Models of Inclusive Learning Environments in Washington

Models of Inclusive Learning Environments in Washington

by Kathy Bartlett

The expression," Inclusion is not a place, but a process" can be applied to six sites that currently are participating in an Office of Superintendent of Public Instruction (OSPI) Inclusion Grant Project. The inclusion project was mandated by the Washington legislature in a 1997-1998 proviso that stated, "up to one percent of the general fund-federal appropriation shall be expended by the superintendent for projects related to use of inclusion strategies by school districts for provision of special education services. The superintendent shall prepare an information database on laws, best practices, examples of programs, and recommended resources. The information may be disseminated in a variety of ways, including workshops and other staff development activities."

The legislative proviso has progressed in three stages. The first phase from September 1998 to August of 1999 included: the hiring of Mark Anderson and Kathy Bartlett to coordinate the project, contract awarded to New Horizons for Learning for inclusion website, sixty-nine schools applied for the inclusion grant, six sites selected, grant money awarded, summer staff development training accomplished, and sites established goals for the 1999-2000 school year.

The following is a brief description of the six outstanding inclusion sites participating in the inclusion project:

Seth Woodward Elementary, West Valley Spokane, Pam Francis, principal

Orchard Center Elementary, West Valley Spokane, Gene Sementi, principal

These two elementary schools are considered as one site and both have strong individualized reading programs supported by staff and volunteer tutors.

Columbia Middle School, Burbank, Ben Small, principal

"Teaming for Success" is the school motto reinforced by a systematic integration of instructional strategies from staff development opportunities.

Kulshan Middle School, Bellingham, Sherrie Brown, principal

Co-teaching with general and special education teachers supports unique team structures and student inclusion at this middle school.

Nathan Hale High School, Seattle, Eric Brown, principal

Inclusive three-hour academic blocks with ninth and tenth grade looping to assist students in a supportive environment.

Sumner School District, Sumner, Dr. Gail Hanninen, Director of Special Services

Reading, team problem solving, and district support are the focus points of this preschool-12 school system.

"Coming together is a beginning; keeping together is progress; working together is success" is a statement by Henry Ford that the six inclusion sites experienced as they entered the second phase of the project from September 1999 to August 2000. The schools continued to set goals, problem solve changes in schedules, team structure, instruction, and support students and staff. Reading instruction and assessment were the academic focus of this phase. In the fall and spring the school staff administered three types of reading tests to special education students and reported the scores to OSPI. During this year, some schools established reading programs and others expanded current reading materials and instruction. Near the end of this phase, each school participated in a KEYS (Keys to Excellence in Your Schools) school environment survey from the Washington Education Association.

September 2000 to August 2001 is the time frame for the third phase of the inclusion project. Reading will continue as the academic focus with intervention plans developed for the struggling readers identified by last year's assessment scores. Each site will receive data interpretation of the KEYS survey and training support for the staff's goals and objectives. An important event in this phase will be an opportunity for teams from the six sites to come together and share their experiences as participants in the inclusion grant project.

"Inclusion is much more than a place to go. It is a value to be lived," is a quote by Jennifer York that describes the heart and soul the grant sites have demonstrated in this inclusion project. Evidence of best practices, programs, and resources will be gathered from reading information, KEYS effective school environment factors, and individual site case studies. Information about the six inclusion sites is currently available on the New Horizons for Learning website and will be documented in a final OSPI 2001 report.

About the Author
Three years ago Kathy moved from Montana to Olympia to live near her 90 year old father and enjoy the beauty of the Northwest. She is a special education teacher and has also taught general education, adult education classes, and collaborative classes for 15 years. Currently, she is the program supervisor for the Inclusion Project under the Special Education Department at OSPI. In her many adventures, Kathy has ridden a motorcycle to Sturgis, South Dakota, ridden camels in the Gobi Desert of Mongolia at a dinosaur dig, and driven to University of Washington classes at I-5 rush hour. She is the mother of two twenty-something year old daughters, Amy and Kara. Contact Kathy Bartlett at (360) 586-4804 or kbartlett@ospi.wednet.edu with questions regarding the inclusion project.