March 2018 Special Education Update - OSPI
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March 2018
Special Education Update
Notice of Annual State Application for Fiscal Year 2018 Public Comment Period
The annual OSPI application for federal IDEA funds will be available for public review and comment by the
week of March 10, 2018, for a period of at least 60 days, prior to final submission to the USDOE Office of
Special Education Programs by May 18, 2018. As the final amounts for the upcoming year are not
available, due to the USDOE working under a continuing resolution, the draft application will be based
upon prior year funding amounts, and will be updated when Congress appropriates the funds for 2018.
Public Hearings
A zoom meeting has been scheduled on April 4th from 9–10 a.m. To join the zoom meeting:
• PC, Mac, Linux, iOS or Android: https://zoom.us/j/643155943
• iPhone one-tap:
o US: +16699006833,,643155943# or +16465588656,,643155943#
• Telephone: Dial(for higher quality, dial a number based on your current location):
o US: +1 669 900 6833 or +1 646 558 8656
• Meeting ID: 643 155 943
An in-person public hearing will also be held on April 4th from 1–2 p.m. at OSPI. Those intending to
testify should arrive by 1 p.m., as the hearing will conclude once all testimony has been heard.
Written Comment
To submit your comments in writing, email speced@k12.wa.us, fax to 360-586-0247, or mail to the Special
Education Office, OSPI, PO Box 47200, Olympia, WA 98504-7200. When submitting your written
comments, please insert in the subject line, “WA Part B Annual State Special Education Application, Public
Comments.”
Legislative Update
The legislative session will be wrapping up soon, and we expect to see frequent changes the final week. At
this time, the following bills may impact programs serving students with disabilities, and are still active
during this legislative session.
• 2SSB 6162 – Dyslexia
• 2SSB 6362 – Modifying Basic Education Provisions
• ESSB 6257 – Early Intervention Services (EIS)
• E4SHB 1827 – Educator Workforce Supply
• SSB 6388 – Paraeducators
• 2SHB 1377 – Improving Mental Health by Enhancing Nonacademic Professional Services
• E2SHB 1600 – College and Career Readiness
• SHB 2686 – High School and Beyond Plans
• SHB 2822 – Concerning Service Animals
Dyslexia Web Page
Legislation this session has increased awareness around Dyslexia, making this an optimal time for
reminders to the field. Please review the materials currently available on the OSPI website, and consider
ways to review the needs of your school district or school staff to consider characteristics of Dyslexia,
identify triggers for additional instruction and interventions, child find, and conducting comprehensive
Special Education Update 1 of 12 March 2018evaluations, if appropriate. This is an opportunity for partnership between special education and general
education teachers and administrators.
Annual and Three-Year Application Reminder for Districts and Nonpublic Agencies (NPAs)
This is a reminder that all NPA annual reviews and three-year renewal applications are due to OSPI on or
before May 1st of each year. All NPAs must complete and submit an annual review form no later than
May 1st of the succeeding calendar year following their initial approval.
For a three-year renewal, the NPA must reapply to maintain approval status. This process is identical to
the initial application and the sponsoring district must schedule an on-site visit and complete all
components of the application before the May 1st deadline.
Please remember to provide copies of the annual review application or the renewal application to the
Washington State districts who contract with your agency AND to OSPI.
The NPA application, annual review forms, and three-year renewal forms are available on OSPI’s website.
NPA Points to Consider:
• When a school district contracts with an approved NPA or other public or private agency, the
district retains full responsibility for the NPA’s or other public/private agency’s compliance with all
applicable state and federal laws.
• Students receiving special education services through an NPA are held to the graduation
standards set by the contracting school district.
• The contracting school district is required to ensure that each student receives all services
specified on the student’s individualized education program (IEP) regardless of who provides the
services.
If you have any questions, please contact Scott Raub at 360-725-6075 or by email at
Scott.Raub@k12.wa.us.
Special Education Advisory Council (SEAC) – May Meeting
The Washington State Special Education Advisory Council (SEAC) will be holding the third of three
meetings for the 2017–18 school year May 9-10, 2018 at the Central Washington University. The exact
location of the meeting room has not been decided, but will be announced in the April Special Education
Update. The meeting is open to members of the public with an interest in Washington special education
services.
