IPP Demosites

K-8 and Intermediate

Brinnon K-8

School District: Brinnon

ESD: #114

Description: At Brinnon K-8 all students, regardless of ability, are engaged in the general education classrooms for core content instruction. We strongly believe that all students learn more effectively in the classroom and that when we embed the necessary supports, all students benefit. Our focus on differentiated classroom supports and small classroom sizes allows teachers to work closely with all students to understand their strengths and needs. By designing curriculum and assignments around student interests and strengths, we are able to maximize student learning potential. We bring in additional supports for all our students through flexible service delivery, by including volunteer teachers, AmeriCorps volunteers, and paraprofessionals. Our special education teacher collaborates closely with the general education teacher and provides instruction and coaching for students with IEPs in general education classrooms. 

Teachers have learned a great deal from our focus on inclusionary practices. They have had extensive training on trauma-informed classrooms. They have learned to manage students with varying academic and behavioral needs and coordinate classroom support. In May of 2019, our district was awarded the OSPI award for closing opportunity gaps. This was a huge award for our little community and it reflected much hard work. OSPI rates student growth on a scale from 1-10. Our special education growth was rated a 10.  We are excited to welcome visitors to our school.

Highlighting the following inclusionary practices: 

Clovis Point Intermediate

School District: Eastmont

ESD: #171

Description: Our school’s vision is “Equity for All.” and our mission is “To provide the promise of opportunity to ALL through a quality education.” This means that two conditions must be met: first, every child must have equal access to the same opportunities for learning, and second, every child must have the supports they need to fully engage in those opportunities. The combination of our three inclusionary practices – coteaching, assistive technology and schoolwide modified grading rubrics – provide students with the access to and support for grade-level instruction and academic success. This is our first year implementing coteaching and full inclusion. This shift in our practice has led to a stronger culture of “our students” and more dialogue about inclusive teaching practices. The impacts of the assistive technologies are visible on a daily basis. We see struggling readers willing to tackle popular “thick books.” Pre-primer readers are able to enjoy “Diary of a Wimpy Kid” and experience the same immersion in the story felt by grade-level readers. Essays written by students with significant SDI needs are growing from one paragraph to three paragraphs. Students are learning to use tools that chip away at the learned helplessness so many of our learners experience when they are not taught to use the tools they need to be successful at school. The impact of the rubrics on our students with SDI needs has been an increase in academic achievement; some of our students have made the Honor Roll for the first time in their school careers. For teachers, the rubrics have led to deeper conversations about the purpose of and equity in grading.

Highlighting the following inclusionary practices: