Supporting Inclusionary Practices in

CTE during School Facility Closure

Washington Office of Superintendent of

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OSPI Special Education

April 2020

~ Washington Office of Superintendent of

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Washington Office of Superintendent of

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Today’s Discussion:

❑ Overview of the special education guidance

❑ Considerations for secondary students and CTE

❑ Tips for getting started

❑ How to submit questions and feedback

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Support students with disabilities (includ ing increased

collaboration and ownersh ip of school administrators and staff) and coordinated efforts with community organizations to improve results and reduce

disproportionality.

Increased expectations of st udents wi th disab il it ies

(e.g., standa rd s, instruct ion, graduat ion, assessments,

attendance, and IEP-related decisions, and post-school

outcomes).

OSPl's Priorities for Improving Outcomes for Students with Disabilities

Evidence­Based

Practices Instruct ion and inte rventions

wit hin an MTSS framework and inclusionary pract ices

leading to increased access and progress in Washington

grade-level learn ing standards.

P rofessiona I Development

Joint t rain ing for genera l educators, spec ial educators,

paraeducators, ad ministrators, and parents/ fam ilies (e.g., IEP

team members). Resource Allocation

Preparation prog rams for admi nistrators, genera l educato rs, spec ial ed ucators, related service

providers, and paraeducators focused around instruction and

support for students with disabilit ies. Braided funding,

consolidated grant appl ication, reducing costs fo r

administ rative tasks, increasing direct support to students, and data -based decis ion maki ng.

Washington Office of Superintendent of

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Washington Office of Superintendent of

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Washington Office of Superintendent of

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Supporting lnclusionary Practices during School Facility Closure

Accessing the Resource

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https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Supporting-IP-School-Facility-Closure.pdf

Navigating the Resource:

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• Ove1rview of lnclusiona1ry Pr,actices for Cont~nuous Learning

• Special Education 1Continuo1us !learning l~mp1lementation Guide

• Special Education Continuo1us !learning Pl,an temp~,ate

• Appendix A: System Re,adiness Pl,anning

• App1endix B: F,amily PartniE!rships ,& Communication

• Appendix C: Student Eng,agement & Social~E1mot~onal Suppo1rts

• App1endix D1 ♦. lnstructio1nall D1ellivery & . Universa l Design for Learning (UDt)

• App1endix E: Special !Education Services through Continuous Le,arning

• App1endix F: Early llearn~ng

• App1endix G: Gradu,ation & Secondary Tr,ansition

• Appendix H: On~ine (,and Offline) Educational Resources ,and Websites

Washington Office of Superintendent of

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Continuous Learning Overview

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for Engaging Students with Disabilities in Continuing Learning

This implementation guide is to support districts with planning for the provision of special education and related services during school facility closure. Each section of the guide maps to an appendix in the OSP/ Special Education publication Supporting lnclusionary Practices during School Facility Closure, with additional information and strategies to support strategic planning.

Guidance resources for special education related to COVID-19 Federal DOE COVID-19' DaaIe HIPAA and COVID-19 DaaIe, FERPA and COVID-19 1Daae State OSPI COVID- 19 Daae. SPED C·OVID-19 1Daae, SETC Guidelines

Regional/HE Add links here from the regional Educational Service District (ESD) and Higher Education (HE)

Local/District Add links here from local health offices and district resources

School Add links here to building-specific building resources or guidance

Special Education Continuous Learning Implementation Guide

• Downloadable and customizable

• Guiding questions designed to support systems planning

• Considerations for security, confidentiality, and access

• Documenting supports for staff, family, and students

https://www.k12.wa.us/sites/default/files/public/specialed/data/stateforms/16a-Cont-Learning-Implementation-Guide.docx 8

tem Readiness Planning: Questions and Considerations-Appendix A What is the district process for providing technology devices and .Internet connectivity to all students, including specialized devices for students with disabilities? What are the protocols for students and families usi.ng their own existing devices?

What are the district guidelines for safely delivering devices and materials to all students, including any printed learning materials and Infrastructure additional instructional materials?

What accessibility features, third party software, materials, or supports are needed for students with disabilities? What is the process for providing individualized accessibility supports?

Which staff are supporting the provision of services to students with disabilities, and what are their roles? How will staff be informed about services and supports needed by students?

How are staff schedules developed (including educators, service providers, interpreters, paraeducators, etc.), and how can those schedules be

Staffing accessed?

How & how often will staff meet to coordinate continuous learning for students with disabilities?