Special Education Advisory Council meeting
Central Washington University, WA
May 9, 2018: 8:30 a.m. – 5:00 p.m.
May 10, 2018: 8:30 p.m. – 4:30 p.m.
The agenda for the May meeting will be posted on the SEAC Web page the last week of April, 2018.
Please check there for helpful information about the SEAC. If you have more questions, please contact the
SEAC at their email address SEAC@k12.wa.us or feel free to call the SEAC Executive Assistant at 360-725-
6075.
To arrange accommodations for persons with disabilities, please contact the SEAC Executive Assistant at
360-725-6075, TTY 360-664-3631 or by email, SEAC@k12.wa.us no later than three business days before
this event – May 4, 2018. Please note that the Americans with Disabilities Act (ADA) does not require OSPI
Special Education Update 2 of 12 March 2018to take any action that would fundamentally alter the nature of its programs or services, or impose an
undue financial or administrative burden.
Changes to Washington Administrative Code (WAC) 392-172A
On February 10, 2018, the final state adopted regulations became effective. A PDF copy of the updated
Rules for the Provision of Special Education, which include the new and amended regulations, can be
found on the OSPI website. Please watch for additional information on areas that school districts may
want to consider for amended policies and procedures.
TVI Cohort Funded – Repeat
WA Sensory Disabilities Services (WSDS), the WA State School for the Blind, and Stephen F. Austin
University are collaborating again to form a second Teacher of the Visually Impaired (TVI) program cohort
starting in June 2018. Funding provided by OSPI to WSDS is available for up to nine individuals that
already have a teaching certificate and are looking to add the TVI endorsement. For more information,
please contact Emily Coleman at emily.coleman@wssb.wa.gov or by phone at 360-947-3304.
Visit the program website for application materials specific to Washington for enrollment in the TVI
Cohort partnership with Stephen F. Austin University and WA Sensory Disabilities Services.
Applications are due to Stephen F. Austin by April 1st.
Special Education Safety Net Legislative Workgroup Interim Report and Survey – Repeat
The Special Education Safety Net Workgroup: Interim Report is now available on OSPI’s website. This
interim report makes recommendations on possible adjustments to the Safety Net process and on
funding levels.
In order to gather as many comments/suggestions as possible, the Special Education Safety Net
Legislative Workgroup is seeking responses to a five question survey. This survey is different than the
annual Safety Net survey which is distributed to safety net applicants only. Please submit your responses
via SurveyGizmo.
Safety Net Bulletin 090-17 and State Oversight Committee Meeting Dates and Application
Deadlines – Repeat
Safety Net Bulletin 090-17 was published October 13, 2017. This bulletin provides instructions for applying
for special education safety net funding for the 2017–18 school year. Safety net awards are available to
school districts with a demonstrated capacity for special education funding in excess of all available state
and federal funding otherwise provided. The bulletin and application forms are posted on the OSPI
website.
Deadline for Receipt of Type of Oversight Committee
Meeting Location
Application at OSPI Application Meeting Date
High-Need SPSCC
March 16, 2018 June 13–14, 2018 4220 6th Ave. SE
Individuals
Lacey, WA
Applications must be received at OSPI by 5 p.m. on the deadline date. Faxed submissions will not
be accepted.
Special Education Update 3 of 12 March 2018Evaluation and IEP Technical Assistance Module – Repeat
The Evaluation and IEP Technical Assistance Module has been updated and is now available on OSPI’s
website. The module is designed to provide information, guidance, resources, and examples relating to
the Individuals with Disabilities Education Act (IDEA 2004) reauthorization and the Washington
Administrative Code (section 392-172A). The content of the module is intended to assist special education
staff in developing sufficient evaluations and properly formulated Individualized Education Programs
(IEPs) that improve instruction and outcomes for students with disabilities. If you have any questions
regarding the module, please contact Jennifer Story at jennifer.story@k12.wa.us or 360-725-6075.
