Inclusive Schools

Inclusion in Lake Washington School District – A message from Dr. Holmen

Lake Washington School District (LWSD) continues to identify the ways that we can provide a world-class education for all students. One key element of a world-class education is the inclusion of students with varying, and at times, complex learning needs in their neighborhood schools.

We are proud of the work our schools, staff, students and families are doing to create inclusive schools and classrooms for our students. I am committed to this work as it will benefit every member of our community and continue to elevate our students’ experience from preschool through high school.

Thank you for your ongoing support of our work to provide excellence in education for each student.

Watch videos on inclusion in LWSD

"A Desire To Do Things Differently"

An article from the August 2023 issue of School Administrator magazine by Executive Director of Special Services, Dr. Shannon Hitch.

Self-contained programs weren’t benefiting students with disabilities, so this large district is changing mindsets to create inclusive schools

At a recent after-school event at one of our elementary schools, I watched with amazement as a group of students from the Eagle Club provided professional learning on inclusionary practices to their teachers and principals.

I was visiting Franklin Elementary, one of the first cohort schools in our district to implement inclusionary practices. Admittedly, I sat in tears watching children with complex disabilities and their peers engage as friends and work collaboratively to teach the adults in their school how to be inclusive. The students participated equally and with support and compassion among them.

During this unique training, teachers learned how to use augmentative communication devices, provide calming spaces and design instruction for complex learners — directly from the children themselves. I experienced genuine inclusion, evidenced through friendship, advocacy and an understanding of inclusionary practices. Three years ago, I could not have imagined this.

Read the entire article here.

FAQ

Why is Lake Washington working towards inclusive schools?

In Lake Washington School District, we have a long-standing model of regional self-contained programs for students with significant disabilities. At the elementary level, each region typically had 2-5 schools supporting learning center and/or intervention center programs. In contrast, within our secondary schools, every child (apart from those accessing intervention centers) can attend their neighborhood school.

In 2019-20, Lake Washington had more students in contained programs than Bellevue, Highline or Seattle School Districts. In 2020, 30% of students with complex disabilities spent the majority of of their day in self-contained classrooms. In comparison, districts such as Mercer Island and Tahoma had only 6% of their students placed in such restrictive settings. Most of our students with significant disabilities were placed in learning center programs within regional schools. In total, we had 12 elementary schools with regional learning or intervention centers and 20 schools without any program other than a resource room. Schools with learning center programs typically had anywhere from 12-21 students with significant needs. With such large numbers of students with significant disabilities, these regional schools found it difficult to support inclusive practices or integrate such large numbers of students into general education. Additionally, our students in special education were demonstrating significantly different learning outcomes from their general education peers. There were gaps in performance on state assessments, graduation rates and more.

In 2019, we began our district journey towards inclusion. Since that time, we have implemented a fully inclusive preschool program, piloted inclusive practices at three of our schools as part of a national inclusion project with the TIES Center, increased co-teaching at the secondary level, piloted inclusive elementary schools within the Lake Washington region and looked for opportunities to return all students to their neighborhood schools.

How has LWSD moved towards inclusionary schools?

2022-23

Summer District Leadership Team (DLT) Training on Ableism and Inclusion
August LEAP training for Cohort II schools and preparation for professional learning across all elementary schools.
August SpEd LEAP training for all SpEd staff on inclusionary practices and our plans for implementation.
Training for secondary principals and specific schools on Co-Teaching.
Implementation Roadmap and Menu of Supports created and provided to principals. All resources are contained in a district One Note file which includes everything from the implementation timeline to professional learning in multiple areas, to strategies and materials - with learning for both general education staff and special education staff.
All building principals offered the opportunity to bring in Special Education administrators for parent/staff meetings.
Cohort II and Cohort III Schools (with Learning Community (LC) programs) were invited to participate in professional learning with Shelley Moore through Association of Washington School Principals (AWSP).
Central office leaders invited to participate in professional learning with Katie Novak on Universal Design for Learning (UDL) and Multi-Tiered System of Supports (MTSS).
Collaboration between multiple departments to integrate MTSS, Inclusion and Equity and bring general education leaders into the Inclusion project work.
Cohort II principal Professional Learning Community (PLC).
Intensive training for MTSS/Inclusion teachers.
Training on creating Inclusion Help Desks for Cohort II buildings.
Related service staff begin learning about inclusive practices.
Special Service Directors and Program Specialists met individually with school teams monthly and often even more frequently.
Cohort III buildings begin implementing training on UDL and inclusionary practices; some engaged in book study with Leading for All; all provided professional learning during LEAP time and incorporated guidance during staff meetings.
Presentation to School Board including a speaker’s panel (Cohort II principal, special education teacher, general education teacher, and parent).
Bargaining with Lake Washington Education Association (LWEA) in progress to address questions regarding work conditions related to inclusion (expected to be completed in May).
Inclusion presentations and discussions during principal meetings.
Gathered feedback from therapists and building leaders regarding needs for building changes or equipment, began ordering curriculum and materials for the 2023-24 school year.
Cohort III principals and staff visit Cohort II schools to observe and learn about inclusive practices – what has been working, what have been challenges, etc.
Training developed for all Kindergarten teachers on how to support complex learners and scheduled for May in collaboration with preschool staff.
Ongoing coaching from principal leaders (elementary level directors) for elementary principals to develop systems for inclusion.

