Professional Learning Network
Inclusionary Practices Project Professional Learning
The AESD Inclusionary Practices Project (IPP) supports coordinated professional learning for school leadership teams. The project’s purpose is to support educators and school leaders with developing and implementing sustainable systems, structures, and practices that support all students with meaningful access and engagement in inclusive learning environments.
AESD Inclusionary Practices Project Partnerships
AESD is one of several organizations involved in OSPI’s Inclusionary Practices Project. Each organization supports schools’ ability to improve inclusion and inclusive practices. Check out our partnership links below for additional professional learning, coaching and support!
CCTS – Seattle University (Transition/High School Focus)
Center for Change in Transition Services (CCTS) – Our Mission: Empowering educators and administrators to improve transition services for youth with disabilities through partnerships, research, and training. CCTS provides secondary transition training and technical support to districts, and Educational Service Districts, that serve students who have an Individual Education Program and are in need of transition services. As part of the Inclusionary Practices Project, CCTS is focusing on partnerships between Special Education and Career Technical Education (CTE) classrooms to increase inclusionary practices in general education.
- CCTS’s Inclusionary Practice Project goals
- Schedule of upcoming CCTS online seminars and workshops
- Resources and Recordings from past CCTS workshops
AWSP (School Leaders ) AWSL (Student Leaders)
AWSP exists to support principals and the principalship in the education of all students. We believe strong leaders create strong schools and strong students. Founded in 1972, AWSP has been a leading voice in education for decades, representing principals, assistant principals, and principal interns.
AWSL inception was in 1956. Since 1972, they have worked with our principal’s association to train and develop elected student leaders. Over time our mission has grown to develop and create opportunities for all students to develop their leadership skills. We truly believe that leadership in a building comes from all levels – Students, Staff, and Principals. Our programs, offerings, and services are Pre-K through post-high school and include camps, conferences, workshops, student panels, student advocacy; all while creating the culture and climate specialists at the student level. Our mission is to support the development of the next generation of building and community leaders.
AWSP’s inclusionary practices partnership with AESD, along with AWSL, is fueled by building a common language and interchangeable tools that assist school leaders and their teaching teams in building a solid foundation for advancing effective and sustainable “next level” inclusive school cultures and classrooms. Our goal is for the school leaders, the special education teachers and general ed teachers to work in tandem with students and parents on rethinking and redesigning what inclusion looks and acts like within their school contexts. Although AWSP/AWSL’s and AESD’s audiences are different, the “customers” we serve are the same: ALL students.
AWSP IPP Toolkit
- AWSL Equity, Opportunity and Access
- Leaders in Unexpected Places article
- Equity Resources Hub
- Connecting to the AWSP Principals’ Framework
We’d love to connect with you about how we can support you in your inclusionary work:
UW Haring Center (Demonstration Sites P-12)
In the Fall of 2019, The University of Washington Haring Center for Inclusive Education partnered with OSPI to coordinate and lead an integral part of the larger statewide project –creating model demonstration sites that highlight inclusionary practices across Washington State. The demonstration sites project was developed to provide educators from around the state with the opportunity to observe inclusionary practices in action, meet with school teams, collect artifacts that aid in systems-change, and learn about how to implement inclusionary practices in different school contexts. Our partnerships include urban schools, rural schools, and schools in some of our largest and smallest districts across Washington State.
The model demonstration sites engage in and provide transformational professional development by using storytelling and best practices in model demonstration site replication and dissemination to allow for the greatest impact while visiting schools leave with evidence-based practices and resources to aid in building inclusive communities in their own schools. The goal of the IPP UW Demonstration Sites Project is to create learning communities as sites for research, professional development, teacher preparation, and model demonstration sites replication for best practices in inclusive education. These schools serve as statewide exemplars, showcasing the benefits of inclusionary practices on student outcomes, teacher effectiveness, and family engagement.
Please visit our website to learn more about our IPP demonstration sites, how to apply to be a demonstration site (next application window October 2020), and to obtain valuable resources and artifacts from our sites.
Collaborative Learning Solutions
Collaborative Learning Solutions’ (CLS) mission is to optimize the life outcomes and trajectory of marginalized youth. We are excited to partner with OSPI and CSTP through the delivery of 4 free professional learning opportunities designed to support districts, schools, teachers and staff with creating Conditions for Learning for ALL students in their least restrictive environment (LRE).
IF we invest in a Community of Equity and Inclusive Practice (CEIP) to set priorities, raise awareness, and take action, THEN we will strengthen the voices and participation of educators, students, and families to inform school policies and practices, RESULTING IN enhanced organizational leadership for equity and inclusion.
IF we build a school community that invests in Restorative Practices (RP) and manages conflict by repairing harm and restoring relationships, THEN we will create a culture of empathy, accountability, and belonging RESULTING IN students and staff that feel safe, valued, and heard.
IF we develop Responsive Discipline Guidelines (RDG) to align with the new OSPI rules change THEN we will create an environment where discipline offers opportunities for growth, responsibility and skill building RESULTING IN students feeling more connected and motivated to make good choices.
IF we implement a Restorative Justice Center (RJC) led by students for students THEN we will create an environment that emphasizes relationships, reparation, and social discipline while promoting accountability and growth RESULTING IN a community that takes responsibility for the well being of all of its members.
Need additional coaching & targeted support?
Connect with a regional Inclusionary Practices Coordinator to join our project and access the professional learning, coaching, support and mini grant available for up to 140 School Teams!