How the IPTN Works 

IPTN Theory of Action

The theory of action below defines the concrete actions IPTN members take in order to impact the network’s aim. Much of this work involves an ever-evolving progress where members reflect on the overall vision of the network and identify clear actions that have the potential to positively impact this vision.  

If the IPTN Design Team takes the following actions

• Identify professional organizations to provide TA across Washington that help to equip educators with the skills, knowledge, and mindset for supporting inclusive practices within Washington, 
• Map the leadership, location, strengths, and interests with selected TA providers within Washington and use these strengths and interests to codesign a TA network and related communities of practice,  
• Create a mission, a vision, goals, and objectives and identify key data as the core focus of the IPTN and give TA providers participating in the IPTN the opportunity to give feedback on these areas prior to designing TA tiers, 
• Deliver universal TA offerings that provide general high-leverage supports, resources, and coalition-building events that mobilize TA providers toward the work of inclusive practices and elicit their feedback regarding targeted and intensive TA activities (e.g., website, virtual convenings, potential in-person convenings, checklists, and other free resources), 
• Create targeted TA offerings through communities of practice centered on areas of interest intersection between TA providers and the goals and areas of focus of the IPTN,  
• Create intensive TA offerings through individualized support for TA providers requesting more intensive support and for TA providers identified as requiring more intensive TA in priority areas (e.g., theory of action creation, power-mapping, facilitating internal meetings, etc.), and 
• Curate data gathering and visualization technologies targeting TA providers that understand the IPTN’s key data, making these data publicly available to the field.  

The actions will result in the following outputs

• A tiered TA system of network-based support that provides sustainable infrastructure for future areas of focus, 
• A mobilized TA provider community equipped with the knowledge and network for moving inclusive practice forward within the state,  
• A process where IPTN providers experience tiered TA for themselves and their organization to further the work of inclusion and equip providers to provide tiered supports and/or organize their supports and services for a full-scale multi-tiered system of support (MTSS) local education agency (LEA) TA system in Washington, 
• Data infrastructure and tools that make the key data related to inclusion and student outcomes clear to the IPTN network and the field, and 
• Washington will increase the number of school districts focused on inclusion and inclusionary practices within an MTSS across the state.  

So that the IPTN will have the following outcomes

• Washington will create proportionate representation across student racial and ethnic groups regarding identification, eligibility, and placement of students eligible for special education services within the state.  
• Key Data: Identification rates across eligibility categories and racial groups, educational setting placement rates across racial groups  
• Washington will increase access for students who have historically been segregated from general education and therefore increase student placement in LRE 1 with an emphasis on students currently in LRE 3.  
• Key Data: Improved LRE rates for focused populations 
• Washington will increase student outcomes and access to postsecondary opportunities for students with and without disabilities.