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RFQQ 2020-01: Statewide Project Leadership - CSTP RFP 2020-18 : Statewide PD/TA Target Target Audience: Target Target Audience: Target Target Audience: Audience: Educators School Leaders Audience: Target Target Audience: Education Support District WEA AWSP Local School Audience: Audience: Preservice Personnel Leaders AESD AESD Board Families & Preservice Leaders SWIFT SWIFT WEA Students Educators WASA WASA CCTS CCTS AWSP CCTS AESD RFQQ: 2020-18 : Online Instruction for SWD Research Target Audience: District Interagency Agreement – TIES/SCD Interagency Leaders Agreement UW Model Demonstration “Inclusion Facilitation” Sites iGrants : Invited Cohort Schools (Based on LRE Data) Cohort C: Cohort D: Cohort B: Cohort A: Small n LRE3<45 Alternative Core size %TIES Schools
iGrants : “Open” Applications ESDs Districts Schools Advance Activities (2017-18 and 2018-19) ESSA (Plan, Selection of Schools, and Roll-out of Improvement Supports) and Alignment with IDEA OSPI Vision, Mission, and Equity Statements Purpose of IDEA OSPI Six Priorities for Improved Outcomes for Students with Disabilities Modeling of Cross-Division Efforts at OSPI and ESDs Special Education Data Dives (Review and Use of Data to Identify and Plan for Improvements) Conferences and Presentations (e.g., MTSS, Special Education, WSSDA, WASA, AWSP) Preschool Inclusion Projects with ESDs and Districts (e.g., SSIP , Pyramid Model, LEAP , DCYF) High Leverage Practices Graduation Pathways (1599) SEAC Input and Advocate Involvement OSPI Menus of Best Practices (Math, ELA, and Behavior) Reduction of Restraint and Isolation Unlocking the Use of Federal and State Funds (Braiding TA) Safety Net and WISM Revisions TIPS and TAPS from OSPI Special Education (e.g., Progress Reporting, Staffing for Special Education Services, and Use of Paraeducators) SILT (focus on SWD 2018-19)
Inclusionary Practices: Statewide Support for District Change The Washington Association of School Administrators’ (WASA) project will provide professional learning and support to assist districts as they move to more fully inclusive learning environments for students with disabilities. Year 1 30 district teams from across the state. Year 2 The 30 Year 1 teams continue their work 60 additional districts will be recruited to begin the process.
Project Goals Increase district supports/resources for teachers of targeted students Deepen district understanding of what is needed to implement the LRE/UDL work Change the allocation of students in LRE levels 1,2, and 3 from Spring 2019 to Spring 2021 Increase the percentage of targeted students placed and successfully participating in core classes from 2018–19 to 2020–21 Increase students’ perceptions of feeling safe/welcomed in their school from Spring 2020 to Spring 2021.
Dr. Katie Novak, Novak Educational Consulting Dr. Novak will provide: Face-to-face professional learning Webinars Mentoring/coaching Book studies Online courses WSSDA The Washington State School Directors’ Association (WSSDA) will lend its support to WASA’s project.
District Team Composition Limited to eight team members and must include: • Superintendent or designee • Special Education Director or their designated Special Education central office administrator • Teaching & Learning/Curriculum & Instruction district office administrator • School Board Director Districts are encouraged to include: • Building-level leader • Teacher Leader • Paraprofessional who serves both special and general education
District Team Facilitator • From the mandated team representation Or • Someone added to serve in that capacity Facilitator Role • Bridge work between district team and the classroom • Maintain the momentum in-district between work sessions
Application Process and Timeline Districts interested in participating in Year 1, will complete an online application. December 2: Application window opens December 12: Application window closes December 13: Application review and selections December 18: Districts notified
Preparation Refer to the “WASA to Deliver Inclusionary Practices Professional Learning” email delivered November 21 for application preparation. Request a copy of the email by contact Helene Paroff or Jamie Chylinski at the WASA office, 800.859.9272.
Save the Date January 16, SeaTac First full-day convening The full schedule of project events (face-to-face and virtual) will be available on the WASA website on December 2.
District Stipends $3,500 annual stipend to support their efforts and participation. Year 1 Teams $3,500 toward their 2019–20 participation $3,500 toward their 2020–21 participation Year 2 Teams $3,500 towards their 2020–21 participation
Other Clock hours will be provided at the end of each year. Book Study • Open to all team members and others the team chooses to include. • Book studies will be hosted via Zoom. • District teams will be provided one book per team member. No registration fees.
Opens December 2! Watch your email or visit the WASA website at www.wasa-oly.org/Inclusion. Site is under construction
Questions Contact Helene Paroff at 360.489.3640 or hparoff@wasa-oly.org
QUESTI TIONS What was clarified for you as you listen to this presentation? What questions come to mind as you listen to the presentation?
OSPI SPECIAL EDUCATION : Operations Unit Data/Fiscal/Safety Net Office of Superintendent of Public Instruction Chris Reykdal, State Superintendent
Vision: All students prepared for post-secondary pathways, careers, and civic engagement. Mission: Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities. Values:
Equity Statement Each student, family, and community possesses strengths and cultural knowledge that benefit their peers, educators, and schools. Ensuring educational equity: • Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations. • Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.
OSPI SPECIAL EDUCATION SERVICES The OSPI Special Education Services division is responsible for ensuring the provision of special education and related services on behalf of more than 140,000 eligible students in Washington. We • Provide technical assistance and professional development to support and facilitate improvement efforts by disseminating evidence-based and promising practices for the development of academic, health, and post-school outcomes. • Engage stakeholders involved in, or affected by, special education services and outcomes for students with disabilities. • Administer general supervision of the provision of special education services through an integrated monitoring system, dispute resolution options, and coordinated data management efforts. • Allocate federal special education funding and manage the supplemental Safety Net program.
Today’s Discussion: http://clipart-library.com/data_images/141710.jpg Welcome & Introductions Special Education Finance Part B IDEA 611 and 619 The Basics Braiding, Layering, Blending Supplement Not Supplant Things to Know State Special Education Funds Multiplier Allowable Costs Safety Net Fiscal Monitoring 12/03/2019 | 23
FUNDING TYPES OF IDEA PART B FUNDS • 611 – eligible students 3-21 • 619 – eligible students 3-5 BASE amount is allocated based on 75% of FY 1999’s federal grant 85% of remaining funds are allocated based on the previous year’s October Enrollment of Public and Private Schools on the basis of relative POPULATION of children aged 3-21 15% is allocated based on POVERTY in the previous year’s October Free and Reduced School Lunch rates 12/03/2019 | 24
THE BASICS IDENTIFY THE COST OF SPECIAL EDUCATION • Approximately 143,000 eligible students receive special education and related services • Use to account for excess cost for students with IEPs during the regular and/or extended school years • Supplement state, local, and other federal funds • Expenditures made in the previous year, using local funds, cannot be reduced using IDEA funds • No fund balance or deficit 12/03/2019 | 25
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