Tips from the Special Education Section: Reminders to the Field
Reevaluations when Adding or Discontinuing Services
Determining whether a reevaluation would be needed when adding or discontinuing services is a decision
made by the IEP team on a case-by-case basis. OSPI Special Education Technical Assistance Paper No. 5
(TAP #5) provides a general review of special education evaluation requirements and includes responses
to Frequently Asked Questions (FAQs) about evaluations and reevaluations.
The following is a list of questions and regulations to consider when deciding whether a reevaluation is
needed to add or discontinue a service:
• Does the current evaluation already support the change that the IEP team is considering? IEP
teams should review the results of the student’s most recent evaluation to determine what areas
of specially designed instruction (SDI) and related services have been recommended by the
evaluation group. If, for example, the evaluation indicated that a service such as speech therapy
was only needed for a period of one year, then the IEP team could consider discontinuing this
service without conducting a reevaluation. Or, if the student was eligible for SDI in reading, but
the evaluation group recommended the student participate in Title services for reading instead to
determine whether those services would meet the student’s needs, then the IEP team could
consider adding this service area without conducting a reevaluation.
• If the evaluation recommends a service, such as reading, and the IEP team is considering
discontinuing that service, or the IEP team wants to add a service that is not recommended on the
evaluation, could that be considered a significant change of placement for this particular student?
The requirement for conducting a reevaluation before making a significant (or substantial) change
to a student’s placement has been stated in guidance from the US Department of Education’s
Office for Civil Rights (OCR) – “Protecting Students with Disabilities - Frequently Asked Questions
about Section 504 and the Education of Children with Disabilities” (Question #30), and
throughout Washington case law (e.g., Central Valley Sch. Dist., 115 LRP 17348, 2014-SE-0008
(SEA WA 2014); Tacoma Sch. Dist., 2016-SE-0047 (SEA WA 2016)). See also page seven of TAP #5
(FAQ #2) for additional guidance.
• If the IEP team determines that the student’s needs are changing to the degree that he/she no
longer requires specially designed instruction/related services for one or more service areas, or
now needs additional services, what other needs of the student may also be changing that may
need to be further examined/assessed?
• How might discontinuing the service (for example, occupational therapy) impact the student’s
performance in other areas (for example, writing)?
• How old is the current evaluation? Is a new evaluation due relatively soon, or was it just
completed? How current are the recommendations that were made by the evaluation group?
Remember that evaluations must occur at least once every three years, or sooner if the district
Special Education Update 4 of 12 March 2018determines that “the educational or related services needs, including improved academic
achievement and functional performance of the student warrant a reevaluation” (WAC 392-172A-
03015(1)(a)). See also page seven of TAP #5 (FAQ #1).
• A reevaluation can be completed using existing, current data; it does not always require
standardized testing. See WAC 392-172A-03025 and page 7 of TAP #5 (FAQ #3).
• As stated in TAP #5 (page nine, FAQ #8), there may be limited circumstances under which the
team could supplement the existing evaluation report in order to support the addition or
discontinuation of a service area. This approach should be the exception, rather than a common
district practice – districts should not need to supplement an evaluation report if the evaluation
was comprehensive when originally completed.
• Unlike SDI and related services, which are the responsibility of the evaluation group to determine,
supplementary aids and services (SAS) are the decision of the IEP team (refer to WACs 392-172A-
02065 and 392-172A-03110(2)(b)(ii)). There would therefore be no requirement to conduct a
reevaluation when adding or discontinuing SAS.
• Any decision that is made with regard to services should be made by a team, not an individual,
and should be based on current, relevant data.
Professional Development
State Advisory Panel (SAP)/State Interagency Coordinating Council (SICC) Webinar: An
Online Toolkit for Parent Involvement
Webinar: An Online Toolkit for Parent Involvement
Date: March 15, 2018
Time: 3–4 p.m. EST
Register for the webinar here.
Please join the webinar to preview and learn about the IDEA Data Center’s (IDC) new Parent Involvement
Online Toolkit! IDC will present an overview of the toolkit, which was developed to help states improve
the quality of their parent involvement data.
For more information, see the webinar flyer.