How will staff document time and effort, travel related to planning and instruction?

Who is providing supervision/support for staff? (Schedule of supervision, documentation of decisions, problem-solving discussions, etc.)

How will staff access needed professional learning and supports for continuous teaming for all students? How will staff access additional

Staff Suppo,rt supports related to accessibiNty features and providing special education and related services through continuous learning instruction?

What guidance has been developed to support the provision of continuous learning instruction and special education and related services to students with disabitities? (See AfJJl_endix A for examples)

Special Education Continuous Learning Implementation Guide

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~ Washington Office of Superintendent of

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Appendix A: System Readiness Planning

❑ Evaluating system readiness, including specific

district examples

❑ Sample templates, checklist, and surveys

❑ Professional development opportunities for

teaching online

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Partnerships & Communication-Appendix B

What practices and protocols are in place to maintain staff, student, and family confidentiality? What training has been provided? Confide:ntiality

How often are staff expected to communicate with students and families? What is the process for documenting and providing families' preferred methods of communication?

How will staff contact families if staff do not have a district-issued phone? ,Comimu1nica1t io:n

What is the staffprocess for accessing interpreter supports for communicating with families during school facility closure, whether onl.ine, by phone, or in person?

What is the role and expectation of family involvement and partnership?

What supports will be prpvided to families on continuous Leaming strategies for students with disabilities?

Partnerships What will be the process for gathering and documenting observational data from families?

For students receivi:ng services from external entities (e.g., non-public agencies, contracted agencies for mental health, occupational therapy, etc.) what is the process for collaborating and documenting services?

Special Education Continuous Learning Implementation Guide

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~ Washington Office of Superintendent of

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Appendix B: Family Partnerships & Communication

❑ Considerations for culturally-responsive

communication

❑ Family resources

❑ Staff supports

❑ Confidentiality considerations

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Engagement and Social-Emotional Supports-Appendix C How will the learning day be structured to support student engagem ent, aligned to OSPI recommended guidelines for age-appropriate time commitments1 and individualized needs?

Student Engagement 'What additional materials and/or resources do families need to support student engagement?

'What strategies and approaches will educators utilize to support the social-em otional health of students (and staff and families) engaged in

Sociial-Em otiona I Su1pports continuous learning?

Instructional Delivery and Universal Design for Learning (UDL)-Appendix D

What UDL strategies will be used to support continuous learning for all students?

Instruction .How will educators m easure and evaluate student access and learning? Determine progress?

What staff professional learning resources are available to support UDL in continuous learning instruction?

,c-0ntinuous IL.earning What are the online (& offline) educational resources that will be utilized to provide continuous learning, and how will they bfe operationalized?

Resources (See Appendix HJ

Special Education Continuous Learning Implementation Guide

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~ Washington Office of Superintendent of

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Appendix C: Student Engagement & Social-Emotional Supports

❑ Identifying student needs

❑ Resources to support student engagement in

continuous learning

❑ Social-emotional learning and supports

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Engagement and Social-Emotional Supports-Appendix C How will the learning day be structured to support student engagem ent, aligned to OSPI recommended guidelines for age-appropriate time commitments1 and individualized needs?

Student Engagement 'What additional materials and/or resources do families need to support student engagement?

'What strategies and approaches will educators utilize to support the social-em otional health of students (and staff and families) engaged in

Sociial-Em otiona I Su1pports continuous learning?

Instructional Delivery and Universal Design for Learning (UDL)-Appendix D

What UDL strategies will be used to support continuous learning for all students?

Instruction .How will educators m easure and evaluate student access and learning? Determine progress?

What staff professional learning resources are available to support UDL in continuous learning instruction?

,c-0ntinuous IL.earning What are the online (& offline) educational resources that will be utilized to provide continuous learning, and how will they bfe operationalized?

Resources (See Appendix HJ

Special Education Continuous Learning Implementation Guide

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Washington Office of Superintendent of

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The single most consistently significant predictor of academic achievement for students with disabilities—despite the district, grade level, and content area—is the performance of general education students. (Malmgren et al., 2005)

~ Washington Office of Superintendent of

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Appendix D: Instructional Delivery &

Universal Design for Learning (UDL)

❑ High-leverage practices and universal design for

learning within continuous learning

❑ Lesson planning resources

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Education through Continuous Learning Instruction-Appendix E

What is the process for determining and documenting which special educatioh services will be provided during school facility closure? (See Special Education Continuous Learning Plan form) How will staff access that documentation?

