1 Our Services OSPI Special Education funds six state-needs - - PowerPoint PPT Presentation

1

2

Our Services

OSPI Special Education funds six state-needs projects with IDEA state- level discretionary dollars. These projects collectively provide: ▪ Professional development at little to no cost to districts, schools, parents and families (clock hours/credit hours available). ▪ Technical assistance with IEP development, compliance, evaluation, planning, learning interventions, assistive technology, and assessment for students with disabilities. ▪ Consultation and training for parents, families, and educators.

Image: Blue raised hands on Pixabay| CC0 1.0 Creative Commons

3

The Six Projects

▪ Center for Change in Transition Services (CCTS) ▪ eLearning for Educators ▪ Special Education Support Center (SESC) ▪ Enhancing Capacity for Special Education Leadership (ECSEL) ▪ Special Education Technology Center (SETC) ▪ Washington Sensory Disabilities Services (WSDS)

Image: Blue raised hands on Pixabay| CC0 1.0 Creative Commons

4

OSPI Priorities

5

Washington Sensory Disabilities Services (WSDS)

Supports individuals aged birth to 21 who are deaf or hard of hearing, blind or visually impaired, or deaf-blind, by providing training, technical assistance and other resources to service providers and families.

6

Who We Are

• Center for Deafness and Hard
• f Hearing Youth (CDHY)
• Washington State School for

the Deaf (WSD)

• Washington State School for

the Blind (WSSB)

• Ogden Resource Center (ORC)
• Washington State Services for

Children with Deaf-Blindness (Deaf-Blind Project)

7

Services

▪ Training for service providers, administrators, and family members

• n issues related to students who are deaf/hard of hearing,

blind/visually impaired or deaf-blind. ▪ Consultation and technical assistance (including support at a distance). ▪ Program review and evaluation. ▪ Web-based resources and “anytime, anywhere” training. ▪ Parent networking. Visit our website: www.wsdsonline.org

8

Deaf or Hard of Hearing

For children or youth who are deaf or hard of hearing, WSDS collaborates with the Center for Deaf and Hard of Hearing Youth (CDHY) and school districts to provide services to deaf and hard of hearing students from birth to age 21 via the Statewide Outreach Team. For services or information, contact: Carol Carrothers | 509.963.1131| carol.carrothers@cdhy.wa.gov Kris Ching| 360.418.4292 | kris.ching@cdhy.wa.gov Visit our website: cdhy.wa.gov

9

CDHY Responsibilities

▪ Provide services statewide to deaf/hard of hearing children, their families and their school teams in the full range of communication modalities. ▪ Provide statewide leadership through collaborating with appropriate public and private partners. ▪ Provide training and professional development opportunities for professionals serving children who are deaf or hard of hearing.

10

Blind or Visually Impaired

WSDS collaborates with Washington State School for the Blind (WSSB) and school districts to provide services to blind and visually impaired students from birth to age 21. For services or information, contact: Pam Parker | 360.947.3304 | Pam.Parker@wssb.wa.gov DeEtte Snyder| 360.696.6321 | DeEtte.Snyder@wssb.wa.gov

11

Combined Vision and Hearing Loss

WSDS includes the Deaf-Blind Project that supports the developmental and educational needs of birth-to-21 year olds who have a combined vision and hearing loss (deaf-blindness). Services include web-based resources, training and technical assistance/consultation. For services or information, contact: Katie Humes| 1.800.572.7000| katie.humes@wssb.wa.gov

12

13

14

DTL

15

Center for Change in Transition Services (CCTS)

• Empowering educators to improve transition services for youth

with disabilities through partnerships, research, and training

• Provides reports and analysis of post-school outcomes for all

former high school students in Washington who had an IEP

• Located at Seattle University

16

Critical Interrelationship

• f Indicators

Four IDEA performance indicators relate to secondary transition. These indicators also correlate with one another.

