September 2018 Special Education Update · 2019-12-16 · Professional Development • Fall 2018 Parent Leadership Training Institute (PLTI) at Everett Community College • Save

Special Education Update 1 of 19 September 2018

September 2018 Special Education Update

Summary of Topics Included this Month: • Secondary Transition Planning Survey • Recruiting Pre-K Inclusion Champions • Safety Net Rule Making • Dyslexia Update • Model State Forms Revisions • Program Review Monitoring Schedule – 2018–19 School Year • IDEA Compliance Package (iGrants Form Package 442/642) • OSPI News Release: Counseling, Mental Health Top Priority, Public Says • OSPI Special Education Monthly Webinar Schedule – Updated • Safety Net Legislative Workgroup Update Webinar – Repeat • Post-School Survey – Repeat

Tips from the Special Education Division: Reminders to the Field • Progress Reporting

Professional Development • Fall 2018 Parent Leadership Training Institute (PLTI) at Everett Community College • Save the Date! Co-Teach and Universal Design for Learning (UDL) • Upcoming Webinars – Special Education Technology Center – Repeat • National Technical Assistance Center on Transition (NTACT) Back-to-School Webinar – Repeat • Effective Strategies to Enhance High-Quality Implementation of Individualized Education

Programs (IEPs) • Gearing Up for MTSS: Progress, Not Perfection – Updated • Special Education Technology Center Annual Conference 2018–19 – Repeat • 2019 General and Special Education Conference – Seattle – Repeat

News from Assessment and Student Information • Graduation Alternatives: CIA Cut Score, Off-Grade Level Assessments, and Locally Determined

Assessments • Alternate Assessment Participation Cap – Repeat • 2018–19 WA-AIM Training Schedule – Updated

News from Outside OSPI • New Teaching Resource from Office of the Education Ombuds (OEO) • Travis Alert Bill • School-Based Health Care Services (SBHS) Training and Resources

Did You Know? • October is…

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Secondary Transition Planning Survey OSPI Special Education, the Developmental Disabilities Administration (DDA), and the Division of Vocational Rehabilitation (DVR) are partnering to implement the 2018 secondary transition proviso requirements [see page 57 of ESSB 6032.PL – Section 501 (57)]. To guide the workgroup and implementation plan, we have created a Secondary Transition Planning Survey to gather input from families, schools, and communities on current supports and barriers impacting post-school outcomes for students with disabilities. The current plan is to leave the survey open for several weeks to give our partners time to respond. Please share widely!

Recruiting Pre-K Inclusion Champions Call to Action! Do you believe preschool students of all ability levels have the right to participate fully in high quality, inclusive early childhood programs? Are you willing to devote personal and professional time to promote development and implementation of inclusive, high-leverage, policies, procedures, and evidence-based practices? Do you want to be part of a high-performing, efficient, cutting-edge team of collaborators who will change the landscape of preschool programming in the State of Washington? Then you are the Pre-K Inclusion Champion we are looking for!

Opportunity to Serve Together, the Special Education and Learning and Teaching Divisions of the Office of Superintendent of Public Instruction (OSPI), in partnership with the Department of Children, Youth, and Families (DCYF), are convening a volunteer, statewide Pre-K Inclusion Collaboration Team (PICT). This team will assist in the initial development, promotion, and implementation of a new Washington State Pre-K Inclusion Policy, with companion resources for a Pre-K Inclusion Toolkit.

Champions from multiple systems representative of Washington state families, communities, faith-based and non-profit organizations, and public and private educational systems are needed. The PICT will have representation from multiple levels of the educational system including state and teacher preparation programs, regional, district, school, and classroom levels – both general and special educators have an important role to play. Seats on the PICT for Champions from Head Start and the Early Childhood Education and Assistance Program have already been reserved – submit your name for consideration now.

Expectations of the Washington State Pre-K Inclusion Collaboration Team If selected for membership on the Washington State Pre-K Inclusion Collaboration Team, you will be expected to:

• Attend two in-person meetings during the 2018–19 school year, the location to be determined in either the Olympia or SeaTac regions;

• Participate virtually in scheduled, anticipated monthly Zoom meetings, with the frequency determined by the PICT during the first in-person meeting slated for late Fall;

• Respond in a timely way to emails and have the ability to meet deadlines as identified within the team meetings;

• Spend time beyond the in-person and virtual meetings supporting the activities (i.e. research, data analysis, paired team reviews, etcetera) and priorities of the PICT; and

• If applicable, guarantee support from your supervisor/administrator to participate in the Washington State Pre-K Inclusion Collaboration Team.

Application Link for the Washington State PICT Submit your application on or before October 5, 2018.

http://lawfilesext.leg.wa.gov/biennium/2017-18/Pdf/Bills/Senate%20Passed%20Legislature/6032-S.PL.pdfhttp://sgiz.mobi/s3/acb2109fbdd9https://www.surveygizmo.com/s3/4571077/Recruiting-for-the-Pre-K-Inclusion-Collaboration-Team

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Safety Net Rule Making On September 5, 2018, OSPI filed a Preproposal Statement of Inquiry (CR 101) to address possible rule making activity. The CR 101 is the first step in the rule making process. OSPI is considering amending WAC 392-140-600 through -685 regarding school district eligibility for state special education safety net funding to adopt recommendations from the Safety Net Legislative Workgroup. The possible rule making may also involve the addition of new definitions, a section on purpose and procedures for application and review, and technical and housekeeping revisions.

The Preproposal Statement of Inquiry will be posted to OSPI's Rule Making web page soon.

Dyslexia Update "There are proven strategies that, if started early, can help students who suffer from dyslexia. That will have a positive ripple effect on their education, if they are given help and don’t fall behind academically." Chris Reykdal, Superintendent of Public Instruction

The Office of the Superintendent of Public Instruction has selected the members of the Dyslexia Advisory Council as required by the state law passed early this year.

The Council will: • By June 1, 2019, identify tools and resources that will help screen for dyslexia; and • By June 1, 2020, develop recommendations on best practices for implementing the screenings in

school districts, staff training to target the areas of need for those experiencing dyslexia, information for parents and families that includes a list of resources, and best practices to help students in grades three and above who might be experiencing dyslexia.

Over 150 people applied the Dyslexia Advisory Council, the review process was double blind, and to ensure fairness, applicants were ranked by three separate reviewers.

The council is comprised of the following representatives: • Parents • School Administrators • Non-Profit Organizations • School Psychologists • Special Education Educators • Elementary Educators • District Administrators • Literacy Specialists • Higher Education Educators • English Language (EL) Learner Educators

Council updates will be provided to the public throughout the year via GovDelivery and on the OSPI website. Public meetings are being planned and will be announced in the fall.

Questions? Contact Aira Jackson at 360-725-6228 or [email protected].

