1. Optimized Inclusive Practices: An Overview of the Framework
Welcome to the professional development series for the Optimized Inclusive Practices in PA Framework.
The OIP framework was developed by the Pennsylvania Training and Technical Assistance Network (PaTTAN) which is part of the Bureau of Special Education in the Pennsylvania Department of Education.
This module, Module 9, is an overview of the OIP framework, as it applies to facilitators. This Module consists of three PowerPoints – Part 1: Introduction, Part 2: Procedures, and Part 3: Strategies and Resources – and also contains information on materials and resources. This PowerPoint – Part 1: Introduction – reviews the OIP Framework and provides an overview of the steps taken to apply this framework within the OIP process.
May 1, 2017

2. PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
This includes students who have complex instructional needs.

3. PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
This is true for all students, including those who have complex instructional needs.

4. Agenda 9:00-10:15 OIP Framework Background and Structure 10:15-10:30
Break
10:30-11:15
The Big Idea Tool
11:15-12:00
Concept and Competency-Level Tools
12:00-12:15
Requirements for Application Process

5. Objectives Discuss the eight big ideas within the OIP Framework
Describe the concepts and competencies related to the Big Ideas
Utilize the OIP Assessment Tools as a means to optimize inclusive practices for all students, including students with low incidence and significant cognitive disabilities
Describe the requirements for participation in additional PaTTAN-supported OIP training

6. Materials for Today’s Training
Hyperlink to OIP Framework on PaTTAN Website
Hyperlink to Dropbox with OIP Assessment Tools and Activities

7. Background of Optimized Inclusive Practices in Pennsylvania

8. What Is OIP?
A means of building the capacity of LEAs to educate students with disabilities in inclusive environments
Consists of a Framework organized into Big Ideas, Concepts, and Competencies AND…
Assessment tools to help school teams examine and reflect upon current practices within their LEA

9. The Development of OIP: Why
Pennsylvania data showed that students with significant cognitive disabilities were not being included in general education contexts
Even when included, students with low incidence and significant cognitive disabilities did not have access to the general education curriculum or standards-aligned academic instruction
Schools needed a structured way to examine practices and chart a course toward optimized inclusive practices with a special focus on students with significant disabilities

10. The Development of OIP: How
The OIP Framework was developed with the support of outside consultants, including a panel of national experts in the field
The OIP Assessment Tools were developed, piloted and revised in partnership with ACERI Consultants

11. The Questions…
What should stakeholders (District Leaders, School Leaders, Classroom Educators, Students, and Families) involved in inclusive education know and be able to do?
What are the most important characteristics of an effective inclusive educational program for students with disabilities, including those with low incidence and significant cognitive disabilities?
As we

12. Promising Practices in OIP
(a) defining inclusive practices for students with low incidence and significant cognitive disabilities
(b) rethinking instruction for students with low incidence and significant cognitive disabilities to include academic content
(c) rethinking the individualized education program (IEP) to include grade-level standards-aligned goals
(d) building sustainable inclusive practices across a system  
Along with our partners, we identified some promising research-based inclusive practices. Including:
Defining inclusive education for all, including students with low incidence & significant cognitive disabilities
Providing instruction that includes academics as well as functional skills
Developing IEPs that include grade-level standards-aligned academic goals
Focusing on system-level change

13. Understanding the OIP Framework

14. The OIP Framework…
Available on the PaTTAN Optimized Inclusive Practices Webpage:
The OIP Framework is available on the PaTTAN Website. Since we are a federally funded agency, anyone can access and use any PaTTAN resource free of charge.

15. Multiple Areas of Focus
A. Leadership
B. School climate
C. Student placement decisions
D. Purposeful collaboration
E. Family and community involvement
F. Instructional planning
G. Effective instructional practices
H. Supplementary aids and services