·Contiinuous Leaming Pllans Who will participate in collaborative teams to support the delivery of special education and related services, and how/when wiU these

collaborations take place?

What is the expectation for progress monitoring and reporting progress?

Monitoring Progress How are teams planning for needed supports, once school resumes (e.g., compensatory education, extended school year (ESY), etc.)?

What is the process for documenting resources/supports that are present in the student's home?

Family/Student How will instruction be delivered for students/families who do not have access to technology?

Resources

What is the process for including famaies as partners in continuous learning instruction?

What are the individualized considerations for students who are deaf and/or blind, students who have significant cognitive disabilities, and students with emotional/behavioral disabilities?

Low-lncide:na! & Emotionall-Behavioral Disabilities What staff supports are available for instructing these students during school facility closure?

Special Education Continuous Learning Implementation Guide

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Washington Office of Superintendent of

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High-Quality Instruction is Key • Universal Design for Learning (UDL)

• Systematic and explicit instruction

• Evidence-based practices (EBP)

• Adapted curriculum and instruction

• Academic and social scaffolding

• Positive and corrective feedback

• Collaborative student learning

• Peer mentoring and support

• Flexible grouping

• Cognitive and metacognitive strategies

• Instructional and assistive technology Image copyright Presenter Media. Used here under purchased license

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The Universal Design for Learning Guidelines

Affective Networks

The 'WHY" of Learning

Recognition Networks

The 'WHAr' of Learning

CAST I Until learning has no limits

Strategic Networks The "HOW' of Learning

http://udlguidelines.cast.org/

• Offer individual choice

• Scaffold supports – and level of challenge!

• Build in self-reflection

practice

• Model coping

skills/strategies

• Customize display of

information

• Provide alternatives to

auditory/visual inputs

• Support decoding (of

symbols, too!)

• Activate background

knowledge

• Vary methods of

response

• Optimize access to

assistive technologies

• Design graduated

levels of support

• Practice guided goal

setting

Graduation & Transition

What is the service model for children ages 3-5? How will services be delivered?

What approaches will be used to facilitate family support and involvement in early learning?

How will the immediat needs of graduating seniors with IEPs be addressed? By which staff?

How will staff collaborate in the development and implementation of High School and Beyond Plans (HSBPs) and IEP Transition Plans?

What is the service model for students receiving continued 18-21 services?

Special Education Continuous Learning Implementation Guide

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~ Washington Office of Superintendent of

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Predictors of Post-School Success

• Career Awareness

• Community Experiences

• Graduation Requirements

• Inclusion in General Ed

• Interagency Collaboration

• Paid Employment; Work Study

• Parental Involvement

• Social Skills

• Student Support

• Transition Program (Services)

• Vocational Education (CTE)

• Independent Living Skills

• Self-Determination

• Self-Advocacy

Source: National Technical Assistance Center on Transition. (2015). Predictors Correlated with Post-school Outcome Areas.

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~ Washington Office of Superintendent of

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Appendix G: Graduation & Secondary Transition

❑ Considerations for graduating seniors

Appendix G of Continuous Learning 2020: A Planning Guide for

Graduating Seniors

❑ Examples of transition services through continuous

learning

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• Have students assess their work readiness (sample tool here). After students assess their skills. this can become information on ich they base some activities for their transition services.

• Assign a task for students to compare their readiness with the tasks/responsibilities of their chosen post-school employment outcom~ The students create a list of things they could do, such as conduct an informational inteNiew with someone in the field with focused questions.

• The educator could arrange for a guest speaker, informational interviews of employers/employees, mock interviewis, phone interviews, or virtual tours of businesses, all focusing on the skills and preparation for employment

• Invite adult agency personnel to an online cla~ Some agencies to consider: WorkSource, Division of Vocationa I Rehabilitation, Disability Services from local colleges, Developmenta I Disability Administration representatives, mental health services in your area, housing agencies, etc, Have the students brainstorm times/incidences. etc. where they may need assistance. Help students generate a list of questions they can ask to learn more about the suppon an agency provid~ Provide the students with a template to fill out and submit to the instructor via email or Google docs,

Appendix G (page 28)

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Guidelines for Aligning High School & Beyond Plans and IEP Transition Plans

Supporting a seamless transition from school to postsecondary activities:

➢ Transition planning and supports;

➢ Education and employment options for students with disabilities after leaving

secondary school;

➢ Supporting decisions made by students with disabilities;

➢ Examples of High School and Beyond and Transition planning

➢ https://www.k12.wa.us/student-success/special-education/program-

improvement/technical-assistance/secondary-transition

Washington Office of Superintendent of

PUBLIC INSTRUCTION 25

Transition Planning Checklists: 9-10th Grades All Students

❏ Update student’s four-year course-taking plan,

fulfilling state/local graduation requirements,

considering dual credit options, aligning

career/educational goals.