Model State Forms Revisions The model state forms have been revised to reflect changes to the regulations and feedback from the field. In addition to format changes that were made to all of the forms, the following forms have revisions to the content:

• Form 5a – Evaluation Report and Eligibility Determination • Form 6a – IEP Team Member Excusal

http://www.k12.wa.us/ProfPractices/adminresources/RulesProcess/OSPIchanges.aspxhttp://apps2.leg.wa.gov/billsummary?BillNumber=6162&Year=2017&BillNumber=6162&Year=2017mailto:[email protected]

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• Forms 6c and 6d – IEP Forms • Form 6e – Emergency Response Protocol • Form 6h (previously form 7b) – Behavioral Intervention Plan • IEP Review Form • Comparison of WAC citations to the model forms

A summary of the revisions is posted to the model forms webpage. The revised forms will be translated into multiple languages, which will be posted as soon as they are available. Translated versions of the forms prior to the August 2018 revisions are currently available on the model forms webpage. If you have questions about the revised forms, please contact Jennifer Story at 360-725-6075 or [email protected].

Program Review Monitoring Schedule – 2018–19 School Year Please see the table below listing the school districts scheduled for systems analysis activities (on-site visits and off-site desk reviews) through the Washington Integrated System of Monitoring (WISM) for the 2018–19 school year.

Desk Review On-Site Review ESD District ESD District 123 Columbia (Walla) 121 Franklin Pierce 123 Finley 121 Green Dot Destiny Middle School 189 Granite Falls 121 Green Dot Excel Public Charter 113 North Beach 121 Impact Puget Sound Elementary 123 North Franklin 113 Mary M. Knight (Follow-up) 113 Ocosta 121 Rainier Prep 101 Republic 121 Seattle (Targeted) 114 Sequim 113 Shelton 189 Sultan 121 Shoreline 121 White River 121 SOAR Academy 121 Summit Olympus 121 Summit Sierra 113 Taholah (Follow-up) 123 Walla Walla 123 Willow Public School 105 Yakima

IDEA Compliance Package (iGrants Form Package 442/642) The 2018–19 IDEA Compliance Packages (iGrants Form Packages 442/642) are now available. Noncompliance identified through monitoring activities, safety net, district data submissions, and indicator performance during 2017–18 is included in this form package. As a reminder, all issues of noncompliance are required to be corrected by the LEA/ESA as soon as possible, but no later than March 1, 2019 (see WAC 392-172A-07010 (3)). A summary of the correction must be processed through pages two and three of Form Package 442 (school districts) or 642 (ESAs). Form Package 442/642 is only required to be completed and submitted to OSPI if the LEA/ESA had non-compliance identified during the 2017–18 program year. IEPs that were submitted for safety net reimbursement in 2017–18 and were not funded due to noncompliance issues are listed on Page 2 – Student Specific Corrections of iGrants Form Package 442. Should the district wish to submit the IEP for safety net reimbursement in 2018–19, the IEP must be corrected by the district and verified by the ESD prior to submission. All non-compliant IEPs will

http://www.k12.wa.us/SpecialEd/Data/ModelStateForms.aspxmailto:[email protected]

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be prorated from the date of 442 correction, if not corrected and verified prior to the beginning of the 2018–19 school year.

OSPI News Release: Counseling, Mental Health Top Priority, Public Says 30,000 Washingtonians responded to a survey about K–12 education priorities; follow-up survey was released today. Read the News Release.

OSPI Special Education Monthly Webinar Schedule – Updated The Special Education Division is introducing monthly Zoom webinars to cover important special education topics. Download the webinar schedule.

• October 2, 2018 3:00 p.m. – 4:00 p.m.Topics: Special Education Funding (Maintenance of Effort (MOE)) and using IEPs to develop self-advocacy skills for students with disabilities.

• November 6, 2018 3:00 p.m. – 4:00 p.m.Topics: Federal Child Count Collection, District Determinations, and impact of Endrew F.

• December 4, 2018 3:00 p.m. – 4:00 p.m.• January 9, 2019 3:00 p.m. – 4:00 p.m.• February 5, 2019 3:00 p.m. – 4:00 p.m.

Safety Net Legislative Workgroup Update Webinar – Repeat A Zoom meeting will be held on Thursday, September 20 from 2:00 to 3:30 p.m. to review changes recommended by the Safety Net Legislative Workgroup.

To participate in the Zoom meeting: • PC, Mac, Linux, iOS or Android• iPhone one-tap:

o US: +1-646-558-8656,,317739872#, or +1-669-900-6833,,317739872#• Telephone: Dial (for higher quality, dial a number based on your current location):

o US: +1-646-558-8656, or +1-669-900-6833o Meeting ID: 317 739 872

Post-School Survey – Repeat The Post-School Survey is now open. School districts have until November 1, 2018 to make contact with a minimum of 70 percent of their 2016–2017 special education leavers and follow up on their activities since leaving high school. Please visit the CCTS website to access the 2018 Post-School Survey Guide, FAQ, and other helpful resources.

Tips from the Special Education Division: Reminders to the Field

Progress Reporting Originally in April 2017 Monthly update, and updated September 2018

State and federal special education regulations require that every IEP include a description of:

• How the child's progress toward meeting the annual goals will be measured; and• When periodic reports on the progress the child is making toward meeting the annual goals

(such as through the use of quarterly or other periodic reports, concurrent with the issuance ofreport cards) will be provided.

https://content.govdelivery.com/accounts/WAOSPI/bulletins/2093bc7http://www.k12.wa.us/SpecialEd/pubdocs/SpEd-Monthly-Webinars.pdfhttp://zoom.us/j/600975875http://zoom.us/j/851832914http://zoom.us/j/677696553http://zoom.us/j/767216375http://zoom.us/j/937456958https://zoom.us/j/317739872https://www.seattleu.edu/ccts/post-school-survey--outcomes/https://www.seattleu.edu/ccts/post-school-survey--outcomes/

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The measurement of progress is essential to determining whether a student with a disability is receiving educational benefit from the district in accordance with the public agency's obligations to provide a free appropriate public education (FAPE). As a result, the regulations enumerate a number of IEP requirements for measuring student progress. This updated Tip explores these requirements through the lens of the Endrew F. decision and provides more information about and examples of IEP progress reporting.

Endrew F. Background On March 22, 2017, the U.S. Supreme Court issued a decision in the Endrew F. v. Douglas County School District case. The Court held that: “To meet its substantive obligation under the IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” The ruling did not define the phrase "progress appropriate in light of the child's circumstances;" however, the decision emphasized that the IEP decision-making process must be individualized and produce challenging objectives.

The court went on to say a child’s “…educational program must be appropriately ambitious in light of his circumstances, just as advancement from grade to grade is appropriately ambitious for most children in the regular classroom. The goals may differ, but every child should have the chance to meet challenging objectives." In its 2017 guidance on Endrew F., the United States Department of Education (ED) emphasized the responsibilities of districts to improve students' academic outcomes, monitor progress, and train administrators and teachers on how to write appropriate IEPs that meet the definition of FAPE. It also emphasized the importance of ambitious goals, regardless of the nature of the student's disability. (See Questions and Answers on U.S. Supreme Court Case Decision Endrew F. v. Douglas County Sch. Dist.)