16. Organization of Focus Areas
Big Ideas
Concepts
Competencies
District
School
Classroom
Student

17. Big Idea B: Welcoming School Climate
Concept
Here is an example of what the framework looks like: Here is one of the Big Ideas in the OIP Framework – Big Idea B: Welcoming School Climate
CLICK1 Big idea B: All students are welcomed and valued as participating members of the school community
CLICK 2 There are two concepts under Big Idea B – on page 11 you will see concept B.1:
B.1. The entire school community works to create a school climate that is safe, welcoming, and inclusive for all students, including those with low incidence and significant cognitive disabilities
CLICK 3 There are multiple competencies under each concept for district and school leaders, classroom educators, and students with disabilities.
CLICK 4 Leader level - Competency states that district leaders who are demonstrating optimized inclusive practices would “survey stakeholders on the status of the district and school climates”.
CLICK 5 Educator level - Competency states that classroom educators would “engage all students and families in communicating wants and needs”
CLICK 6 Student level -Competency states that student with disabilities would communicate wants and need in regard to feeling safe and welcomed in school environments
Competencies

18. Exploring the Framework
Work with a partner and…
Find the OIP Framework on the PaTTAN website (Hint: it’s on the Inclusive Practices page)
Select a focus area, such as Instructional Planning
Identify the Big Idea
Identify the Concepts
Review one Competency
Discuss how that Competency changes across all four levels
Participants will need to access the document as a handout or on the next slide.
Trainers may want to keep the previous slide on the screen to assist in locating the information in the OIP Framework.
Have each team share their review with the team.

19. Overview of the OIP Assessment Tools

20. The OIP Assessment Tools
Two Levels of OIP Assessment
Big Idea Tool
Concept Level Tools
There are Two sets of OIP Assessment tools
Big Idea Tool
Concept Levels Tools

21. Utilization of the OIP Assessment Tools
Allows for self-reflection upon inclusive practices within LEAs
Helps LEAs collaboratively examine areas of strength and need based on the OIP Framework
Leads to action plans based on areas of needs
Informs changes in inclusive policies and practices across a system

22. How the Tools Work Together
OIP Big Idea Assessment Tool
OIP Concept Level Tools
OIP Action Plan
The Tools are designed to work together as part of a recursive structure of ongoing evaluation and feedback to design action plans that use data to inform necessary changes in policy and practice toward a unified set of inclusive practices across a system.

23. The Big Idea Tool

24. The Big Idea Assessment Tool Is…
A screening tool
A means of reflecting upon current practices
An instrument focusing on system-wide practices
A way to highlight areas of need
The Big Idea Tool is a screening instrument that allows educational entities to examine and reflect upon their practices according to all eight focus areas of the OIP structure. Because the Big Idea Tool reviews all of these elements, it allows OIP team members to determine which topics may be areas of strength and which topics may need to be addressed during action planning. The Big Idea Tool also examines the eight focus areas according to district, school, classroom, and student levels. By delineating the strengths and needs of the educational entity within the OIP focus areas, the Big Idea Tool allows teams to prioritize the Concept Level Tools that they will apply later.

25. Big Idea Tool Overview
Ratings are described on each page.
The “Big Idea” for the area of focus is described for clarity and delineated into more detailed ideas.
Guiding questions are included to facilitate discussion.
The Big Idea Tool encompasses all of the eight areas of focus previously described. Each area is listed individually and is color-coded to match the corresponding Concept Tool. Here is a picture of the first page of Big Idea B: School Climate. Note from the above picture that each page contains a description of the rating system (“Optimized” - 4 through “Emerging” – 1), as well as the Big Idea. The Big Idea on this page is spelled out to increase clarity, with certain words of importance bolded for emphasis: “All students are welcomed and valued as participating members of the school community.” The idea is then broken down into more descriptive details, labeled B.1 (“The entire school community works to create a school climate that is safe, welcoming, and inclusive for all students.”) and B.2. (“The entire school community presumes competence for all learners.”), which is not pictured above. Guided questions are included under each detail to encourage discussion among team members and provide a starting place for self-examination.
Here is what a page of a Big Idea Tool looks like.
The Big Idea Tool addresses all 8 Big ideas. Each area is color-coded to match the corresponding section of the Framework and the Concept Level Tools. Here is a picture of the first page of Big Idea B: School Climate.
Click 1: There is a rating system (“Optimized” - 4 through “Emerging” – 1)
Click 2: The Big Idea on this page is spelled out to increase clarity, with certain words of importance bolded for emphasis: “All students are welcomed and valued as participating members of the school community.” The idea is then broken down into a concept labeled B.1 (“The entire school community works to create a school climate that is safe, welcoming, and inclusive for all students.”)
Click 3: Guiding questions are included under each Concept to encourage discussion among team members and provide a starting place for self-examination.
Click 4: Teams may include a variety of types of evidence on the Big Idea page, including things like district policies, student progress data, and family surveys
Click 5: Ratings should be based on the evidence and should be completed at all levels, excluding those marked with an “X” like the student level above.
Ratings for each level from 4-1.
Notes & Evidence