Spring Conference 2018 – Rising Behaviors in Schools: The Call for Renewed Approaches –
Repeat
Washington’s Council for Exceptional Children (CEC), Council for Children with Behavioral Disorders
(CCBD), and Council of Administrators of Special Education Spring 2018 Conference will be on Saturday
March 31, 2018 9 a.m. – 3 p.m. at Puget Sound ESD in Renton.
Register for the conference here.
See the conference brochure for more information.
Professional Development Opportunities from Washington Sensory Disabilities Services –
Repeat
Educational Interpreter Performance Assessment Video Conference Workshops 2017–18
• April 7, 2018
Roman Numeral I: Unpacking Use of Space and Classifiers
Download a copy of the flier for course descriptions and registration information.
Special Education Update 5 of 12 March 2018Oregon Response to Instruction and Intervention Annual Conference, 2018 – Repeat
When?
• Pre-Conference, Strengthening Instruction: April 25th
• Main Conference: April 26th and 27th
Where?
Eugene Hilton
66 E 6th Ave
Eugene, OR
Join us at Oregon's foremost conference on Response to Intervention and evidence-based practices!
Main Conference Highlights:
• Keynote: Dr. Kevin Feldman
• Endnote: Dr. Anita Archer
• Over 90 Breakout Sessions for both Elementary and Secondary including:
o Effective Instruction
o Professional Learning
o Equity & Culture
o Teaming & Data-Based Decision Making
o Literacy & Math
o and much more
• Facilitated Team-Time: Gather with your district or school leadership team to process your
learning and create action plans with assistance from an ORTIi Implementation Coach
• Networking Reception: Connect with others and share implementation challenges and solutions -
Together We Are Better!
Pre-Conference, Strengthening Instruction, Highlights:
• Overview: How do we ensure that teachers are equipped to deliver the most effective literacy
instruction possible? This pre-conference day will include sessions on using data to identify
priority instructional targets, professional learning strategies that yield results, and "public-
practice" strategies that help teachers help each other become better at their craft.
• Keynote: Dr. Kevin Feldman
• Endnote: Dr. Shera Carter Sackey
• Voices from the field: School and district leaders will share their experience implementing
frameworks to monitor instruction and provide meaningful feedback that helps teachers improve
their practices.
Click here to see last year's conference program as an example of the range of possible offerings. A list of
specific breakout sessions for this year's conference will be available in the early spring.
Visit the event website for more information and to register for the Main Conference and the Pre-
Conference.
Spring into a Haring Center Training!
This April and May the Haring Center trainings focus on implanting inclusive practices in any classroom,
regardless of disability or delay.
Join us and you come away with:
• The skills to design and implement inclusive educational services for preschoolers with autism.
Special Education Update 6 of 12 March 2018• The skills to identify and plan practices and modification strategies to support all learners.
• New techniques to encourage language, reading, writing and phonological awareness.
Click here to browse and plan your continuing education with the Haring Center.
April 26 & 27: 8:30 a.m. to 3:30 p.m. at the Haring Center
Project DATA Model for Teaching Young Children with Autism Spectrum Disorder
April 27: 1 to 4 p.m. at the Haring Center
Yes! Early Learning is for Everyone
May 18: 1 to 3 p.m. at the Haring Center
A Literacy Green Thumb: Growing Reading and Writing Readiness
The Haring Center’s professional development opportunities focus on inclusive education and behavioral
strategies that help all kids from preschool through 3rd grade. Our webinars focus on supporting behavior
analysts who work with children of all ages.
Save the Date – Infant and Early Childhood Conference (IECC) – Repeat
The 2018 IECC conference will be held May 2–4, 2018 in the Greater Tacoma Convention Center, Tacoma,
WA with a preconference day on May 2.
For more information, visit the conference website.
Save the Date – WASA Conference
Mark your calendars and make plans to attend!
The 2018 WASA/OSPI Special Education Workshop will be held Thursday, August 2 – Friday, August 3
at the Hotel Murano in Tacoma. A New Director Preconference will be held Wednesday, August 1.
Registration will open in May.