❏ Match career interests and skills with Career

and Technical Education (CTE) course work

and community work experiences.

❏ Student explores different types of careers

that match their needs, interests, preferences,

skills, and strengths.

❏ Student participates in work-based learning

opportunity (e.g., job shadow, internship) to

develop self-advocacy and employability skills.

Students with Disabilities

❏ All items listed under “All Students”.

❏ Determine graduation date.

❏ Student applies for a Washington State

driver’s license or other form of identification

(e.g., State ID Card) (age 15-16).

❏ Support student with self-advocacy skills.

Include self-advocacy and self-determination

goals in the IEP, as appropriate.

❏ Explore legal status regarding decision-

making prior to age of majority (wills,

guardianship, special needs trusts, etc.).

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APP'ENDIX H: ONLIINE (& OFFLINE) EDUCATIONAL, RESOURCES In response to school facil ity closure due to COVID-19, OSPI has curated a selection of links to externa l organizations to support students with disabilities through continuous learning. These Online (and Office) Resources to Support Continuous Learning for Students with Disabilities include courses, lessons, videos, educational games, physical and outdoor activity suggestions, as well as a section for supporting students with d isabil ities. We have noted resources that include offline activity options, such as downloadable worksheets, lesson plans, and activities. The resources can be fi ltered by content area, grade span, and whether they include supports/activities for educators, families, and/or students.

Content Arc;l EJ S,ource ID PK-2,a 3-s11.,a

Middle

School a High Scholl Tc;ichcll P;ircnD Studena

Online Offline

activitiesa activitieal

Early Learning A~, MQ YH: X }( X X X

Supportin g Students ith Disabilities IA.PBS X X X X X X X

Supp orting Students w ith Disabilities IAutism Core Skills - School Edition X X X X X X X X

Supportin g Students with Disab ilities Career One Stag X X X X

Supporting Students with Disabilities CAST ,solvett Pu,zzles X X l(

Supporting Students w ith Disabilities CAST Universal Design for l earn ing (UDLJ Book

X }( X X X Builder

Supportin g Students w ith Disab ilities CA~T !,.!nivi:r:ial De:iign fgr beaming C!.!DLJ t;:d ition:i X X X X X

Supp orting Students w ith Disabilities CAST Universal Design for Leam ing (UDLl

X X X X X X Exchanoe

Supp orting Students w ith Disabilities CAST Universal Design for Leam ing (UDLl Studio X X X X X X X

Supportin g Students with Disabilities Choiceworks Calendar X X X X X l( X

Early Leamfng !::!ml ~!'.H2~111dg111 X X l( X

https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/IPP-Distance-Learning-Resources-SWDs.xlsx 27

URPOSE: This optional template is to support individualized student planning for the delivery of special education and related services through continuous learning instruction during school facility closure ... The Continuous Learning Plan ~ to replace a student's IEP, but rather to document individual decisions for special education services during school facility closure. See the OSPI Special Education publication Supporting lnclusionary Practices during School Facili(v Closure for additional information and strate ies to su art student lannin .

Student Name: Student SSI D: --------------- ----------------

pa rent/Guardian: Phone/em a · 1: --------------- ----------------

District Schoo I: --------------- ----------------

Date of Birth: Case Manager: --------------- ----------------

Ev a I u at ion Date: 1 E P Date: --------------- ----------------

Meeting Date: --------------- Meeting Method: □ emai l □ phone □ video □ other

1 n t er pre t er ~ □ Yes □ No Language/ mod a I ity: -------- Interpreter ~ □ Yes □ No

Date(s) of School Facili Closure Date(s) school was closed for all students (i..e.., no educational services were rovided to an student)

From: To:: # of School Da s:

Date(s) educational services were rovided to students, but this student did not receive services:

From: To: # of School Da s:

Date(s) services wil l be rovided to this student throu h continuous learnin instruction:

From: To: # of School Da s:

Special Education Continuous Learning Plan

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levels and priorit"es: Describe ~he student's strengths., pr,esent lev,el.s1 and ant[cipated needs. for aocessing continuol.ls leamin.Q instruct ion. (Anoendices B and g

Parent inpUrt: on continuous llearninq priorities for the student during ·the school] facilitv closure:

Continuous lea ning goals: Describe the lea m ing ,goals forr ~ e duration of the sc.hoo l facility closure, inc.ludin.g

when and how proqress. toward those qoals. wi ll be measured. (Annendices D .E, :!.J and .G) Area ,of' f,ocus: Goall: When & How Measured?