• Quality IEPs (Indicator B13)
• Staying in school (Indicator B2)
• Graduating (Indicator B1)
• Positive post-school outcomes (Indicator B14)

○ Post-School Survey

(Kohler, Gothberg, & Hill, "NSTTAC Evaluation Toolkit", 2009)

Annual Post-School Survey Logistics

• Survey is open from June 1-November 1
• Phone surveys are conducted by school/school district

representatives

• Surveys are completed by former special education students

(“leavers”) one year after exiting high school

○ 2018: survey year ○ 2016-17: leaver year

• Survey data are reviewed, analyzed, and reported by CCTS

17

18

Post-School Outcomes Statewide data tables, 2016-17

Total number of leavers Total respondents Survey response rate 8,250 6475 78.5% Sample Size Higher Education Competitive Employment Other Education Other Employment No Engagement 6475 21.3% 34.8% 3.0% 13.1% 27.8%

(CCTS 2019, Indicator 14 Post-School Outcome Mini-Report, Washington state, 2016-17)

19

Post-School Outcomes for Students with IEPs

Washington State, 2016-17

(CCTS 2019, Indicator 14 Post-School Outcome Mini-Report, Washington state, 2016-17)

20

Transition Services Sequence

• 1. Conduct Age-Appropriate Assessments
• 2. Write Measurable Postsecondary Goals
• 3. Identify Transition Services
• 4. Write the Course of Study
• 5. Write the Annual IEP Goals
• 6. Coordinate Services with Adult Agencies

21

CCTS Transition Services Flowchart

(Johnson, 2012)

22

Professional Development

• Asynchronous Online Training Materials

○ Writing Effective Transition Plans ○ Student-Led IEPs ○ Developing Job Shadow Experiences (available in April 2020)

• Webinars

○ February 19, 2020; 3-4 p.m. | Student-Led IEPs ○ May 20, 2020; 3-4 p.m. | Developing Job-Shadow Experiences

• For more information, visit the Professional Development and

Training page on the CCTS website

23

T-Folio

• Free online transition portfolio tool
• Student-centered curriculum, guided by facilitator
• Interactive exercises result in products for student portfolio
• Aligns with IEP planning, CCTS Flowchart, High School and Beyond

Plan, and DVR Pre-Employment Transition Services

• Addresses self-determination skills
• Visit the T-Folio website at www.cctsTFolio.com

24

Informational Materials

View, download, and/or request free informational materials from the CCTS website.

• CCTS Transition Services

Flowchart

• Post-School Survey Postcard

(English and Spanish)

• Student and Family Transition

Resources trifold brochure

CCTS Transition Network on Basecamp

• Join the CCTS Transition Network on Basecamp
• Statewide communication platform

25

26

References

• Center for Change in Transition Services, Seattle University (January,

2019). Indicator 14 Post-School Outcome Mini-Report, Washington state, 2016-2017.

• Johnson, C. E. (2012). Transition Services Flowchart. Center for Change

in Transition Services, Seattle University. Seattle, WA

• Kohler, P. D., Gothberg, J., & Hill, J. (2009, November 12). NSTTAC

Evaluation Toolkit [PDF]. Kalamazoo: Western Michigan University. http://comm.eval.org/HigherLogic/System/DownloadDocumentFile.ash x?DocumentFileKey=8d43c53a-e804-4647-856c- f783fceccff2&forceDialog=0

27

Contact CCTS

• General Information

○ Email: ccts@seattleu.edu ○ Phone: 206-296-6494 ○ Website: www.seattleu.edu/ccts

• Additional Support

○ Kris Hirschmann, Director of Transition Services ○ Email: hirschmk@seattleu.edu ○ Phone: 206-296-2245

28

eLearning for Educators

Provides statewide access to affordable online courses and mini-training modules designed to support K-12 educators in serving students with disabilities. ▪ Access course offerings anytime, anywhere; ▪ Focus on relevant topics in special education; and ▪ Enhance professional development and earn clock hours.