Save the Date – Starting Strong P-3rd Grade Institute
Please plan on registering for the Starting Strong P-3rd Grade Institute being held in Lynnwood,
Washington on August 6–8, 2018. For more information and to complete the early bird registration, visit
to the conference website.
News from Assessment and Student Information
Four Additional Webinars in March
In response to district requests, OSPI is offering four additional trainings in March for those administering
the WIDA Alternate ACCESS for ELLs assessment. This assessment is intended for ELs with significant
cognitive disabilities. The webinar trainings are scheduled for 2.5 hours to allow time for questions. The
webinars will not be recorded or posted online. Please ensure that you register for training early to ensure
that you receive the training materials.
Training Dates:
• March 12 at 8:00 am — Register for the March 12 training here.
Special Education Update 7 of 12 March 2018• March 14 at 9:00 am — Register for the March 14 training here.
• March 16 at 12:30 pm — Register for the March 16 training here.
• March 22 at 3:30 pm — Register for the March 22 training here.
New Alternate ACCESS Resource Page
OSPI has created a new resource page for WIDA Alternate ACCESS test administration. The page can be
accessed through the ELPA21 page or this link. Resources on this page include the TAM, an FAQ
document, the WIDA-AMS User Guide and more.
Locally Administered Assessments and Locally Determined Courses
Legislation in 2017 (ESHB 2224, subsection 10, now RCW 28A.655.061) created an additional alternative
for fulfilling assessment graduation requirements: locally administered assessments that are tied to locally
determined courses. Districts have the option of adding this alternative to those already in law to provide
more ways for students who have not earned a Certificate of Academic Achievement (CAA) or Certificate
of Individual Achievement (CIA) to meet the state’s assessment graduation requirements. For school year
2018–19, there will be two options:
• Successful completion of an English language arts (ELA) or mathematics Bridge to College
course. These high school transition courses, as defined by the legislation, are approved locally
determined course/locally administered assessment alternatives effective 2018–19 designed for
seniors. For high school graduation purposes, the student must pass and earn credit in the course.
• Collections of Evidence—Local (COE-Local). Many schools have developed courses to support
students to work on their Collections of Evidence (COE) in ELA and mathematics. Although the
state-level COE alternative was discontinued with the passage of ESHB 2224, the COE-Local
alternative is intended to leverage the courses already developed in districts, as well as the
materials (COE tasks) that were used across the state.
See OSPI Bulletin 015-18 for more information.
WCAP: Off-Grade Level Paper Testing for Spring – Repeat
(The following item was sent to District Assessment Coordinators on November 20, 2017, in the 2017.21
Washington Assessment Weekly).
Due to the small number of students whose IEP specifies paper testing accommodation for large print,
braille, and standard print forms for the Off-Grade Level English Language Arts (ELA) and mathematics
tests, the testing window for Off-Grade Level ELA and mathematics has been updated to the following:
• April 16 – May 25: Off-Grade Level ELA and mathematics to support large print, braille, and
standard print forms for students whose IEP states paper administration.
News from Certification
OSPI Certification Office Announces the Launch of a NEW Website
OSPI has developed a new Certification Website based on feedback and guidance from customer user
groups. The goal was to create a user friendly and self-guiding website that makes navigation of the state
of Washington educator certification process easier to understand and more efficient. Please take time in
the next few weeks to review the new Certification website. If you have any immediate questions
regarding the new website please contact the Certification office at 360-725-6400 or use the online
contact form here for assistance.
Special Education Update 8 of 12 March 2018News from Outside OSPI
Public Comment Period for Delay in Implementation of Significant Disproportionality
Regulations
The February 27, 2018 Federal Register contained the official notice of proposed rulemaking to postpone
the compliance date of the significant disproportionality regulations by two years, from July 1, 2018 to
July 1, 2020 and the date to include children ages three through five in the analysis of significant
disproportionality with respect to identification and identification with a particular disability from July 1,
2020 to July 1, 2022.
The notice is posted here. Comments are due by May 14th and should be posted on the eRulemaking
website using docket number: ED–2017–OSERS–0128.
