Program Improvement

The Special Education Program Improvement Team collaborates with school districts to ensure improved educational results and functional outcomes for all children with disabilities. Washington’s program improvement system includes a review of both quantitative data and qualitative information provided by districts to ensure that districts are implementing the requirements of the Individuals with Disabilities Education Act (IDEA) 2004.

Program Improvement Process

The program improvement process includes:

• Data Collection and Analysis (Quantitative Data): Special education district performance data across the federally-mandated indicators
• Technical assistance Resources for improving the performance across the indicators of the state performance plan
• Integrated Monitoring (WISM): Monitoring activities designed to promote special education program effectiveness and ensure that the state supervision and oversight requirements for special education programs are met.

Impacts of Program Improvement Process

Data and information collected through the program improvement process impacts:

• Identification & Correction of Non-compliance
  • Official notification of non-compliance findings is provided to districts through iGrants Form Package 442.
  • Districts are required to correct all issues of non-compliance as soon as possible, but no later than one year from identification. The verification (confirmation) of corrections by the local Educational Service District (ESD) and the validation (approval) of corrections by OSPI must also occur within this one year timeline.
  • Failure to complete corrections in a timely manner will impact the district’s Determination level.
• Annual Determinations
• Significant Disproportionality

Statewide IEP Feasibility Study

In alignment with legislative direction, OSPI conducted a comprehensive IEP feasibility study to evaluate the implementation of a statewide Individualized Education Program (IEP) system in Washington. The study examined current local systems, identified barriers to equitable and high-quality special education services, and assessed potential solutions, vendors, and associated costs. Findings confirmed that a unified statewide IEP system is both feasible and essential. A statewide solution would strengthen compliance, elevate instructional quality, and increase inclusionary practices by streamlining systems and ensuring equitable access for all students with disabilities. The recommendations from this study lay the foundation for a future where all Washington students have consistent, rigorous, and inclusive supports.