26. Big Idea Tool Overview, cont.
When engaging in self-reflective activities, it is important to examine the evidence that supports your conclusions. Teams may include a variety of types of evidence on the Big Idea page, including, but not limited to, district policies, student progress data, and family surveys. This evidence will help shape the team’s assessment of how the school is doing in the focus area, at all levels, including district, school, classroom, and student levels. The Potential Evidence List will give teams a good idea of types of evidence that may be utilized. Ratings should be based on the evidence and should be completed at all levels, excluding those marked with an “X” like the student level above. The ratings provided by screening with the Big Idea Tool will allow participants to narrow down areas of need and select appropriate Concept Level Tools to utilize later.
Include scores for all levels unless previously “X’ed”, as pictured here.
Refer to Potential Evidence List for assistance.

27. Please Note…
The Big Idea Tool is a screener that is to be used in its entirety. It will assist you in selecting which Concept Level Tools to utilize.

28. Exploring the Big Idea Tool
Access the Dropbox Account to locate the Big Idea Tool
Take a few moments to look over the tool in its entirety
Choose ONE section of the tool that you would most like to explore – for example, you may choose Big Idea D: Purposeful Collaboration
Within the Big Idea, choose one concept on which to focus – for example, within Big Idea D, you might select Concept D.3 “Effective collaborative teams actively participate in regularly scheduled planning sessions…
Discuss the “Guiding Questions” within that concept and provide evidence regarding current practices at all levels: District, School, Classroom, Student
Determine a rating according to your evidence and discussion
If you have time, select another Big Idea or concept to review

29. The Concept Levels Tools

30. The Concept Level Assessment Tools Are…
Targeted for in-depth reflection
Used to analyze individual Concepts at specific levels
Based upon Competency Indicators
Used to help shape action planning
Read slide.

31. Concept Level Tools Overview
Ratings are included on each page.
Level
The “Big Idea” for the area of focus is described for clarity.
Y/N Checkboxes
Concepts within the Big Idea are stated individually.
Competency indicators allow teams to further analyze these concepts.
The Concept Level Tools are similar to the Big Idea Tool, in that they are divided according to the eight OIP focus areas. They are also color-coded in the same manner as the Big Idea Tool. The Concept Level Tool, however, breaks each area into further detail and provides specific competency indicators that are either checked or unchecked according to whether or not they are currently present within the educational entity. Another important difference between the Big Idea Tool and the Concept Level Tools is that there is a Concept Level Tool for separate levels of the Big Idea. This particular concept tool relates to Big Idea C and the competency indicators present at the “Classroom” level.

32. Concept Level Tools Overview
Big Idea
Yes or No
Score
Click 1 & 2: Here is an example of a Concept Level Tool for Big Idea G at the Student Level
Click 3: For Concept G.1 “Teachers use multiple evidence-based practices”
Click 4 & 5: Teams will check the boxes for those competencies that are consistently evident across their program.
Click 6: Evidence is crucially important in the OIP Assessment Process.
Click 7: The score indicates how many boxes were checked out of the total possible number of boxes. The scores are automatically calculated on the electronic PDF version of the Concept Level Tool Form.
Click 8: Teams will review scores and use this information to determine whether this area should be revisited for action planning.
Evidence is crucially important in the OIP process. Team perceptions can be misleading and without the presence of solid evidence, it can be difficult to know whether accurate ratings are taking place. Therefore, each Concept Level Tool has an area dedicated to notes and evidence. This will be used to help teams support their ratings. After teams calculate their scores, they can apply them to the included ratings system and use this to determine whether this area should be revisited for action planning. Ratings will be discussed more in-depth in the “Facilitation Procedures” powerpoint.
Competency Indicators
Action Plan indicator
Focus on data & evidence.
Concepts