March is Brain Injury Awareness Month
Through education, outreach, and strategic partnerships, the Washington State Traumatic Brain Injury
Advisory Council works to address the needs of individuals with traumatic brain injuries, including children
and youth with brain injury in the schools.
Traumatic brain injury (TBI) was added as a disability category under the Individuals with Disabilities
Education Act (IDEA) in 1991. Yet, there remains a discrepancy between the incidence of TBI and the
frequency with which schools identify students for special education services. In 2016 in Washington
State, only 356 students (0.26% of special education population) were served under the TBI category.
While other supports exist, students with TBI are being under-recognized and underserved in the school
setting.
TBI impacts students’ abilities to learn, behave appropriately, and socialize in the school setting. Cognitive
effects include decreased general intellectual functioning, attention and memory problems, visual spatial
difficulties, and executive dysfunction (problems with organization, planning, and self-monitoring).
Behaviorally, students with TBI, especially those with frontal lobe injuries, may appear disinhibited,
aggressive, socially inappropriate, withdrawn, or apathetic. These behaviors are often confusing and
difficult to manage for untrained professionals.
The burden of TBI in the schools can be reduced through education and awareness, identification of the
unique needs of students with TBI, and implementation of appropriate services and supports.
Additional information about educating students with TBI is available at:
• LEARNet – A resource for teachers, clinicians, parents, and students
• Brain Injury in Children and Youth: A Manual for Educators
• The Brain Injury Alliance of Washington
Information about the TBI Council may be found on the DSHS website.
Job Opening at Western Washington University
Western Washington University is hiring a Director for the Ershig Assistive Technology Resource Center (E-
ATRC). The Center is operated through the Department of Special Education and Education Leadership at
Western Washington University. It is an integral part of the Woodring College of Education and
community. The job posting is available here. For additional information about the E-ATRC, please visit
their website.
Special Education Update 9 of 12 March 2018Family Camp 2018
Washington Sensory Disabilities Services (WSDS) in collaboration with The Center on Childhood Deafness
and Hearing Loss (CDHL), sponsors an annual weekend for families with children and teens who are
deaf/hard of hearing. Families stay in cabins at the Lazy F Ranch outside of Ellensburg, attend workshops,
and have a great time. For more information about the Spring Family Camp, download a copy of the flier
and registration form below:
When:
May 4 – May 6, 2018
Where:
Lazy F Campground
Ellensburg, WA
Event flier and registration for children who are Birth until 3 years old:
• 2018 Spring Family Camp B-3/English Version (PDF)
• 2018 Spring Family Camp B-3/Spanish Version (PDF)
Event flier and registration for children and youth who are 3 years and older:
• 2018 Spring Family Camp English Version (PDF)
• 2018 Spring Family Camp Spanish Version (PDF)
For additional information or questions contact:
Christy Camarata, Program Coordinator
christy.camarata@cwu.edu
509-963-1670 V/TTY
Washington State Developmental Disabilities Council (DDC) Seeking Members – Repeat
The Washington State Developmental Disabilities Council is seeking candidates to fill open positions on
the Governor-appointed Council. Please share the following information with your communities (e.g.
newsletters, agenda item at parent meetings, etc.).
The Council is seeking candidates who are:
1. Individuals with Intellectual/Developmental Disabilities (IDD); and
2. Parents/Family members/Guardians of individuals with IDD
The Council is especially interested in candidates from the diverse geographic, ethnic, and cultural
communities in Washington and the Native American Nations.
Candidates will be interviewed by the DDC Membership Team, however, final selection of members is
made by the Governor's office. Members will hold a three-year term and are eligible for reappointment
for a second term. The Council covers all expenses, including travel to meetings, meals and lodging.
Go to the Governor’s website and click on apply. Application deadline is April 30, 2018. For more
information, contact Ed Holen or Linda West at 800-634-4473.
