In 2018, Washington Schools were looking to support more inclusive schools in Washington state, the legislature appropriated funding in its 2019-21 budget to the Office of Superintendent of Public Instruction. The Washington Association of School Administrators (WASA) in 2020 was awarded funding for the Inclusionary Practices: Statewide Support for District Change project and partnered with Novak Educational Consulting. Through the collaborative efforts, we aimed to assist district leadership teams in developing and implementing plans for more inclusive learning environments for students with disabilities.
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One especially important element was that we structured the work to gather and respond to insights and data generated throughout the process." -
Washington State was looking to align to Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) that mandates accessible, high-quality, and inclusive education for individuals with disabilities. Washington State had began efforts but were not seeing considerable improvement across the state.
District staff and leadership teams lacked consistent, ongoing professional development to support the state's initiatives in improving inclusion rates.
Data-based decision making was difficult as there was an untapped opportunity to leverage staff and student voice to gathering information and implement measurable outcomes.
July/August Per Project Year
We recognized that sustainable change requires strong leadership at multiple levels within each district. To this end, we established distributed leadership teams that included district superintendents, curriculum directors, special education administrators, and selected teacher leaders. These teams were empowered with decision-making authority to drive and oversee the implementation of inclusive practices. By ensuring leadership commitment and accountability, we created a foundation for lasting systemic change.
September - May Per Project Year
To support ongoing development, we facilitated professional learning through monthly meetings, collaborative workshops, and peer networking opportunities. We emphasized the importance of multi-tiered systems of support (MTSS) and universal design for learning (UDL) to ensure that inclusion was seen as a general education initiative rather than solely a special education concern. Through structured professional development, district leaders and educators gained the necessary knowledge and tools to implement inclusive practices effectively.
Ongoing
Monitoring and data-driven decision-making were central to our approach. We implemented annual self-assessments and feedback loops to track progress, evaluate challenges, and refine our strategies. Districts collected both qualitative and quantitative data, including student and staff perception surveys, inclusion data, and student learning outcomes. By aligning strategic initiatives with measurable outcomes, we ensured that our efforts translated into meaningful improvements for students, educators, and the broader school community.
The collaborative efforts of Novak Education, WASA, and district teams led to significant improvements in inclusive education across Washington state:
Increased Inclusion Rates: Over four years, the 42 participating districts achieved a 12.8% increase in students placed in general education for 80-100% of the school day (LRE 1). This growth exceeded the state average increase of 6.8%, demonstrating the effectiveness of the initiative.
Strengthened Leadership Engagement: The requirement for superintendents to actively participate in district leadership teams improved district-wide alignment and commitment to inclusive practices.
Enhanced Teacher Professional Learning: The project reinforced that inclusive education is not solely a special education initiative but a general education priority. This shift helped districts integrate inclusive practices into broader instructional strategies and teacher development programs.
Improved Collaboration and Shared Learning: The structured networking opportunities fostered peer learning, enabling districts to learn from one another and scale successful strategies more effectively.
Novak Education worked closely with WASA to develop and implement a structured, data-driven approach to advancing inclusive education. The initiative focused on three key areas:
Each participating district co-created clear goals, success criteria, and a customized action plan focused on maximizing the impact of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS). This included identifying early adopters and establishing clear communication and accountability norms to ensure successful implementation.
District teams gathered a diverse mix of data—from student work and teacher feedback to standardized assessments—to showcase the real impact of their initiatives. Structured data collection windows ensured consistent tracking, enabling stakeholders to make informed decisions based on evidence.
Through virtual data analysis sessions and leadership coaching, districts used data for problem-solving, action planning, and sustained progress. This phased approach built internal capacity, ensuring long-term success and systemic change.
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Additionally, Novak Education and WASA implemented structured networking opportunities such as Problem of Practice gatherings and Nosh and Network sessions. These forums allowed districts to share successes, discuss challenges, and collaborate on innovative solutions.
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