Accommodations/modificat·ons ·for continuous learning: Describe the sllpports needed by the student in the continuous leamin.g set11:in.g1 and how and when they w ill be provided. (Annendix f l Mcom1modatiion/ m.odlif ication needed: How and hen1 wm it: be provided?·

Supports for providers and famil~ during continuous learning insb'uction: Identify ~he supports needed forr ~he staff workiing w ith the student and those needed for the fam ily. iAooeridix Bl Su1pports. needed ·for staff: Su,pports needed for family::

Special Education Continuous Learning Plan

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~ Washington Office of Superintendent of

PUBLIC INSTRUCTION

Tips for Getting Started

❑ Breathe. This is a new experience for most of us!

❑ Complete the implementation guide.

▪ Start with what your schools, educators, and students do best!

▪ Communicate – be both predictable and flexible.

▪ Access, access, access! (to both content and technology)

❑ Adapt the Continuous Learning Plan to meet local needs.

~ Washington Office of Superintendent of

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Survey – Submitting Feedback

• Identify your role.

• What do you find helpful?

• What do you suggest changing or adding?

• Any other feedback or questions.

Survey link: https://www.surveygizmo.com/s3/5516878/Sustaining-

Inclusionary-Practices-through-Distance-Learning-Spring-2020-Feedback

lnclusionary Practices

Professional Development Project

Washington Office of Superintendent of

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Inclusionary Practices Implementation

In 2019, the legislature passed ESHB 1109:

➢ $25M for inclusionary professional development

($10M for 2019-20; $15M for 2020-21)

➢ To implement & support inclusionary practices, with

emphasis on coaching and mentoring for educators

➢ Supports for data-informed decision making

Project Implementation webpage

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1 Center for Strengthening the Teaching Profession (CSTP) lnclusionary Practices Project Lead

3 lnclusionary Demonstration Sites UW Haring Center Inclusion of Students with SignificantInclusion Facilitation

Cognitive Disabilities (TIES Center)

5 University of Kansas Research & Supports for Online/Virtual Specially Designed Instruction

Recruiting for Pilot Sites for 2020-21

• Funding for professional development in support of inclusionary practices. Funds can be used for training and coaching, release time, materials, and equipment.

• Competitive grant application include: • District action plan with proposed pilot schools, • iGrants form package application; and • Once selected, a district least restrictive environment (LRE) self-

assessment.

• This opportunity is open to all districts in Washington.

• Contact Nasue Nishida at inclusion@cstp-wa.org for additional information.

~ Washington Office of Superintendent of

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Inclusionary Practices in Transition:

Collaboration between CTE & Special Ed • Introductory Webinar: May 15, 2020 from 1-4 p.m.

• Registration link

• This statewide online kick-off is the first in a series of seminars and workshops designed to assist school districts in creating action plans for change. This introductory workshop will focus on the foundations of inclusionary practices, state and district data analysis, and action planning.

~ Washington Office of Superintendent of

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36 Washington Office of Superintendent of

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Q&A

Connect

with us!

OSPI Special Education

https://www.k12.wa.us/student-success/special-education

speced@k12.wa.us

360.725.6075

Bulletin 031-20: https://www.k12.wa.us/sites/default/files/public/bulletinsmem os/bulletins2020/6_Guidance%20for%20Long-term%20School%20Closures%20as%20of%20April%208.pdf

Special Education COVID-19 Webpage: https://www.k12.wa.us/about-ospi/press-releases/novel-coronavirus-covid-19-guidance-resources/special-education-guidance-covid-19

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Copyright Information~ I

© ~t

~ Washington Office of Superintendent of

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Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is

licensed under a Creative Commons Attribution License.

This presentation may contain or reference links to websites operated by third parties. These links are

provided for your convenience only and do not constitute or imply any affiliation, endorsement,

sponsorship, approval, verification, or monitoring by OSPI of any product, service or content offered on

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third party websites or for your use or inability to use such websites. Please confirm the license status of

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