The Court also stated that:

The nature of the IEP process ensures that parents and school representatives will fully air their respective opinions on the degree of progress a child’s IEP should pursue; thus, by the time any dispute reaches court, school authorities will have had the chance to bring their expertise and judgment to bear on areas of disagreement. At that point, a reviewing court may fairly expect those authorities to be able to offer a cogent and responsive explanation for their decisions that shows the IEP is reasonably calculated to enable the child to make progress appropriate in light of his circumstances.

Given the Court’s opinion, school districts should be prepared to provide evidence that a student’s IEP is reasonably calculated to enable the child to make progress appropriate in light of his/her unique circumstances.

Measurable IEP Goals Whether an IEP is reasonably calculated to provide educational benefit is determined prospectively (in consideration of the child’s potential). One way for school districts to show that an IEP is reasonably calculated to enable a student to make appropriate progress, is to regularly assess and document student progress towards each IEP goal, including postsecondary transition goals1, and provide parents with detailed progress reporting. Difficulty collecting data on an IEP goal may indicate that the goal is unclear and not objectively measurable. One suggestion is that a well-written IEP goal should pass the "stranger test." Under that test, an IEP goal is appropriate if a person unfamiliar with the IEP would be able to implement the goal, implement the assessment of the student's progress on the goal, and determine whether the student's progress was satisfactory.

1 OSEP Letter to Pugh (01/18/17)

https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdfhttps://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdfhttps://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1/https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep-letter-to-pugh-1-18-17.pdf

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While the IDEA does not define what progress reporting must include, the purpose of progress reporting is to inform parents of the amount of progress a student has made toward his/her annual IEP goals. Parents and school personnel alike should be able to easily understand how much progress a student has made when reading a descriptive progress report. In order to avoid confusion and ambiguity:

• Avoid only using codes (e.g., 1, 2, 3, 4, SP, NP, MP, etc.) to report a student’s progress. If using codes, also include the progress data in an accompanying narrative.

• Include actual information/data as stated in the goal about the student’s progress toward his/her goals.

In addition, districts must provide progress reporting consistent with the timelines included in a student’s IEP, which may coincide with the progress reporting timelines associated with their general education peers such as the issuance of report cards; however, IEP teams may also wish to provide parents with progress reporting more often, depending upon the team’s determination and/or how the school year is structured. Districts should also be able to document that (when and how) progress reporting was provided to parents.

Examples of Descriptive Progress Reporting To determine the effectiveness of specially designed instruction and the progress a student has made, frequent analysis of data is critical. The analysis of data is essential when reporting progress to parents and should be more than a statement indicating that the student is or is not making progress. The analysis should include the student’s progress in meeting the measurable annual goal (including postsecondary goals), including starting and ending data points for that grading period. In addition, any instructional changes that occurred during that grading period and the reason they occurred should be noted. If any significant decreases or increases occurred during the grading period, an explanation should be provided. Following are examples of progress reporting with analysis of data for both elementary and secondary age students.

1. Example of elementary student not progressing:

Annual IEP Goal: By September 5, 2019, Shandra will increase her reading fluency from 52% CWM to 95% CWM in her grade level literacy text over four weekly data points.

Progress Reporting narrative might for one reporting period look something like this:

Shandra is currently not on target to meet her goal. Her data indicated that an instructional change was needed due to scores dropping from 52% to 45%. On 11/25/2018, Repeated Reading was added as a strategy to teach reading fluency. After three more data points, Choral Reading was added (01/5/2019) as another instructional change due to scores dropping from 50% back down to 45%. Since this strategy has been implemented, Shandra has increased to 48% (from 45%). Progress will continue to be monitored utilizing this instructional strategy.

2. Example of middle school student progressing:

Annual IEP Goal: By June 15, 2019, Charlie will increase his reading comprehension of his grade-level English literature text, from 4 out of 10 correct comprehension questions to 9 out of 10 comprehension questions correct as measured by teacher administered weekly comprehension probes.

Progress Reporting narrative for one reporting period might look something like this:

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At the beginning of the reporting period in September, Charlie was not making progress toward his goal. On October 15, due to scores of 49%, 48%, 45% and 48%, paired reading was added as an instructional strategy to increase reading fluency and comprehension. Since that strategy began, Charlie has increased his comprehension scores to 62%. However, the two most recent data collection opportunities have shown a slight decrease. This dip could be due to Charlie missing several days of school with the flu. This strategy will continue being implemented and progress will continue to be monitored weekly.

3. Example of high school student not progressing:

Annual IEP Goal: By March 25, 2019, Karen will increase her adaptive skills performance in a school setting from 18/24 points on (a specific) adaptive skills checklist to 23/24 points on the attached adaptive skills checklist.

Cumulative (four reporting periods) progress reporting narratives might look something like this: • April 2018 – Karen’s IEP was created two weeks ago; there has not been enough time to

measure her progress toward this goal. Her performance is still at baseline of 18/24; she will continue to work on her adaptive skills.

• June 2018 – Karen is currently scoring an average of 19/24 points on the adaptive skills checklist.

• November 2018 – Karen is scoring an average of 20/24 points on the adaptive skills checklist. • February 2019 – At this time, Karen is scoring 19/24 points on the adaptive skills checklist.

There has been some regression in Karen’s progress toward this goal. The IEP team will discuss her progress at the upcoming IEP meeting next week.

4. Example of high school student making some progress:

Annual IEP Goal: By May 28, 2019, when given a writing sample, Nicholas will copy the sentences using a keyboard, improving keyboarding skills and speed from typing an average of 74 correct characters per minute (CCM) over three weekly trials, to typing an average of 90 CCM over four weekly trials.

Cumulative (four reporting periods) progress reporting narratives might look something like this: • June 2018 – This is a recent goal and Nicholas continues to work at a baseline of 74 CCM. • November 2018 – Nicholas demonstrated an average typing speed of 94 correct characters in

one minute. Nicholas will continue to work on this goal to ensure consistency of typing speeds as well as generalizations to other typing assignments.

• February 2018 – Over the last four trials, Nicholas demonstrated an average of 101, 97, 99 and 83 correct characters per minute. Nicholas has been practicing typing across his school day and practices his typing skills during tutorial period. He will continue to work on typing for a variety of purposes to increase his level of typing consistency.

5. Example of a high school student progressing:

Annual IEP Goal: Given a list of five sports-degree programs, Maria will research and orally compare admissions processes and entry requirements using irregular comparison (good/better/best) from 0/5 to 5/5 programs, as measured by teacher data by 6/19/19.

Related Post-Secondary Education/Training Goal: After graduation, Maria will attend a vocational or college program in sports medicine or athletic training program.

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Cumulative (four reporting periods) progress reporting narratives might look something like this: • October 2018 – Maria has identified 4 of the programs she is interested in researching. The

Career Center provided Maria with the computer research tools she needed to identify sports-degree programs.

• January 2019 – Maria has identified 5 programs and has successfully researched 2/5 programs for admission processes and entry requirements. Maria was provided instruction in irregular comparisons.

• March 2019 – Maria has identified 5 programs and has successfully researched 4/5 programs for admission processes and entry requirements. Maria orally practiced irregular comparisons with three programs and then four programs. Maria has started her PowerPoint presentation.