2021-22

We introduced inclusionary practices and UDL to district leadership during the summer academy for district leadership team.
We continued our inclusionary practice work with Twain, Rockwell, KiMS and Carson.
Kirkland MS eliminated their organization classes and saw an increase in students exiting special education.
Monthly meetings with TIES/UW
Created video for CAST UDL modules.
Secondary schools began to increase offerings for co-teaching.
We met with the district instructional leadership team, cabinet, the school board, and elementary principals to co-create, develop, and share an implementation plan for inclusion across all elementary schools by the 2023-24 school year.
We initiated a parent group to provide feedback and guidance for our district inclusion work as well as hosted multiple informational sessions with district special education staff.
We identified our Cohort II schools for inclusion including Twain, Rockwell, KiMS, Carson, Kirk, Lakeview, Audubon, Rush, Rose Hill Elementary, and Franklin.
Cohort II Buildings complete pre-assessments on Least Restrictive Environment (LRE) at their schools
Franklin and Twain met with families in our LC programs and considered their transition back to neighborhood schools.
Early learning staff met with Cohort II schools to consider the transition for upcoming kindergarten students.
Building leaders from cohort II schools began a collaborative book study on Leading for All and participated in training through AWSP’s inclusionary practice program. They also participated in the summer AWSP conference to present their work.
Bargaining began with LWEA to address needed changes in caseloads and work expectations to support inclusion in Cohort II schools (not fully completed).
Hired inclusion coaches for cohort II schools.
Elementary principals trained and provided with master scheduling software to create inclusive schedules.
Summer book studies for all district staff on UDL

2020-21

Monthly meetings with TIES/UW
We began collaborating with elementary schools to voluntarily transition their kindergarten students with significant disabilities to their home schools for kindergarten.
We began the inclusion pilot with Rockwell, Twain, and Kirkland MS; collaborating with coaches from TIES/UW and Special Services.
We initiated a partnership with CAST to create UDL modules for schools that have now been published and are being used by schools across the country. We presented this work at the annual CAST conference.
We added an LC program at Carson to their high number of incoming K. students with significant disabilities.

2019-20

Preschool becomes fully inclusive with 50% of students with disabilities and 50% of students paying tuition to participate. The staffing model shifts to a co-teaching model with a full time SpEd teacher along with a full-time classified preschool teacher.
We expanded the number of elementary schools with LC programs to move students closer to neighborhood schools.
We applied for and won a grant to work with the TIES Center (University of Minnesota), UW Haring Center and OSPI to increase inclusion in LWSD for students with significant cognitive disabilities.
We began pre-assessment with district leadership on inclusive practices across LWSD.
We began partnering with other central office departments to ensure that curriculum adoptions and staff training reflected the needs of diverse learners.
Twain was selected as an inclusion pilot school and as an OSPI demonstration site.
Rockwell and KiMS volunteered to be part of the inclusion pilot program.

2018-19

What are the benefits of inclusive education?

Benefits for all students:

Greater gains in math and reading
Greater empathy
Increased social cognition
Reduced fear of differences
Improved self-concept
Better ethical principles

Benefits for students with disabilities

Higher rates of academic performance
More satisfying and diverse friendships
Less disruptive behaviors
High student engagement
Improved communication
Better post school outcomes

Benefits for staff

Strengthens collaboration skills.
Develops growth mindset.
Increases adaptability and flexibility.
Deepens understanding of standards.
Leads to instruction that meets the wide variability existing in all classrooms.

Benefits for families and community

Increases acceptance of all types of differences
Widens perspectives.
Strengthens a sense of community.
Encourages appreciation for diversity.
Builds neighborhood relationships and a sense of belonging outside of school.

What does the research say?

