessed NOTHING during stay home - virtual learning was not for him :-)

How ridiculous is it to expect a child to demonstrate a behavior they haven't seen in order to access the space where other children are demonstrating that behavior

II am not sure gened with not enough supports my son now has anxiety and depression because he does not have supports in gen ed.

Thanks Ashley!

+1 Dir. Rankin

We have one of each! One does excellent online and the other one could not function at all remotely.

Some other webinars on our website that might be interesting to all of you are Ruby Bridges and Sehome HS

It would have been nice to have the district staff still here. Hmmm

It would help for them to hear all of this.

How are we bringing in student voice and famlilies as partners and codesigners

it's just so weird that placement decisions are ased so much on luck if you get a person on your IEP team who believes in inclusion

So true Erica

It predates that even here in Seattle - IDEA was born here: Washington State House Bill 90 – Education for All, was the first U.S. law to grant public education to people with disabilities. Before HB 90 was passed in 1971, children with disabilities were either kept at home or placed in institutions.

IDEA needs a makeover so BAD

Thank you for having us

Thank you all

Thank you!

I appreciate the data that came from demonstration sites... our personal experience in IEP meetings, however, is that staff do what they believe is easiest for them, given their own paradigm (which is not a paradigm of inclusion). I hope that a paradigm shift can happen, and I also hope that it is clearly understood so that supports don't get watered down. I fear a district person who doesn't really get this will see it as a prime opportunity to lessen the number of teachers/IAs a la "we can have a co-teacher and a teacher and all students together" (and get rid of teachers and IAs and supports) and then market it as inclusion. Win, win! I worry that they won't implement it in a way that actually keeps supports and resources...

It was so nice to spend the evening with you all - thank you for having us!

This was so amazing, thank you!

Thank you Ariane, RinaMarie and Cassie!

Thanks so much!

Thanks for having us! We value this opportunity.

As with all change this is where it starts- a cultural shift in thinking that continues to push and push at the powers that be

Yes Sanjay :)

We hope to have you back!