IPTN Key Terms and Frequently Asked Questions

Key Terms

Students Eligible for Special Education Services

Students eligible for special education services are students who meet all three of the following criteria:

1. The student has been evaluated and determined to have a disability or disabilities in one of the eligibility categories described in WAC 392-172A-01035(1)(a).
2. The student's disability/disabilities adversely affect the student’s educational performance.
3. The student’s unique needs cannot be addressed through education in general education classes alone – with or without individual accommodations – and requires specially designed instruction (SDI).

Black Students Eligible for Special Education Services

Black students eligible for special education services are students who meet the three eligibility criteria above, and who are identified in a district’s student information system as Black or African American. This information is typically provided by the parent/guardian or student.  

Students with Developmental Delays 

A student aged three through nine who is eligible for special education services in the category of developmental delay as defined in WAC 392-172A-01035(2)(d). 

Students with Intellectual Disabilities

A student who is eligible for special education services in the category of intellectual disability as defined in WAC 392-172A-01035(2)(g). 

Least Restrictive Environment (Including LRE 1, 2, and 3) 

As described in WAC 392-172A-02050, districts are required to provide services for each student eligible for special education in the student’s least restrictive environment (LRE), meaning that services must be provided to the maximum extent appropriate in the general education environment.  Special classes, separate schooling or other removal of students eligible for special education services from the general educational environment occurs only if the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

District LRE data report the percent of students eligible for special education services included in general education settings by the degree to which they are included. These data are reported by districts statewide, and include the following categories for students ages 6-22 (as well as students age 5 not in grade level PK):

• LRE 1: Students in this category are served in general education settings for 80-100% of the school day
• LRE 2: Students in this category are served in general education settings for 40-79% of the school day
• LRE 3: Students in this category are served in general education for 0-39% of the school day

The IPTN represents a collaborative effort to increase the awareness and capacity of schools to place students eligible for special education services in LRE 1 whenever possible.  As districts adopt inclusionary practices, the IPTN expects to see progress in their LRE data as follows:

• An increase in students served in LRE 1, and
• A corresponding decrease in students served in LRE 2 and LRE 3 as students move to less restrictive placements in LRE 1

Frequently Asked Questions

Why does Washington need the IPTN?

In 2019 Washington state launched the Inclusionary Practices Project. In 2018, Washington state ranked 44th across all 50 states for K-12 inclusive practices. To support more inclusive schools, the State Legislature funded a multi-year inclusionary practices professional development initiative focused on increasing student access to core instruction and instructional environments. The results of this work have been an overwhelming success as evidenced by students with an IEP spending 80% (LRE 1) or more of their time in inclusive instructional environments up 6.8% across the state and 20.7% for those districts serving as pilot groups actively applying the professional development areas to their work. 

Given these gains, the IPTN represents the next iteration of inclusionary practice work by intentionally focusing on student groups that data shows continue to be the least likely to access inclusionary environments — those who spend the majority of their day in separate self-contained settings and Black students with an IEP, who educational systems have yet to proportionally include. The network, therefore, harnesses both federal IDEA funds for state-level initiatives and state special education funds provided by the legislature to partner with key statewide professional organizations in a commitment to disrupt patterns of disproportionality and exclusionary practices.

Furthermore, up until this time, Washington state has lacked a coordinated statewide technical assistance network. The lack of coordinated efforts creates two larger challenges. First, the consistency of best practice varies across the state and there is no regular mechanism for individual TA providers to come together to examine practices together to improve consistency. Second, without TA providers coming together, there hasn’t been a state-level mechanism to examine state and regional needs and action plans from an equitable statewide standpoint. The IPTN addresses these challenges by bringing together partners from across the state to coordinate services, ensuring consistent best practices, data-based decisions that consider needs from the state level and takes into consideration local contexts, and targeted support to improve inclusionary outcomes for all students.

Why does the IPTN focus on Black students with disabilities and students with Intellectual and/or Developmental Delays in their network aim? 