Special Education Update 10 of 12 March 2018P-223H Monthly Report of Special Education Enrollment Form Revised Language and Guidance – Clarification – Repeat ESIT would like to share the following information: The monthly enrollment [child] count for the P-223H, October through June, occurs on the first school day of each month. For funding to be available to cover the cost of services, the child would need to be included in the monthly enrollment count. This means that the child must have a completed IFSP and receive services (which may include family resources coordination) prior to the monthly enrollment child count, for funding to be available to cover the cost. For example: A child is referred on October 28th and the initial IFSP is issued on November 30th and services, in addition to FRC services, begin on December 15th. The provider cannot bill the district for the pre-enrollment service coordination that happened in November because the child’s IFSP was not included in that month’s child count (because it was not completed by the first school day in November). They can only bill for the services that occurred in December or later, because December is the first month that the child was eligible to be included in the monthly enrollment count. P-223H_Guidance.pdf Training Workshops for Community Guides and Community Engagement Providers – Repeat The Washington State Developmental Disabilities Council and the ARC of Washington State are co- sponsoring free training for individuals interested in learning how to become Community Guides and/or Community Engagement Providers. Community Engagement is for Developmental Disabilities Administration (DDA) clients who are enrolled in the Individual & Family Services (IFS) waiver and need help to connect to resources in their community, and support to participate, engage, and integrate into the community. Services are designed to develop creative, flexible and supportive community resources and relationships. Community Guides provide short-term services designed to increase access to informal community supports by developing creative, flexible, and helpful resources. Lunch is provided at each of these trainings scheduled for 10 a.m. – 3 p.m. at the following locations: • March 15, 2018: Vancouver at Heathman Lodge, 7801 NE Greenwood Drive, Vancouver, WA • March 22, 2018: Tri-Cities at Red Lion Hotel, 2525 B, 29th Avenue, Pasco, WA • March 29, 2018: Olympia at Hampton Inn & Suites, 4301 Martin Way E., Olympia, WA Registration is required and seating is limited for all the workshops. Register by contacting Linda West at: linda.west@ddc.wa.gov or call 1-800-634 4473. Special Education Update 11 of 12 March 2018
Resources
The following resources were disseminated in the Office of Special Education Programs January 2018
Newsletter.
New from the Center for Parent Information and Resources (CPIR) – Repeat
CPIR has recently developed an online resource hub tailored to the needs of foster and adoptive
families.
The resources are written for the families who’ve adopted children with disabilities (and without!), and
those who offer them safe haven through fostering. Stakeholders who work in state agencies or in private
organizations and who find foster homes and adoptive families for children may also find this useful. The
latest resources can be found within the following sections on CPIR's website:
• About Foster Care: "Quick Facts"
• Addressing Disability: disability fact sheets and more
• Organizations Focused on Adoption and Foster Parenting: a listing of these organizations and a
brief description of each
• Finding Disability Support Groups: tips for parents in need
New from OSEP-funded Center on Technology and Disability – Repeat
The Center on Technology and Disability (CTD) has released several new resources on assistive technology
(AT), including:
• The illustrated Assistive Technology Glossary, providing families, educators, and service providers
with a common understanding of key AT terms and concepts;
• Assistive Technology 101, CTD's most popular and comprehensive guide, which has recently been
updated and expanded;
• Assistive Technology and the IEP and Tecnologia de Asistencia y el IEP, English and Spanish
versions of a document that supports meaningful consideration of AT during the IEP process; and
• The Digital Accessibility Resource Collection, which helps state and local education agency leaders
build state and local capacity to support learners across the ability spectrum. This collection
includes an accessibility toolkit, infographics, guides, case studies, and webinars.
New Research Briefs from IES Center Focused on Special Education – Repeat
The IES-funded National Center on Assessment and Accountability for Special Education (NCAASE) has
begun an exciting new series called "Did You Know?" Periodically, the center will release a reader-friendly,
one-page summary (DYK) of timely research completed by NCAASE researchers. Below are the latest
releases, and be sure to check back soon on the website for future DYKs!
• DYK 1: "Reading comprehension growth across elementary and middle school grades is similar
between students with disabilities and students without disabilities"
• DYK2: "Mathematics achievement gaps for special education students vary by exceptionality"
Except where otherwise noted, this work by Office of Superintendent of Public Instruction is licensed
under a Creative Commons Attribution 4.0 International License.
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