• June 2019 – Maria identified the fifth sport-degree program and successfully researched 5/5 programs for admission processes and entry requirements and added it to her PowerPoint presentation. In April, Maria successful presented a summary of each program in an oral and PowerPoint presentation during her Junior Advisory class. She summarized her presentation by rating the five programs as good/better/best based on the admission processes and entry requirements. In May she identified three programs in which she is interested in applying and updated her High School and Beyond Plan with this information. She has begun applications to the 3 programs that are of interest to her and for which she meets entry level requirements. During Maria’s senior year, it is anticipated she will complete the applications and work with her counselor to identify scholarships for which she is eligible to apply.

6. Example of a high school student reaching a goal:

Annual IEP Goal: Given a variety of tasks related to his post school employment goal that are to be completed after the school day, (such as homework), Brian will prioritize the tasks, develop a timeline for completion, and record the completion of the task from 20% to 80% by 6/19/19 as measured by teacher and student data.

Related Post-Secondary Employment goal: After graduation, Brian will obtain a paid apprenticeship as a welder or work as an auto mechanic.

Cumulative (four reporting periods) progress reporting narratives might look something like this: • October 2018 – Brian is resisting participating in this goal. He states he does not see how this

relates to his goal of being a welder or auto mechanic. The IEP team, led by Brian, will reconvene to discuss the importance of this goal with the lead instructor from the welding class invited to speak to the need for this skill.

• January 2019 – Brian worked with IEP case manager to reconvene the team in November. Brian is now progressing well with this goal. He develops a list of 4 activities a week that he needs to complete away from school including such things as organizing personal information for applications, completing homework, pricing items needed for training, and planning transportation to and from events and appointments. He uses a digital calendar to organize his tasks, and checks them off when completed. He is completing the process with 60% success and connects with the lead teacher of the welding class twice a month to discuss outcomes and next tasks. The teacher and Brian review his calendar at the beginning and end of each week to measure progress.

• March 2019 – Brian is now independently scheduling up to 8 tasks per week with a completion rate of 75% as measured by weekly meetings with the teacher to review task completion.

• June 2019 – Brian has reached his goal.

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7. Example of a high school student progressing:

Annual IEP Goal: Given a bus schedule, Kimo will identify which bus and time she will take to and from work from 10% to 90% accuracy as measured by teacher/family data by 6/19/19.

Post-Secondary Independent Living Goal: Upon completion of high school, Kimo will use public transportation system for access to work and community events.

Cumulative (four reporting periods) progress reporting narratives might look something like this: • October 2018 – After 20 days of instruction, Kimo is able to identify one of the two bus

numbers she needs to take to get to her volunteer work site at the nursing home with 70% accuracy.

• January 2019 – Kimo is now able to identify both bus numbers she needs to take and the time to leave to go to work with 75% accuracy. She is still having difficulty with the return times and bus numbers at the end of her volunteer shift.

• March 2019 – Kimo is able to independently identify and ride the two buses she takes to her volunteer job. She is only 65% successful with her return bus ride home after her shift.

• June 2019 – Kimo remains independent in the bus ride to her volunteer job, and now only needs a brief verbal and pictorial reminder of her bus rides home (80% success rate).

What if the student is not making progress? If a student fails to make progress within a reasonable period of time, the district must convene an IEP meeting to address the student's lack of progress [34 CFR 300.324 (b)(ii)(A)]. A district's continuation of inadequate services will almost certainly be regarded as a denial of FAPE. Districts also need to monitor each student's performance under his/her IEP and track whether the student is in fact making such improvement. If progress that is appropriate given the student's potential is not occurring, the IEP team should determine whether the student requires new or different special education, related services, or interventions and should consider whether the goals remain sufficiently individualized and ambitious for the student.

Endrew F. reinforced that an IEP, including goals, must be based on a student's unique needs. Where goals are inappropriate in light of the student's abilities or are identical to goals from prior IEPs, it may be an indication that the student has not been offered FAPE or is not making progress. Following the Endrew F. decision, districts should even more carefully consider the appropriateness of repeating goals from year to year. In the Question and Answers document, ED wrote that districts must implement policies, procedures, and practices related to: 1) identifying present levels of academic achievement and functional performance; 2) the setting of measurable annual goals, including academic and functional goals; and 3) how a child's progress toward meeting annual goals will be measured and reported, so that the Endrew F. standard is met for each individual child with a disability.

Summary If you have concerns about progress reporting in your school district, you may wish to conduct an internal progress reporting review. Randomly choose a number of students from each school, each case manager, or each grade level and check to see if:

• Progress reporting has been completed for each IEP goal (including postsecondary transition) and contains sufficient detail to inform parents.

• Progress reporting has been sent to parents at the times stated in the IEP and the district maintains documentation of the reporting.

• Progress reporting provides current information about the student’s progress toward their annual IEP goals.

https://www.law.cornell.edu/cfr/text/34/300.324https://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1/

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The need for school districts to set ambitious goals in light of the student’s circumstances and document and demonstrate student progress are key takeaways from this most recent Supreme Court decision. While Endrew F. did leave the Rowley standard2 largely intact, districts are reminded that descriptive progress reporting is an essential component of providing a free appropriate public education and is often used in determining the level and impact of noncompliance [i.e., procedural or substantive (impacts the student’s FAPE)]. Additionally, when students are not making appropriate progress, IEP teams must take steps, including reconvening the IEP team, to ensure that they are providing FAPE.

Professional Development

Fall 2018 Parent Leadership Training Institute (PLTI) at Everett Community College The PLTI is a free, 11-week college course that teaches parents and family members to understand systems and develop civic skills that they can use to collaborate with schools and communities. New! This course now offers five community college credits.

PLTI graduates have taken leadership roles in schools, community organizations, found new jobs, become members of decision-making committees and councils and implemented projects that benefit other families.

The Children's Leadership Training Institute (CLTI) is offered instead of childcare to parents attending the PLTI. Children (ages 3 to 12 years old) receive age-appropriate, literacy-based, leadership classes, and a take-home book every session.

When: The PLTI begins Saturday, September 22nd and ends December 8, 2018. Classes meet on Mondays from 5:30 p.m. to 8:30 p.m. and on Saturdays from 9:00 a.m. to noon.

Where: Classes will be held at Everett Community College's Corporate & Continuing Education Center at 2333 Seaway Blvd, South Everett.

Graduation: Saturday, December 8th at the Washington State Capitol

Free tuition and free Children's Leadership Institute.

Apply for the PLTI.

Questions: Contact Cathy Liu Scott, Partnerships Director at [email protected]

Save the Date! Co-Teach and Universal Design for Learning (UDL) Date: October 18 & 19, 2018 Time: 8:00AM – 3:30PM Place: ESD 105, Maggie Perez Building, Lower Level Presenter: Savanna Flakes Fee: $450 The last day to register is October. 13, 2018. Registration fee includes all materials. Register online.

See the attached flier for more information.

