Leading for Inclusion: A Transformational Convening

Four IPTN organizations – AESD, And Still We Rise, UW Haring Center Demonstration Sites, and WASA – are collaborating on two-day transformational convening. Offered in both the western and eastern areas of the state, this two-day convening is designed for leadership teams committed to strengthening inclusionary practices for students with intellectual and developmental disabilities and Black students with disabilities. Join leaders of all identities for a transformational learning experience grounded in deep reflection and meaningful action. Participants will examine inclusionary practices, center the lived experiences and expertise of those most excluded, uncover root causes of exclusion, and co-create strategies to strengthen inclusive systems. See our flyer.

Western WA Location: Puget Sound ESD 121, Renton, WA

Dates: May 12, 2026 and August 11, 2026

Eastern WA Location: ESD 123 Pasco, WA

Dates: May 15, 2026 and August 15, 2026

Professional Networking Series

During last year’s demonstration site work, we repeatedly heard about the value of networking and not having to “reinvent the wheel.” In response, our UW Demonstration Sites team has created new opportunities for educators statewide to connect and collaborate on common challenges within inclusive education.

These virtual sessions will include time in job-alike breakout groups to share resources, exchange ideas, and problem-solve together. The topics for each session are listed below. Please see our flyer for more information and registration links. We will be providing clock hours for each session.

Session 1: 11/18/25 Collaborative Structures (co-planning & co-teaching)
Session 2: 1/20/26 SDI in General Education
Session 3: 2/24/26 Universal Design for Learning
Session 4: 3/24/26 Behavior Supports (MTSS Tiers 1,2 3 and district scale)
Session 5: 5/5/26 Reflection and Action Planning for the 26-27 SY

Inclusive Summer Learning

As summer break approaches, many of us start daydreaming about slower mornings, sunshine—and finally digging into that reading or listening list. Below is a list of books and podcasts we at the Haring Center, along with our demonstration site partners, are exploring this summer. Join us as we continue learning how to build more inclusive, equitable schools for all.

Summer Learning (1)Download

Notice of Public Comment Period for Annual State Application of Federal Year 2024 of the IDEA Federal Grant

Washington state’s annual application for federal IDEA funds for Federal Fiscal Year (FFY) 2024 has been posted and will be available for public review for 60 days, with a comment period of 30 days, prior to final submission to the US Department of Education (DOE) Office of Special Education Programs (OSEP) by May 31, 2024. Check out this overview video about the application process from Dr. Tania May, OSPI Assistant Superintendent of Special Education.

Review the General Education Provisions Act (GEPA) form for FFY 2024

Two virtual/online Public Comment Hearings have been scheduled:

Wednesday, March 27, 2024, from 1–2 pm | Zoom link
Wednesday, April 17, 2024, from 9–10 am | Zoom link

All members of the public are invited to attend the Public Comment Hearings and provide verbal or written comment on the annual application for IDEA funds and the proposed budget. The Public Comment Hearings are posted to the OSPI Rulemaking and Public Comment website. Comments may also be submitted in writing to speced@k12.wa.us no later than May 8, 2024.

Note that each scheduled meeting has a separate Zoom link. If participants need accommodations beyond closed captioning, please contact the OSPI Special Education division at speced@k12.wa.us or by calling 360-725-0725.

Opportunity for free professional development on tier 3 behavior supports for school staff

Is your school looking for a system to help teams implement individualized behavior supports? Is your school interested in free access to an app that will help them implement behavioral supports in schools? A team of University of Washington Haring Center researchers is looking for schools interested in joining a research project to test the effectiveness of an online app. The app helps teachers and others collaborate to develop and implement positive behavior supports in classrooms. Possible benefits of joining the study include free training and ongoing support related to individualized behavior interventions, free access to a collaboration app designed by educators and researchers, and improvements to students’ academic and behavioral outcomes! Click here to download the flyer or email ibesttstudy@uw.edu to learn more.