“Nationally, Black or African American students with disabilities were 1.48 times more likely to be identified with intellectual disabilities compared to all students with disabilities.” - OSEP Fast Facts: Race and Ethnicity of Children with Disabilities Served under IDEA Part B 

The IPTN focuses on Black students with disabilities and students with Intellectual and/or Developmental Disabilities (IDD) because these groups have historically been the most marginalized and excluded in our educational system, starting as early as preschool. Exclusionary practices often begin with our youngest learners, as they are disproportionately placed in more restrictive environments, limiting their access to general education settings and high-quality instruction from the start of their educational journey. By centering our efforts on these specific groups, the IPTN aims to disrupt systemic inequities early on and ensure that all students, particularly those furthest from educational justice, receive the support and opportunities they need to thrive. Focusing on Black students with disabilities and students with IDD is not only a commitment to equity but also a strategic approach to improve outcomes for all students across all grade levels. When schools are designed to meet the needs of the most marginalized, they become more inclusive, equitable, and effective for everyone.

Doesn’t such a narrow focus on specific populations leave out the inclusion of other key populations of students within the state?

When schools and districts prioritize the inclusion of their most marginalized students, such as Black students with disabilities and students with Intellectual and Developmental Disabilities (IDD), the impact is transformative for all students. By addressing barriers to learning and fostering equitable access to high-quality instruction, starting with our earliest learners, schools create an environment where diversity is valued, and supports are tailored to individual needs. This inclusive approach encourages collaboration, increases cultural awareness, and strengthens instructional practices. Ultimately, when the system works better for the students furthest from educational justice, it raises the standard for every student, resulting in improved outcomes across the board and a more equitable and supportive learning environment for all learners.

Why is the IPTN focusing on LRE 1  as an important metric?

Focusing on LRE 1 (Least Restrictive Environment 1) as a key metric in the Inclusionary Practices Technical Assistance Network (IPTN) is crucial because it reflects the commitment to ensuring that students with disabilities have access to the same high-quality, general education environments as their peers. Learning in LRE 1 means that students are spending 80-100% of their day in general education classrooms, which is essential for promoting equity, fostering a sense of belonging, and providing opportunities for meaningful interaction with peers. Research consistently shows that when students with disabilities are included in general education settings, they benefit academically, socially, and emotionally. Moreover, their presence enriches the educational experience for all students. By prioritizing LRE 1, the IPTN is driving systemic change to create more inclusive schools, where every student has the opportunity to succeed in a rigorous, supportive environment.

By focusing on LRE 1, sites continue to enhance the robustness of their core MTSS   elements, those Tier 1 practices. By doing this, not only do the populations articulated in the AIM of ITPN benefit, but the entire population does with the added elements in Tier 1. This means that less students require targeted or individualized interventions to be successful in school. 

What other data is the IPTN monitoring to measure improvements in inclusive schooling in Washington along with Least Restrictive Environment (LRE) Data?

The Inclusionary Practices Technical Assistance Network (IPTN) monitors several data points alongside inclusion to ensure a comprehensive approach to improving educational outcomes. In addition to tracking Least Restrictive Environment (LRE) data,  IPTN monitors:

• Disproportionality data to assess whether certain student groups, particularly Black students with disabilities and students with Intellectual and Developmental Disabilities (IDD), are overrepresented in restrictive settings.
• Disciplinary data to track exclusionary practices such as suspensions, expulsions, and restraint and isolation, particularly for marginalized groups.
• Student progress towards grade level standards:  to evaluate academic progress and ensure that students in inclusive settings are making progress on grade-level standards.
• Family and student engagement data to understand the lived experiences and the extent to which families and students feel involved and supported and like they belong in the educational process.
• Social-emotional and mental health outcomes to ensure that students are receiving the necessary supports to thrive holistically, not just academically.

This multi-faceted approach ensures the IPTN is addressing the full scope of barriers to inclusion and improving outcomes for all students.

How is WestEd involved?

WestED is a contracted partner working with the state of Washington and OSPI to coordinate, facilitate, and support the creation and expansion of the Inclusionary Practices Technical Assistance Network.  As a national non-profit working at federal, state, regional, and local levels to improve outcomes for all students, WestEd is also positioned to support OSPI with a wide array of strategies and practices to create and sustain network communities.