2 Rowley held that an IEP must be reasonably calculated to enable the child to achieve educational benefits.

http://www.everettcc.edu/visitors/maps/ccec/http://www.everettcc.edu/visitors/maps/ccec/http://fall2018parentleadershipinst.eventzilla.net/mailto:[email protected]://www.escweb.net/wa_esd105/catalog/session.aspx?session_id=121523

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Upcoming Webinars – Special Education Technology Center – Repeat The Special Education Technology Center (SETC) will continue offering FREE webinars on a variety of AT topics. There are webinar training opportunities available for all levels of AT knowledge.

See SETC’s webinar web page for more information.

National Technical Assistance Center on Transition (NTACT) Back-to-School Webinar – Repeat Topic: Manage "Secondary Transition 101: What You Need to Know if You Are A First Year Secondary Teacher, VR Counselor, or Want To Assess Your Transition Practices"

This back-to-school webinar will focus on what secondary transition teachers and VR counselors need to know in order to serve youth with disabilities in schools under the Individuals with Disabilities Act (IDEA). Basic information about IDEA, ADA, and how WIOA applies to providing transition services to youth with disabilities in high school.

Session Outcomes: • Increase knowledge of transition requirements in IDEA • Increased awareness of quality transition planning practices and service delivery • Increased knowledge of other national laws as they relate to transition • Increased awareness of student-centered planning, family engagement, and cultural

considerations

Presenter: Dr. Diane Bassett

Diane Bassett is a Professor Emerita at the University of Northern Colorado. She has taught, published, and held grants in the delivery of transition services for over 30 years.

Time: September 20, 2018 at 3:00 PM (EST)

Register here for NTACT's back-to-school webinar!

Effective Strategies to Enhance High-Quality Implementation of Individualized Education Programs (IEPs) OSEP’s third symposium of the 2018 Symposia Series will be held on October 15, 2018 from 1:30 – 3:30 p.m. Eastern. The purpose of this event is to explore:

1) Strategies for identifying evidence-based practices and aligning to student needs; 2) Strategies for active use of IEPs to facilitate implementation; 3) Resources to support efforts to enhance high-quality implementation of IEPs; and 4) System components needed to address the capacity needs of teachers, leaders, and support

personnel.

Registration for this event will be announced in the coming month.

Archived Symposia If you missed the previous live events, we invite you visit the symposia archives to view event recordings, presentations, and Q&A documents.

https://www.specialedtechcenter.org/training/webinars/https://zoom.us/webinar/register/WN_-y1W35EVR7WCcmUi0X2QPQhttps://osepideasthatwork.org/osep-meeting/symposiahttps://osepideasthatwork.org/osep-meeting/Symposia/archives

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Questions? If you have any questions, please visit the OSEP Virtual Symposia Series page or contact the Symposia Planning Team at [email protected].

Gearing Up for MTSS: Progress, Not Perfection – Updated Washington’s Inaugural MTSS Conference!

When: November 5–6, 2018 at the SeaTac Marriott

Keynote: • Dr. Sharon Vaughn, Professor and Executive Director of The Meadows Center for Preventing

Educational Risk, University of Texas at Austin • Dr. Brandi Simonsen, Professor and Co-Director of The Center for Behavioral Education and

Research, University of Connecticut

Contact: Shiloh Kauzlarich ([email protected])

Audience: K–12 Building and District Teams

Register for the MTSS Conference now!

Vision: Increase capacity for Washington schools and districts to develop, implement, and sustain an integrated MTSS framework that supports all Washington students.

Goals: This event will give individuals and teams at any stage of implementation the knowledge, information, and resources needed to develop, enhance, or sustain an integrated MTSS framework that supports each student, family, and educator. For more information visit OSPI’s MTSS website.

Special Education Technology Center Annual Conference 2018–19 – Repeat Universal Design for Learning: Tools and Strategies to Engage All Learners The Special Education Technology Center (SETC) is offering a 2-day conference in both Spokane and Federal Way.

Universal Design for Learning (UDL) is a framework that makes learning personal, offers choices and removes barriers so that all students can achieve in an inclusive environment. How do we, as educators, embrace the strengths, challenges and learning preferences of every student and plan for these differences? The Universal Design for Learning framework can guide administrators, as well as equip teachers, educational assistants, and therapists with tools and strategies that reach and engage all students.

WHO General & Special Education Teachers Administrators Support Staff Specialists Parents

WHEN & WHERE Spokane: November 8th & 9th, 2018 Federal Way: March 5th & 6th, 2019

https://www.osepideasthatwork.org/osep-meeting/symposiamailto:[email protected]:[email protected]://ww2.eventrebels.com/er/Registration/StepRegInfo.jsp?ActivityID=26347&StepNumber=1http://k12.wa.us/MTSS/default.aspx

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COST 2 day --- $150 1 day --- $75

See the attached flyer for more information.

2019 General and Special Education Conference – Seattle – Repeat When: March 5–7, 2019

Where: The Washington State Convention Center-Downtown Seattle

Internationally renowned speakers and researchers will present on a variety of topics including: • Trauma-Informed Approaches • The SCERTS Model: A Comprehensive Educational Approach for Children with ASD • Supporting Preschool Child Development • Social-Emotional Learning • Culturally Responsive Classroom Practice • iPad Boot Camp • Creating Assistive Technology Solutions • Practical Management of Tough Kids • Crisis Management • Growth Mindsets and Student Achievement • Learning Disabilities & Executive Function • Mathematics… And MUCH more

Download the Seattle Conference brochure for more information.

News from Assessment and Student Information

Graduation Alternatives: CIA Cut Score, Off-Grade Level Assessments, and Locally Determined Assessments This item was published in the September 6 and 13, 2018, Washington Assessment Weekly, The Assessment Newsletter for District Coordinators, Issues 2018.22 and 2018.23.

Per federal requirements and guidance, all students enrolled in grades 3–8 and 10 are to take the on-grade state assessment in mathematics and English Language Arts (ELA), and grades 5, 8, and 11 for science. Earning a Level 3 or 4 from the on-grade state assessment indicates that a student has met the expected performance standard of that grade. All results earned by students taking an on-grade state assessment, regardless of the performance level earned, are required to be reported for federal accountability.

For students receiving special education services, the IEP team is required to determine whether a student will take the on-grade general assessment, with or without accommodations, or if the student will take the on-grade alternate assessment.

Aside from federal accountability and reporting requirements, Washington also has a state graduation requirement linked to performance on the high school assessments in mathematics and ELA (Science is a graduation requirement starting with the Class of 2021). Successfully meeting the state-set graduation performance level on the grade 10 assessments fulfills this graduation requirement and results in a Certificate of Academic Achievement (CAA). The state also has approved graduation alternatives that can

https://rehabseminars.org/wp-content/uploads/2018/08/Rehab_SeattleBro2019_r1-small-file.pdf

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be used to fulfill assessment graduation requirements after the student attempts the on-grade assessment.

Students with disabilities who attempt the on-grade assessment in the 10th grade for ELA and mathematics, but do not meet the high school graduation standard, will have access to retakes and CAA or Certificate of Individual Achievement (CIA) graduation assessment alternatives, as determined appropriate by, and documented in, the student’s IEP. IEP teams should first consider retakes and/or the CAA assessment graduation alternatives available for all students before considering CIA options. Assessment graduation alternatives that result in a CAA for the 2018–19 school year include dual credit courses, Locally Administered Assessment associated with a Locally Determined Course (LAA/LDC), ACT/SAT/AP/IB, and GPA Comparison.