WAEYC Presentation

Reflecting on Compliance and Rethinking Student Behavior to Promote Inclusive Environments was a professional development opportunity facilitated by Cassie, UW inclusion specialist, at the 47^th annual Washington Association for the Education of Young Children (WAEYC) conference. This session supported participants in their reflection of why educators and administrators ask for student compliance and to consider student behavior a form of communication rather than an act of defiance. Compliance is required for safety but we can also look at what is being asked with a discriminative lens to decide if and when it is truly necessary. Through this reflective inquiry we all will be able to maximize each student’s potential and cultivate an inclusive environment for all students to become expert learners. All educators can play a role in dismantling the structures in place that support segregation and instead can promote acceptance for all. For more information or to have a discussion feel free to reach out to Cassie at caborges@uw.edu

RRIE (Restraint Reduction and Isolation elimination) Demo Sites Application

In collaboration with the Haring Center for Inclusive Education at the University of Washington, the Office of Superintendent of Public Instruction (OSPI), is partnering with school districts across the state to create demonstration sites highlighting best practices in reducing the use of restraint and eliminating the use of isolation. These schools will participate in transformational professional development, and in turn provide learning experiences that inspires continuous improvement, with the goal of creating learning communities to be used as sites for research, professional development, and model demonstration sites for best practices in positive behavior support. These schools will serve as exemplars that show the benefits of reducing restraint and eliminating isolation on student outcomes. Districts/programs who apply are committed to:

Collaborate with OSPI and partners to implement practices and schoolwide support systems with the goal of eliminating isolation and reducing restraint use. The schoolwide systems must include trauma-informed positive behavior and intervention supports, de-escalation, and problem-solving skills.

Continuously partner with OSPI and external partners to highlight the systems and processes that have contributed to the elimination of student isolation and reduction of restraint use in the school/district.
Engage in professional learning activities to support the building of school-level and district-level systems that eliminate student isolation, track and reduce restraint use, and build schoolwide systems to support students in distress and prevent crisis escalation cycles that may result in restraint or isolation.
Provide student level data, program information, project feedback and reflections to OSPI as needed.

Apply here.

UPDATED! Principles and Practices to Build and Sustain Inclusive Schools Tool

At the onset of the IPP Project, there were many inquiries into specifying what was meant when the term “inclusionary practices” was referenced. This document was created in response to define inclusionary practices more clearly. In conjunction with our partnership with demonstration sites, this document is a result of what we have learned, and continue to learn, regarding inclusionary practices to build and sustain inclusive schools, districts and communities.

The Principles and Practices tool adopts a critically inclusive lens which guides teams to self-assess inclusionary principles and practices occurring in their contexts. This tool supports ongoing reflection and action planning throughout continuous cycles of analyzing, disrupting, and restructuring social processes that produce inequity (Siuty, 2019) . The following principles and practices are pivotal to supporting schools and districts to build and sustain inclusive schools. The tool is framed around an appreciative inquiry lens to take a strength-based approach and celebrate practices that are in place.

Please check out other featured inclusionary resources.

Monroe High School Model of Inclusion

Understanding that ALL students learn best when they are challenged, provided with support, and feel that they belong in their school, Monroe High School has spent years working toward phasing out the “pull-out” model where students who need support, including multilingual learners, are pulled out of general education classrooms for support and separated from their peers.

To expand access for all students, MHS has developed — with plenty of trial and error — a way to maximize the teaching staff, be creative with scheduling and assign two teachers to many classrooms, a practice known as co-teaching. In an Algebra class, for example, there’s a subject matter expert — the math teacher — and then a second teacher who focuses on providing support. This means targeted services, support and accommodations are provided to students who need them within general education classrooms with their peers.

This hasn’t come easy. This shift has required a tremendous amount of work by staff – learning new ways to teach classrooms full of very diverse learners, how to provide accommodations within the classroom, and how to co-plan and co-teach with special education teachers.

Watch and read the King 5 story here.

Early Learning Demo Sites Open for Visits!

Interested in seeing what inclusionary practices look like in Early Childhood Education Settings? If so, the Preschool and Early Learning Center IPTN Demo Sites are offering transformational professional development in the form of in person site visits in the 2023-2024 school year. Submit a visit request form found on the Schedule a Visit page on the Demo Sites website and an inclusion specialist will reach out to talk more about what this could look like for your team. Our early learning Demo Sites highlight the following inclusive practices: inclusive mission and vision, MTSS, the Pyramid Model, differentiated instruction, culturally responsive pedagogy, braided funding, family and community partnerships, flexible service delivery, coordination and collaboration, and how to support CTE students in a preschool setting. Visit the Demo Sites preschool web page to learn more about Edwin Pratt Early Learning Center in Shoreline, Kodiak Cubs Preschool in Leavenworth, and Robert Lince Early Learning Center in Selah. We are looking forward to hearing from you!