29

Our Services

Online courses and mini-training modules that can be accessed throughout the state: ▪ Available to all educators through The Evergreen State College. ▪ Available continuously—register and start at any time. ▪ Access course offerings anytime, anywhere. ▪ Self-paced, online user-friendly format. ▪ Reasonable cost. Mini-training modules are free (no clock hours). ▪ Clock hours are accepted by OSPI for certificate maintenance.

30

Content

▪ Trainings developed by OSPI or other state-needs projects. ▪ IRIS Center modules and resources. ▪ Other already vetted, evidence-based modules.

31

Delivery Format

▪ Fully online via Canvas. ▪ Participants work through content in a variety of formats. ▪ Written information ▪ Video clips and demonstrations ▪ Audio interviews ▪ Interactive activities ▪ Other formats are recorded webinars or online modules with narration.

32

Partnership with WEA: Inclusionary Practices

▪ New two-year partnership with WEA and OSPI through an inclusionary practices grant. ▪ Goal is to increase inclusive practices for students with disabilities. ▪ WEA grant covers the cost of nine eLearning courses about inclusionary practices at no cost to participants. ▪ Opportunity is available to all educators.

• Funding is limited and available on a first-come, first-

served basis.

• Participants may register for one course at a time.
• Successful completion is required before registering for

another course.

33

Current Offerings

Accommodations and Assistive Technology ▪ Accommodations for Students with Disabilities (WEA grant) ▪ Quality Indicators for Assistive Technology (WEA grant) ▪ Universal Design for Learning (WEA grant) Assessment and Instruction ▪ Autism Spectrum Disorder: An Overview for Educators and Evidence- Based Practices (WEA grant) ▪ Classroom Assessment: Progress Monitoring (WEA grant)

34

Current Offerings

Assessment and Instruction--continued ▪ Differentiated Instruction (WEA grant) ▪ Evidence-Based Practices (WEA grant) ▪ Students with Deaf-Blindness: Foundations Behavior and Classroom Management ▪ Classroom Management and Addressing Challenging Behaviors (WEA grant) ▪ Functional Behavioral Assessment (WEA grant)

35

Current Offerings

Early Childhood ▪ Early Childhood Environments and Behavior Management Secondary Transition ▪ Introduction to Transition Services ▪ Secondary Transition: Agency Connections ▪ Secondary Transition: All Roads Lead to Employment

36

Current Offerings

Secondary Transition--continued ▪ Secondary Transition: Postsecondary Education and Training ▪ Secondary Transition: Working More Effectively with Diverse Youth and Families Special Education Processes ▪ Identification of Students with Disabilities ▪ Special Education Consistency Index

37

Mini-Trainings

Mini-Training Module: Prior Written Notice in the Special Education Process ▪ First in a developing menu of online mini-trainings designed to address common training needs arising from the Special Education Citizen Complaint (SECC) process. ▪ Developed in collaboration with and vetted by OSPI. ▪ Designed for group or individual access, at no cost. No clock hours. ▪ Provide an option for districts looking for vetted training in response to a SECC decision. ▪ Coming Soon: Progress Reporting in the Special Education Process.

38

Coming Soon

▪ Family-Professional Partnerships in Early Childhood ▪ High-Leverage Practices ▪ Secondary Transition: Writing Effective Transition Plans ▪ Secondary Transition: Student-Led Individualized Education Programs

39

For more info, contact eLearning for Educators:

Carole Brewer Project Director 360.867.6309 | elearningforeducators@evergreen.edu Donnita Hawkins Project Manager 360.867.6070 | elearningforeducators@evergreen.edu For current course offerings and to register online: www.evergreen.edu/elearningforeducators

40

Enhancing Capacity for Special Education Leadership (ECSEL)

ECSEL’s Vision: To enhance the capacity of local special education administrators to support the academic and social learning of students who have exceptional learning needs, while also helping thee educational system reduce all academic and social failure. ECSEL’s Goals:

▪

To significantly reduce Washington State’s shortage of well-prepared new local administrators of special education (LSEAs).

▪

To graduate new LSEAs who are able to make rapid, significant, and sustained improvements in district special education outcomes.