If the IEP team determines that retakes or the CAA options are not appropriate, additional assessment graduation alternatives are available for consideration for some students with disabilities. The CIA cut score, Off-Grade Level (OGL) assessments (Smarter Balanced and WA-AIM), and Locally Determined Assessments (LDA) are graduation alternatives for some high school students with disabilities who (1) have attempted, but did not pass, the 10th grade assessments and (2) are attempting to meet Washington’s assessment graduation requirement in order to earn a diploma. As these options are graduation assessment alternatives, the CIA cut score, OGL assessments, and the LDAs are not options available to students enrolled in grades 3–8.

Specifically, a high school student whose IEP indicates that a CIA cut score is appropriate may meet the assessment graduation requirement by earning a level 2 on the on-grade high school assessment. Off-grade level assessments, another graduation alternative, can be accessed for state-level graduation purposes if the student’s IEP indicates that a lower grade level assessment (e.g., elementary or middle school level) is appropriate. When an OGL assessment is administered, the student must earn a Level 3 or Level 4 in order to satisfy the state assessment graduation requirement. The LDA is a series of state-prescribed assessments that can be selected and administered at the local school level. They are available in the content areas of mathematics and ELA. The student’s IEP team must determine the most appropriate test for the student. Meeting standard on the prescribed LDA is scoring at or above the established minimum Grade Equivalency (G.E.) or the established passing score.

The CIA cut–score, OGL assessments, and LDAs are options only for a high school student who has participated in the on-grade 10th grade assessments, did not achieve the graduation standard, and whose IEP specifies that one of the state approved alternatives is an appropriate option for the student to attempt in order to fulfill the state assessment graduation requirements. These options are not available to any student in grades 3-8 and they may not be applied as a graduation alternative prior to a student’s participation in the required on-grade 10th grade assessments.

How does this impact the state report card? The concept of “L2 Basic” is shifting to “CIA Cut Score”, which only applies to graduation requirements and does not apply to state or federal accountability. Therefore, as OSPI works to build an ESSA-compliant report card, the 2017–18 iteration of the state report card will report on ‘proficiency’ specifically being level 3 or level 4. This means that all students with a level 1 or level 2 will be shown as “Not meeting standard,” including those with IEPs documenting assessment graduation alternatives. When the ESSA-compliant report card goes live in December 2018, any assessment data in previous years will recode “L2-Basic (meets standard)” to aggregate into the “Level 2” and “Not Proficient” reporting categories.

http://www.k12.wa.us/assessment/GraduationAlternatives/Options.aspx

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This document is also published on the OSPI Assessment Graduation Alternatives webpage under Guidance on Graduation Alternatives: Certificate of Individual Achievement Cut Score, Off-Grade Level Assessments, and Locally Determined Assessments.

Alternate Assessment Participation Cap – Repeat The Every Student Succeeds Act (ESSA) amended a provision of Title I of the Elementary and Secondary Education Act of 1965 related to students participating in alternate assessments of each State Education Agency’s (SEA) statewide assessment.

ESEA section 1111(b)(2)(D) and 34 CFR 200.6(c) and (d) contain requirements for the participation of students with the most significant cognitive disabilities in the Alternate Assessment based on Alternate Academic Achievement Standards (AA-AAAS). ESEA section 1111(b)(2)(D)(i)(I) limits the total number of students with the most significant cognitive disabilities who are assessed Statewide with an AA-AAAS to 1.0 percent of the total number of students in the State who are assessed in that subject. As described in 34 CFR 200.6(c)(3), a State may not prohibit an LEA from assessing more than 1.0 percent of its assessed students with an AA-AAAS. However, a State must require an LEA that assesses more than 1.0 percent of its assessed students in any subject with an AA-AAAS to submit information to the State justifying the need to exceed the 1.0 percent threshold. States must provide appropriate oversight of each LEA that is required to submit such a justification and must make the justification publicly available, provided that it does not reveal personally identifiable information about an individual student.

The ESSA places a participation cap of 1.0 percent at the state level. It also requires that states over 1% provide oversight of districts who exceeded 1.0 percent participation in the state alternate assessment-WA-AIM). Additionally, districts who assess more than 1.0 percent using the state alternate will need to provide justification for exceeding the 1.0 percent threshold and address disproportionality. These justifications will be publicly posted.

For the school year 2016–2017, the state of Washington was slightly over the 1% participation cap, reporting 1.02 percent for English Language Arts and 1.06 percent for mathematics. If our 2017–2018 assessment results show that we are still over the 1.0 percent cap, districts can expect the following:

• Notification and data if over 1.0 percent. • Guidance on required components of district justifications. • OSPI’s tiered and differentiated technical support or required actions assigned to the district.

2018–19 WA-AIM Training Schedule – Updated Training for the Washington Access to Instruction & Measurement (WA-AIM) has been scheduled for 2018–19 at the ESDs around the state. The morning session will be a general orientation/training to administer the WA-AIM alternate assessment (e.g., what is the WA-AIM, who takes it, all components, examples and non-examples of submissions, etc. The afternoon will be a train-the-trainer session specific for people who will need to do local trainings back in their district. Staff may participate in both sessions. ESDs are managing the registration process for training in their area.

ESD Location Date(s) Puget Sound ESD 121 Renton 9/24/2018

• Register for General Session at PSESD 121 • Register for General Session and Train the

Trainer at PSESD 121

http://www.k12.wa.us/assessment/GraduationAlternatives/http://www.k12.wa.us/assessment/GraduationAlternatives/pubdocs/CIACutScoreOff-GradeLevelandLDAAlternatives.docxhttp://www.k12.wa.us/assessment/GraduationAlternatives/pubdocs/CIACutScoreOff-GradeLevelandLDAAlternatives.docxhttps://www.pdenroller.org/Catalog/Event/74043https://www.pdenroller.org/Catalog/Event/74039https://www.pdenroller.org/Catalog/Event/74039

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ESD Location Date(s) Olympic ESD 114 Bremerton 9/25/2018

• Register for Training at OESD 114

Northwest ESD 189 Anacortes 9/27/2018 • Register for General Session at NWESD 189 on

9/27/18 • Register for General Session and Train the

Trainer at NWESD 189 on 9/27/18

OR

9/28/2018 • Register for General Session at NWESD 189 on

9/28/18 • Register for General Session and Train the

Trainer at NWESD 189 on 9/28/18

North Central ESD 171 Wenatchee 10/8/2018 • Register for Training at NCESD 171

Northeast Washington ESD 101 Spokane 10/9/2018

• Register for General Session at ESD 101 • Register for Train the Trainer at ESD 101

123 Pasco 10/10/2018

• Register for Register for Training at ESD 123 at ESD 123

105 Yakima 10/11/2018 • Register for Training at ESD 105

112 Vancouver 10/26/2018

Capital Region ESD 113 Tumwater 10/2/2018 • Register for training at ESD 113 on 10/2/18