Numerous studies since the 1970s have concluded that separate education in a separate setting for students with disabilities has not only led to minimal academic gains, but also negative effects on social and academic outcomes.
Students without disabilities generally experience no negative effects when there is a student with extensive and pervasive support needs in their class (Idol, 2006).
On the contrary, students in general education often experience positive outcomes, such as increased understanding of human diversity, increased social skills, and increased empathy for others (Carter & Hughes, 2006).
Although classrooms can be easily disrupted by students who demonstrate ongoing patterns of challenging behavior (Gilmour, 2018), these disruptions are not always created by students with special educational needs.
In addition, along with special education teachers, general education teachers need expertise to address the behavioral challenges of all students, those with and without special educational needs (Beam & Mueller, 2017). This expertise can be developed through collaborative team efforts to address behaviors, leading to the professional growth of general education teachers.
All the relevant research indicates that students with extensive and pervasive support needs, their general education peers, and both general and special education teachers benefit from inclusive education. For instance, students with extensive and pervasive support needs make academic, social, and behavioral gains when they are educated in general education classes (Agran, et al., 2018). In fact, these students make more progress in inclusive contexts than in substantially separate contexts (Kurth & Mastergeorge, 2010). Although it may seem counter-intuitive, students with extensive and pervasive support needs who are educated in inclusive general education classes generally receive more instructional time and more individualized attention than those who spend their days in self-contained classrooms (Kurth & Mastergeorge, 2012).
General education teachers report that by working together to educate students with extensive and pervasive support needs in general education classes, they become more effective teachers (Kent-Walsh & Light, 2003).
Source: OSPI

How do you do inclusion?

Students participate in general education to the greatest extent possible for them – accessing core content and receiving Specially Designed Instruction (SDI) either in general education or during intervention blocks with special education staff. Some students may still need to receive SDI in a special education setting for the majority of their day.
Staff implement Universal Design for Learning and access the common core standards at their own level (Ohio’s leveled core standards for all learners; Washington State Standard Access Points)
Buildings create inclusion help desks that allow general education staff the opportunity gain ideas and support and immediate problem solving.
Classrooms are set up for students with a variety of needs (providing visuals, offering a calming center, adaptive equipment, and seating)
Classrooms implement positive behavior supports – teaching children about their emotions, behavior, individual differences, and utilizing social-emotional learning curricula.
Special education teachers are assigned to specific grade levels such as K-2 and 3-5 so they are collaborating with a smaller number of general educations staff.
Special education staff participate in grade level PLCs to consider how to support all students in their learning.
Special education staff maintain a classroom space(s) that allow for students with complex needs to have more intensive or personalized learning if needed.
Students are taught about peer support strategies so that they can engage in small group instruction with a variety of learners with success.
Paraeducators provide support primarily within general education classrooms and occasionally within special education spaces if needed. Support is allocated in alignment with student needs.
Individualized Education Program (IEP) goals are based on common core standards and are written to reflect inclusionary practices.
Elementary schools are assigned instructional expert coaches to learn about UDL, inclusionary practices, and positive behavior support.
IEPs are implemented with fidelity – meaning that if a child requires a full day of SDI, they can access that support. If they require paraeducator support, it will be available.
Students access specialists with their general education peers including recess, PE, and library.
Teachers utilize evidence-based instructional practices with all students.
Students participate in regular progress monitoring for both IEP goal progress and progress within general education.
Buildings offer sensory spaces for any child that may need help with self-regulation.
Occupational Therapists (OT), Speech-Language Pathologists (SLP) and Physical Therapists (PT) determine how best to support students – with small group support, push-in services…whatever is outlined in the IEP.
Teachers can modify the general education curriculum for students with special needs and students can access supplementary, specialized curriculum and instruction from special education staff.
Principals create master schedules that allow for intervention time, provide opportunities for teachers to engage in co-planning, and prioritize access for students in special education.
Tiered interventions are provided to all students – not just those in general education.
Paraeducators have time to team and collaborate with teachers.
At the secondary level, there are co-teaching classes in core content areas.
At the secondary level, students with complex disabilities are accessing general education courses, electives and CTE courses as outlined in their IEPs.

If students are successful in their current schools and programs, why do they need to return to their neighborhood school?

Students who are currently in the 4th grade will be allowed to remain at their current school if desired.
Students who are currently in grades K-3, will transition to their neighborhood school.
Having a disproportionate number of students with complex disabilities in one school makes it difficult to successfully implement inclusionary practices.
Returning to neighborhood schools allows students the opportunity to build relationship with peers in their neighborhood and go to school with siblings.
Having children with complex disabilities in neighborhood schools improves outcomes for all students.

What if I believe my child will be unsuccessful in transitioning back to their neighborhood school?

What are teams planning for transition?

School teams should be working collaboratively for transition purposes. Families can observe at their neighborhood school, and teachers have the opportunity to observe students in their current LC programs. Parents may also observe at one of our cohort II elementary schools to see inclusionary practices in action. We recommend a collaborative meeting between your current LC school team and your new neighborhood school team to ensure a smooth transition process. Principals have been actively collaborating with one another to plan for their incoming students.

Will there be less support or resources at my neighborhood school than what I had in my LC program?