Introducing ECSEL

▪

Two-year program to prepare new Local Special Education Administrators (LSEAs)

▪

Supported by OSPI as a Special Education State Needs Grant

▪

Administered by the Goodlad Institute at the University

• f Washington Bothell

▪

Designed for state-wide access and participation

▪

State-wide faculty combines practical and academic expertise

ECSEL Faculty

Greg Abell Bill Rasplica Melissa Robertson Tricia Zurybida Susan Mather Tom Bellamy

A Four-Part Theory of Action

▪

Backwards Design—A curriculum designed around position responsibilities

▪

You can’t lead what you don’t know—School-level expertise in leading instruction and student services

▪

Deliberate Practice—Leadership development occurs mostly on the job as you take on challenging responsibilities

▪

Beyond classes—Leadership development is mostly self- development

• 1. Backwards Design—A curriculum

designed around position responsibilities

An Evolving Role…

▪

Achieving meaningful outcomes for students with disabilities

▪

Ensuring compliance with federal and state requirements

▪

Handling many of the district’s most challenging family concerns

▪

Reducing disproportionate opportunities and results

A Unique Leadership Challenge: Leading from the Middle

▪

District-wide responsibility for special education

▪

Cultivate District capacity to serve every student receiving special education

▪

Information for the district about current best practices

▪

But the work of providing services is typically supervised by others— and you don’t even supervise their supervisors!

▪

Successful leadership is indirect. It depends on:

• Expertise
• Relationships
• Effective tools and systems
• 1. Backwards Design—A curriculum

designed around position responsibilities

What we mean…

▪

Expertise in the direct services for student with disabilities is critical

▪

LSEAs need expertise to support principal leadership for special education

▪

LSEAs need knowledge across the full range of special education programs

What we do…

▪

Recruitment and admissions focused on experience as a special education teacher leader

▪

Part 1 focuses on leading special education at the school level

• 2. You can’t lead what you don’t know—

School-level expertise in leading instruction and student services

3.Deliberate Practice—Leadership development occurs mostly on the job through challenging responsibilities

What we mean…

▪

Challenging responsibilities, rather than courses, are the heart of leadership development

▪

Job-based experiences support leadership development when they are:

• Individually challenging and cumulative
• Approached with a learning orientation
• Accompanied with feedback
• Supported with regular structured reflection

• 3. Deliberate Practice—Leadership

development occurs mostly on the job through challenging responsibilities

Internships

▪

Year 1 internship

• 400 hours focused on school-level leadership for special

education

• Building principal serves as mentor

▪

Year 2 internship

• 400 hours focused on district-level leadership for special

education

• Local special education director serves as mentor

▪

Support for learning from the internship

• Individual leadership development plan
• Monthly reflections with feedback from university supervisor
• “Learning from practice” seminars during Saturday sessions

• 3. Deliberate Practice—Leadership

development occurs mostly on the job through challenging responsibilities

ECSEL’s Performance Tasks

▪

3-6 major performance tasks each year

▪

Most are linked to internship assignment or applied problem

▪

Faculty review and feedback on performance task reports

▪

Cumulative faculty ratings of performance tasks provide evidence of candidate progress toward completion and certification

Assessment of Learning and Feedback

Performance Task products are reviewed by faculty, who rate the extent to which products show evidence of candidate Knowledge related to each core topic

Conceptual Knowledge Strategic Knowledge Personal Knowledge

• 4. Leadership development is mostly

self-development

So… ECSEL is organized, not as a typical academic program, but as a system of supports for self- development through challenging experiences.

