IPP Demosites


Robert Lince Early Learning Center

School District: Selah

ESD: 105

The Robert Lince Early Learning Center (ELC) has provided inclusive classroom settings for students with disabilities for several years. The district is now providing inclusive classroom settings through a braided funding approach using tuition, special education and ECEAP funding. As a result of classrooms in this braided approach, the ELC is also offering bilingual programming as an extension of the district’s dual language program. Through the PreK inclusion grant the ELC has worked on strengthening the MTSS protocols to support differentiated instruction for students with needs. As the team develops its understanding of UDL the instructional focus would switch to UDL from differentiated instruction. The ELC utilizes weekly PLC times to collaborate on the instructional needs of students finding ways to embed supports within every classroom to address the needs of all learners. Additional tiers of support are discussed at MTSS meetings where teams engage in data review protocols to assign and monitor interventions. Social emotional learning has been a focus over the last year due to the demonstrated students needs. Additional staff outside of the classroom (intervention specialists) supported small group work to bolster classroom learning activities to support SEL development. Across all areas of focus, we aim to provide meaningful, inclusive learning environments for students of all abilities.

Inclusionary Practices Highlights at Robert Lince Early Learning Center:

  • Differentiated Instruction
  • MTSS: Multitiered Systems of Support
  • PLCs that Include Inclusive Viewpoints
  • Culturally Responsive Pedagogy

Kodiak Cubs Preschool

School District: Cascade School District
ESD: # 171

The Kodiak Cubs Preschool aims to utilize a variety of techniques in the early childhood program that center around inclusionary practices and meeting the needs of all the individual children in our program. We are inclusive in our vision and mission for the entire school district, and our practices follow those thoughts, beliefs, and actions. Our programming is flexible, child-centered, inclusive, and focused on the whole-child approach to development. We offer instruction through play, modeling, and engagement in meaningful activities. Our delivery model for special education students is a push in, inclusive model that provides both specially designed instruction and related services in the classroom environment along with their peers. Our strongest inclusionary asset is undoubtedly our Career and Technical Education program at Kodiak Cubs. High school school students at our neighboring school act as teaching assistants in the classrooms and are the rock stars of our environment. The experience that they obtain from the CTE not only benefits them in educational and technical purposes as they begin their transitions into the real world, it also provides them with a place to feel loved and appreciated and inspire many of the participating high school students to seek a position in the education field as they begin transition into their adult lives.

Inclusionary Practices Highlights at Kodiak Cubs Early Childhood Program:

Edwin Pratt Early Learning Center

School District: Shoreline

ESD: # 121

The mission of the Edwin Pratt Early Learning Center is to provide high quality early learning experiences to preschool aged children while prioritizing underserved populations, inclusive learning, culturally responsive teaching, and partnerships with all families. Shoreline’s early learning mission and vision prioritizes equity and inclusion; all of our preschool students with IEPs who have classroom-based services are in a general education classroom. Over the past 13 years, Shoreline School District included typically developing peers in classes led by special education teachers, made the change to house Head Start (HS) classrooms in the same wing as special education preschool classrooms, and piloted classrooms blending students with IEPs and HS or students from the Children’s Center (district tuition-based program) students. We now have an early learning center that has a culture of belonging. ALL the children are now OUR students. Children are included, supported, and challenged by their peers. We are a true community.

Inclusionary Practices Highlights at Edwin Pratt Early Learning Center:

  • Pyramid Model
  • MTSS: Multi-tiered Systems of Support
  • Inclusive Vision and Mission

Hood Canal School

School District: Hood Canal School District

ESD: # 113

At Hood Canal School, the inclusion preschool has created a learning environment that respects and supports the social, emotional, and cultural needs of their students. As an education team, we focus on creating meaningful learning opportunities for students with different motivations for learning, different strengths and challenges, and different goals.

In our preschool, we work hard to implement UDL (Universal Design for Learning) through multiple means of representation, action and expression, and engagement. Planning for multiple means of representation in our instruction means that we acknowledge that our students have a preference in how they acquire new information. Planning for multiple means of action and expression for the diversity of our students allows and encourages students to demonstrate their knowledge in different ways. Lastly, we seek to implement learning opportunities that include multiple means of engagement to provide students options that motivate, interest and challenge their learning. In order to plan instruction, we work to consistently consider how students engage in content. Our program seeks to optimize individual choice, independence and self-sufficiency, relevance, value, and authenticity.

Inclusionary Practices Highlighted at Hood Canal School:

  • Universal Design for Learning
  • Use of Assistive Technology
  • Social Emotional Learning