No. If anything, there will be more resources. The current cohort II schools have a 15:1 staffing model and paraeducator support that is comparable to schools with LC programs. Special education teachers typically have a small number of complex learners in addition to a slightly larger number of students with less complex needs. Supports such as paraeducators and other resources stay with students, no matter what school they are attending. Further, paraeducator program supports are maintained, regardless of any 1:1 paraeducators who may be working with individual students.

Does inclusion mean full time in general education?

No. Inclusion means that your child can access general education to the greatest extent possible as outlined on their IEP. Special education requires a continuum of services and as a result, some students may require 100% of their services within special education while others may require much less. All schools will maintain a learning space that can support students with varied needs.

Are general education teachers prepared to support children with complex disabilities?

Yes and no. Never underestimate what our general education teachers are capable of. After all, they shifted from in-person learning to online learning in a matter of a few weeks. The reality is that within a general education classroom you have students with a wide range of strengths and needs. Our teachers have children in their classrooms who have experienced academic and behavioral challenges due to COVID-19, we have numerous students who are multilingual, children who have experienced trauma and others who may be exceptionally gifted. Teachers are already responding to a wide variety of needs in their classrooms and there are many children with complex disabilities already accessing general education. Inclusion models will actually provide general education teachers with more opportunity to collaborate with special educators and therapists to learn how to support their students. That being said, all of our teachers are in the process of learning about Universal Design for Learning and inclusionary practices This learning will continue into next year and will likely be expanded as we work to constantly improve instruction across the district.

What has been communicated within the LWSD community?

We have shared information in a variety of ways including:

School Board Meetings and Study Sessions

Principal Presentations

2020-21 School Year
2021-22 School Year
2022-23 School Year

District Leadership Meetings

2019-20 School Year
2020-21 School Year
2021-22 School Year
2022-23 School Year

Special Education PTA Meetings

2020-21 School Year
2021-22 School Year
2022-23 School Year

Special Education Staff Presentations and Open Door Sessions

2021-22 School Year
2022-23 School Year

Presentation to Paraeducators

2021-22 School Year
Bargaining in 2022-23 School Year

Individual Building Meetings and Presentations

2021-22 School Year
2022-23 School Year

District Leadership Trainings

August 2022
August 2021

Preschool Presentation

2021-22 School Year

Special Education Parent Newsletters

2021-22 School Year

Individual Student Meetings

2021-22 School Year
2022-23 School Year

Individual School Team Meetings

2021-22 School Year
2022-23 School Year

Bargaining and Collaboration with LWEA

2021-22 School Year
2022-23 School year

What do I do if I have questions about inclusion or my child’s special education services?

How have families been collaborators and partners in of our inclusion work?

Family Engagement and partnerships

Families and community members have always been a meaningful part of planning as well as the decision-making processes in LWSD. Families are never solely passive recipients of information or implementation, but important and necessary participants in many ways. These ways in which families have been and are collaborative decision-making partners in the district might include but not be limited to:

Participating, as mandated by IDEA, as full members of their students IEP teams
Participating in building equity, inclusion, and MTSS teams
Family representatives participating in district level collaborative meetings
Family and community members participating in more formal family advisories and linkages

In 2016-2017, family representatives met with Paul Vine, then the director of Special Services, to discuss inclusive preschool models. Family representatives also met with their building principals to share information on SWIFT, Julie Causton, UDL, and to begin conversations on moving towards inclusive education for students with extensive support needs.

During summer 2017, a group of staff and administrators from Twain elementary, Special Services and family representatives went to Auburn to a presentation by Julie Causton.

Beginning in 2017 family representatives partnered with the district on MTSS learning and planning. The MTSS work naturally led to, and encompasses organically, inclusive education planning and implementation. Learn more here.

In 2017-2018, family representatives met with building teams at Twain, Rockwell, and Sandburg, as well as with district administrators to discuss flexible service delivery, UDL, Ableism in behavior expectations, and locating barriers in environments and not students. Some of this work was contained under a MTSS subcommittee on inclusive education.

In 2018, a team of family representatives, principals, and district administrators began a conversation with West-Linn Wilsonville School District, a fully inclusive district in Oregon, to begin planning system level shifts in order to implement inclusive education in LWSD.

In 2018-2019, The Inclusion Work Group, originally a subcommittee of the MTSS advisory, welcomed several more family representatives to participate and plan.

Beginning in 2019 and throughout the work, family representatives participated in meetings with TIES/ UW.

Family and caregiver involvement in students’ education is a research-based best practice and we welcome families to partner with us on our inclusion journey. From the beginning, families have been powerful drivers of this change and urged us to educate all children, including students with extensive support needs, together in their neighborhood schools, while implementing best practices. Families have guided us, questioned us, provided input and feedback on established and planned practices, and acted as invaluable collaborative partners, helping us center the students and their learning.

News

Events

Twitter

How do I...

Popular Searches

Recent News

Lake Washington School District

Menu