• 4. Leadership development is mostly

self-development

Saturday Sessions

▪

A full-day session, one Saturday each month, September through June

▪

Discussion of two core topics

• Help consolidate learning from your readings through

discussion with colleagues

• Practice using concepts and vocabulary related to the

core topic to understand and respond to practical situations

• Plan for continued learning about the topic

▪

“Learning from Practice” seminar

• Discuss how current internship challenges are informed

by ECSEL concepts

• Build facility with case-based thinking
• Prior reading and reading log posts are essential

Professional Learning Group (PLG)

▪

3-4 Colleagues who commit to mutual learning support during the program

▪

Joint posting of concepts and questions prior to discussion of each core topic

▪

Considerations for forming PLGs:

• Engage with candidates from other districts
• Include candidates with varied skills and experiences
• Provide helpful support for each participant
• Frequent meetings are logistically feasible, either face-to-face
• r online

ECSEL Graduates: Percent by Position and Years After Completion

55

For more info, contact ECSEL:

Bill Rasplica Project Director rasplw@uw.edu Michele Graaf ECSEL Adviser 425.352.5274 | edleader@uw.edu www.uwb.edu/education/ecsel

56

Special Education Support Center (SESC)

▪ Works collaboratively with organizations to ensure that educators and families have a clear understanding of state and federal rules and best practices related to students with disabilities. ▪ Provides training, support, consultation, and technical assistance on request to educators, parents, and representatives from community agencies through the OSPI State Needs Project Grant.

57

Current Topics

▪ Special Education and the Law (6 hour) ▪ Section 504 (6 hour) ▪ IEPs, transition and non-transition (6 hours each) ▪ Effective Instruction (6 hour) ▪ Autism 101: Understanding: Diagnosis, Characteristics, & Classroom Strategies (6 hours) ▪ Behavior Interventions (6 hour) ▪ Special Ed for the Gen Ed Teacher (6 hour) ▪ Computer Science for Special Populations (6 hours) ▪ The Provision of Health Services in Public Schools (3 hours) ▪ Washington State Standards and Special Education (6 hour) ▪ De-Escalation Strategies for Educators (2- 3 hours) ▪ Pre-crisis De-escalation (6 hour) ▪ Classroom Teaming for student success (6 hour) ▪ Special Education Data Collection Strategies (6 hour) ▪ Accommodations and Modifications: Strategies for the Classroom Teacher (2-3 hours) ▪ Autism 201- Evidence-Based Practices for Learners on the Autism Spectrum (6 hours)

58

Training, Support, Consultation, and Technical Assistance

Special Education training/technical assistance provided: ▪ When requested by districts, schools, agencies, and/or

• rganizations.

▪ Through the summer week-long Special Education Boot Camps. ▪ www.specialeducationsupportcenter.org

59

Training Cadre

Courses provided by: ▪ Current special education practitioners—school psychologists, speech and language pathologists, teachers (both special educators and general educators), school administrators (assistant special education directors, principals), retired educators, and parents. ▪ Trainings provided throughout Washington State.

60

Special Education Summer Learning Institutes

▪ Summer trainings formerly known as Special Education Boot Camps have become Summer Learning Institutes located throughout the state. ▪ Summer Learning Institutes include a variety of pathways (NBCT, STEM, CRS, Special Education, etc) ▪ Registrants receive four days of intense training on special education issues. ▪ Summer Institute attendees receive up to 24 clock-hour credits.

61

Inclusionary Practices Project (IPP)

▪ WEA partnership with OSPI ▪ Goal is to increase inclusive practices for students with disabilities ▪ Includes SESC course offerings ▪ Partnership with eLearning ▪ STEM Training ▪ 8 New Courses (see next slide) ▪ Coaching and Mentoring - Year 2

62

Inclusionary Practices Project (IPP)

• Successful Inclusion of

Students with Significant Disabilities

• Assessment Data Collection &

Analysis to Improve Outcomes for All Students in an Inclusive Classroom

• Specially Designed Instruction

in an Inclusive, Collaborative Classroom Community

• Universal Design for Learning
• Foundations for Equitable

Inclusive Education

• Effective Co-teaching

Strategies for Inclusion

• Empowering Educators

through the use of Explicit Instruction in the Inclusive Classroom

• High Leverage Practices for

Inclusive Classrooms

63

To inquire or schedule training, contact SESC:

Annie Lamberto Project Director Special Education Support Center 253.765.7066 | alamberto@washingtonea.org www.specialeducationsupportcenter.org

64

Special Education Technology Center (SETC)

65