OR

1/10/2019 • Register for training at ESD 113 on 1/10/19

News from Outside OSPI

New Teaching Resource from Office of the Education Ombuds (OEO) The new teaching resource "One Out of Five: Disability History and Pride Project" features videos of middle-school student with disabilities describing in their own voices the challenges they face and their desire to be included. The videos were produced by "Rooted in Rights".

https://www.pdenroller.org/oesd114/Catalog/Event/73179https://www.pdenroller.org/nwesd/Catalog/Event/78454https://www.pdenroller.org/nwesd/Catalog/Event/78454https://www.pdenroller.org/nwesd/Catalog/Event/78452https://www.pdenroller.org/nwesd/Catalog/Event/78452https://www.pdenroller.org/nwesd/Catalog/Event/78455https://www.pdenroller.org/nwesd/Catalog/Event/78455https://www.pdenroller.org/nwesd/Catalog/Event/78453https://www.pdenroller.org/nwesd/Catalog/Event/78453https://www.pdenroller.org/esd171/Catalog/Event/80918https://registration.esd101.net/public/Course/browse?courseid=11630https://registration.esd101.net/public/Course/browse?courseid=11631https://www.pdenroller.org/esd123/Catalog/Event/82759https://www.escweb.net/wa_esd105/catalog/session.aspx?session_id=121310https://www.pdenroller.org/esd113/Catalog/Event/73392https://www.pdenroller.org/esd113/Catalog/Event/81699

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OEO is recruiting Schools and classrooms to share this new resource and bring awareness of Disability History Month this October.

See the attached flier for more information.

Learn more about "One Out of Five" and find teaching resources online.

Contact info: [email protected] or [email protected] Subject: OneOutofFive

Travis Alert Bill The Travis Alert Act enables the disabled to document their conditions through the Enhanced 911 system so dispatchers will instantly know about a person’s disabilities when someone is calling about them.

See this video about Emergency Responder training that is happening as a result of the Travis Alert Bill. At 12:15 in the 17 minute video you can hear how a concerned parent advocated for this law: from sharing her personal story to mobilizing the regional and state community and being a part of its implementation. Parents have a powerful voice!

School-Based Health Care Services (SBHS) Training and Resources Training for Returning School Districts The SBHS Annual Training for Returning School Districts is now available on the SBHS webpage. This training is intended for SBHS coordinators who have participated in the SBHS program for at least a year and who have attended a SBHS training previously:

• SBHS annual training for returning school districts 2018–2019 training video/pdf

Also posted on the SBHS webpage are ProviderOne resources to assist returning SBHS coordinators with managing provider, student, and user information in ProviderOne:

• How to enroll servicing providers • How to end-date providers • Checking Medicaid eligibility • Creating ProviderOne users and adding profiles

Training for New School Districts SBHS coordinators and school districts who are new to the SBHS program should view the SBHS 101 Training prior to viewing the annual 2018–19 training:

• SBHS 101 training (pdf)

Training for Servicing Providers This year the SBHS program is offering online training modules designed for each SBHS provider cohort. To ensure program compliance, it is recommended that SBHS servicing providers view the training relevant to their provider type. Please share the following trainings with your providers:

• Billing for audiology services - training video / training slides (pdf) • Billing for behavioral health services - training video / training slides (pdf) • Billing for nursing services - training video / training slides (pdf) • Billing for occupational therapy services -- training video / training slides (pdf) • Billing for physical therapy services - training video / training slides (pdf)

http://www.oeo.wa.gov/education-issues-topics/one-out-of-five-disability-history-and-pride-project/mailto:[email protected]:[email protected]://links.govdelivery.com/track?type=click&enid=ZWFzPTEmbXNpZD0mYXVpZD0mbWFpbGluZ2lkPTIwMTgwODI0Ljk0MDY2ODAxJm1lc3NhZ2VpZD1NREItUFJELUJVTC0yMDE4MDgyNC45NDA2NjgwMSZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTE3MjIzNTA4JmVtYWlsaWQ9ZWQuaG9sZW5AZGRjLndhLmdvdiZ1c2VyaWQ9ZWQuaG9sZW5AZGRjLndhLmdvdiZ0YXJnZXRpZD0mZmw9JmV4dHJhPU11bHRpdmFyaWF0ZUlkPSYmJg==&&&100&&&https://vimeo.com/253557788https://www.hca.wa.gov/billers-providers-partners/programs-and-services/school-based-health-care-services-sbhshttps://register.gotowebinar.com/register/6762396025831859970https://www.hca.wa.gov/assets/billers-and-providers/SBHSAnnualTraining.pdfhttps://www.hca.wa.gov/assets/billers-and-providers/HowToEnrollServicingProviders.pdfhttps://www.hca.wa.gov/assets/billers-and-providers/HowtoEndDateProviders.pdfhttps://www.hca.wa.gov/assets/billers-and-providers/CheckingMedicaidEligibility_0.pdfhttps://www.hca.wa.gov/assets/billers-and-providers/setup.pdfhttps://www.hca.wa.gov/assets/billers-and-providers/SBHS101.pdfhttps://register.gotowebinar.com/register/2687644416068979970https://www.hca.wa.gov/assets/billers-and-providers/BillingforAudiologyServices_SBHS.pdfhttps://attendee.gotowebinar.com/register/677454585119048451https://www.hca.wa.gov/assets/billers-and-providers/BillingforBehavioralHealthServices_SBHS.pdfhttps://register.gotowebinar.com/register/7631215819566403587https://www.hca.wa.gov/assets/billers-and-providers/BillingforNursingServices_SBHS.pdfhttps://register.gotowebinar.com/register/985923671804751363https://www.hca.wa.gov/assets/billers-and-providers/BillingforOccupationalTherapyServices_SBHS.pdfhttps://attendee.gotowebinar.com/register/6202884244496196609https://www.hca.wa.gov/assets/billers-and-providers/BillingforPhysicalTherapyServices_SBHS.pdf

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• Billing for speech-language therapy services - training video / training slides (pdf) • NCCI edits training tool (for all providers)

Questions? Questions related to any of the SBHS trainings and resources should be directed to the SBHS program manager at [email protected].

Did You Know?

October is… • National Bullying Prevention Month

Get involved in this month long campaign uniting a nation to take action at the local level to prevent bullying in schools, communities and online. National Bullying Prevention Month is a time for everyone to work together and create kindness, inclusion and acceptance in all communities. Here is the link to the OSPI School Safety Center Bullying and Harassment Toolkit that provides background information, best practice materials for program planning, classroom implementation, staff training, and additional resources for HIB prevention and intervention for districts, schools, students, families and others across Washington.

• Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder Awareness Month In 2015, October was declared as LD/Dyslexia/ADHD Awareness Month by the U.S. Department of Education.

Except where otherwise noted, this work by Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.

https://attendee.gotowebinar.com/register/3504131854363827715https://www.hca.wa.gov/assets/billers-and-providers/BillingforSpeechLanguageTherapyServices_SBHS.pdfhttps://www.hca.wa.gov/assets/billers-and-providers/NCCIEditsTrainingTool_SBHS.pdfmailto:[email protected]://www.k12.wa.us/SafetyCenter/BullyingHarassment/default.aspxhttps://www.ed.gov/news/press-releases/us-secretary-education-arne-duncan-issues-statement-learning-disabilities-dyslexia-and-attention-deficit-hyperactivity-disorder-awareness-monthhttp://www.k12.wa.us/http://creativecommons.org/licenses/by/4.0/http://creativecommons.org/licenses/by/4.0/

33 South Second Avenue Yakima, WA 98902 www.esd105.org 509-575-2885

For More Information Contact:

Dana Floyd Director, Special Services

(509) 454-3110 [email protected]

Diane Buchanan Support Specialist 1 (509) 454-5304

[email protected]

Registration:Go to

www.esd105.org

Click on the apple

Clock Hours and Classes Sign In

Be sure to Sign In!

If you do not have anaccount it is quick and free

to set one up!

Session ID#: 121523Date: October 18 & 19, 2018 Time: 8:00AM – 3:30PM Place: ESD 105, Perez Bldg.

Lower Level Presenter: Savanna Flakes Fee: $450.00 Last day to register is Oct. 13, 2018 Registration fee includes

all materials

Save the date!

Co-Teach & Universal Design for Learning (UDL)

Presented by Savanna Flakes

October 18 & 19, 2018 ESD 105, Maggie Perez Building, Lower Level

Day 1: Co-Teaching Inclusion Model Practical strategies for incorporating specially designed instruction into your

co-taught lessons without adding hours of extra planning time. Learn how two teachers can ensure that the specially designed instruction

your special education students need can be integrated into co-taught lessons.

Acquire dozens of instantly usable strategies, innovative resources and techniques to engage and maintain students in active learning.

Day 2: Universal Design for Learning (UDL) Universal Design for Learning is an educational framework based on research

in the learning sciences, including cognitive neuroscience that guides the development of flexible learning environments

Universal Design provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone—not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Three Key Principals of UDL: • Representation • Action & Expression • Engagement

Savanna Flakes is an Education and Team Dynamics Consultant (Inclusion, Special Education, Literacy, SEL, and Organizational Team Behavior). Savanna has led instructional change as a Manager of Professional Learning, a Master Educator, Technology Instructional Specialist, and an Inclusion Specialist, coaching teachers and administrators on effective instructional strategies to provide all students access to the curriculum. Savanna has served as a Professor in the American University School of Education. She presents internationally on topics such as Differentiation, Co-teaching, Universal Design for Learning, and Inclusion. Savanna has been featured as a Keynote speaker for the Office State Superintendent of Education for the District of Columbia and a panelist with Dan Habib for the Down Syndrome Association of Greater Maryland, PossAbilities to Practical Applications. As CEO and lead Education Consultant at Inclusion for a Better Future LLC, she works with various organizations to prepare teachers and leaders to share effective instructional practices to improve academic achievement for ALL students. Savanna has received numerous honors and awards for her work on behalf of students with disabilities and in education such as a National Association of Special Education Teachers Outstanding Special Educator Award, a Sontag Prize in Urban Education Award, U.S. Department of Education-White House Outstanding African American Educator, The College Board Minority Professional Fellowship, and the Alexandria City Jaycee Public Service George Webber Award for Excellence in Education.

mailto:[email protected]:[email protected]://www.esd105.org/https://www.escweb.net/wa_esd105/catalog/session.aspx?session_id=121523http:www.esd105.org

du

Are you ready for Disability History Month? Check out the new teaching resource

"One Out of Five: Disability History and Pride Project" featuring videos of middle-school students with disabilities describing in their own

voices the challenges they face and their desire to be included. Videos produced by "Rooted in Rights."

OEO is recruiting schools andclassrooms to share this new

resource and bringawareness of Disability

History Month this October. You can learn about "One Out of Five" and find teaching resources online at: http://bit.ly/OneOutofFive

Contact: [email protected] Subject: OneOutofFive or [email protected]

In 2008, Washington state legislature passed a law declaring October as Disability History Month. Until now, schools have created their own approaches to honor the month. "One Out of Five: Disability History and Pride Project" was designed by the Washington State Governor’s Office of the Education Ombuds (OEO) in partnership with two local educators, Adina Rosenberg and Sarah Arvey, as a guide for schools to address Disability History Month. OEO has also partnered with Rooted in Rights, the video production team of Disability Rights Washington, to create student voice videos centered around Washington middle schoolers with disabilities.

http://www.oeo.wa.gov/education-issues-topics/one-out-of-five-disability-history-and-pride-project/mailto:[email protected]:[email protected]

September 2018 Special Education UpdateSummary of Topics Included this Month:Secondary Transition Planning SurveyRecruiting Pre-K Inclusion ChampionsCall to Action!Opportunity to ServeExpectations of the Washington State Pre-K Inclusion Collaboration TeamApplication Link for the Washington State PICT

Safety Net Rule MakingDyslexia UpdateModel State Forms RevisionsProgram Review Monitoring Schedule – 2018–19 School YearIDEA Compliance Package (iGrants Form Package 442/642)OSPI News Release: Counseling, Mental Health Top Priority, Public SaysOSPI Special Education Monthly Webinar Schedule – UpdatedSafety Net Legislative Workgroup Update Webinar – RepeatPost-School Survey – Repeat

Tips from the Special Education Division: Reminders to the FieldProgress ReportingEndrew F. BackgroundMeasurable IEP GoalsExamples of Descriptive Progress ReportingWhat if the student is not making progress?Summary

Professional DevelopmentFall 2018 Parent Leadership Training Institute (PLTI) at Everett Community CollegeSave the Date! Co-Teach and Universal Design for Learning (UDL)Upcoming Webinars – Special Education Technology Center – RepeatNational Technical Assistance Center on Transition (NTACT) Back-to-School Webinar – RepeatTopic:Session Outcomes:

Effective Strategies to Enhance High-Quality Implementation of Individualized Education Programs (IEPs)Archived SymposiaQuestions?

Gearing Up for MTSS: Progress, Not Perfection – UpdatedSpecial Education Technology Center Annual Conference 2018–19 – RepeatUniversal Design for Learning: Tools and Strategies to Engage All LearnersWHOWHEN & WHERECOST

2019 General and Special Education Conference – Seattle – Repeat

News from Assessment and Student InformationGraduation Alternatives: CIA Cut Score, Off-Grade Level Assessments, and Locally Determined AssessmentsHow does this impact the state report card?

Alternate Assessment Participation Cap – Repeat2018–19 WA-AIM Training Schedule – Updated

News from Outside OSPINew Teaching Resource from Office of the Education Ombuds (OEO)Travis Alert BillSchool-Based Health Care Services (SBHS) Training and ResourcesTraining for Returning School DistrictsTraining for New School DistrictsTraining for Servicing ProvidersQuestions?

Did You Know?October is… National Bullying Prevention Month

September 2018 Special Education Update · 2019-12-16 · Professional Development • Fall 2018 Parent Leadership Training Institute (PLTI) at Everett Community College • Save

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