33. Utilization of the Concept Level Tools
Topics chosen based on information from Big Idea Tool
Only 1-3 Concept Level Tools are completed
Concept Level tools are used to inform Action Planning

34. OIP Action Planning

35. Action Planning areas of focus essential activities
individuals responsible for tasks
steps towards task completion
timelines
Develop a Plan Including…

36. Revision of the Action Plan
Teams should meet regularly to discuss the Action Plan
Revise the Action Plan when…
Activities are completed/outcomes are determined
Areas of significant importance arise
Activities appear ineffective even when presented with fidelity, according to available data

37. OIP Grant Opportunity

38. Purpose of OIP Grant
Explore implementation of OIP Framework and OIP Assessment Tools, in their entirety, with support from PaTTAN Educational Consultants and local TaC
Receive grant funding to offset costs of travel and release time

39. Grant Timeline
Year 1
Phase 1
Phase 2
Year 2
Phase 3

40. Year One Year Two Phase 1 – Capacity Building
Work in direct consultation with PaTTAN
Lead will complete all OIP online modules
Participate in 3 PLC webinars with other grantee leads
Study the OIP assessment tools and process
Build a timeline for planning which becomes the core of Phase 2
Phase 2 – Planning
Begin planning phase no later than March 2018
Lead person will present OIP overview training to staff
Recruit team members to participate in assessment tools
Work with team, do assessment, build action plan
Phase 3 – Implementation
Implement during the school year
Focus on implementation of action plan
Will submit completed action plan as application for Phase 3

41. Required Team Members District Level Administrator
School Level Administrator
General Educator
Special Educator
Family Member of Student with a Disability

42. Prospective Team Members
District Level Administrator
Director of Curriculum
Assistant Superintendent
Director of Pupil Services
Supervisor of Special Education
District Level School Psychologist
Building Level Administrator
Principal
Assistant Principal
Curriculum Coach

43. Responsibilities of Lead Team Member
Complete ALL OIP online training modules
Participate in three PLC webinars with other grantee leads
Study the OIP tools and process
Present overview training to other team members

44. Requirements for Participation
Team is selected consisting of required (and additional) members
Team requests an endorsed letter from IU TaC
Team representative completes application (to be released in August)
Team receives support from PaTTAN Educational Consultant and IU TaC to implement Tools
Team meets to implement OIP Process (Big Idea Tool, Concept Tools, Action Plan)
Team meets regularly to update Action Plan

45. Advantages of Participation
Benefit from collaborative discussion to reflect upon and maximize the optimization of inclusive programming for all students
Receive assistance with systematic implementation of the OIP Framework for the school year
Pending funding, receive reimbursement for release time costs

46. Responsibilities of Grantees
Commit to two-years of grant participation, beginning with the school year
Meet regularly with identified OIP team members
Genuinely reflect upon current inclusive practices policies and procedures
Apply the OIP Assessment Tools in their entirety with PaTTAN and TaC support
Complete and submit Action Plan based on results of Assessment Tools
Collect data related to implementation and impact of OIP Action Plan
Review and revise Action Plan as necessary throughout the school year

47. Target date for team selection is September 2017.
Next Steps
Identify team members to participate in training series
Complete SurveyMonkey to indicate interest in the training series: Hyperlink to Survey
Complete OIP Grant Preparation Checklist to determine readiness for application
Look for the grant application announcement to be released around June or July
Complete grant application and request letter from IU TaC
Target date for team selection is September 2017.
Note: This competitive grant is limited to two teams per region.

48. Not Sure You’re Ready?
Complete the OIP Grant Preparation Checklist available on the dropbox AND on the OIP Website
*This is a tool for your own use – it is not required but may help you determine if you are ready to complete the grant application

49. OIP Training Series OIP Module 1: Overview of the OIP Framework
OIP Module 2: Effective Leadership
OIP Module 3: Welcoming Climate; Family and Community Involvement
OIP Module 4: Purposeful Collaboration
OIP Module 5: Instructional Planning
OIP Module 6: Instruction and Engagement (1)
OIP Module 7: Instruction and Engagement (2)
OIP Module 8: Supplementary Aids and Services
OIP Module 9: OIP Assessment Facilitator Overview

50. OIP Professional Development Series
Available on PaTTAN Encour.se
Nine modules addressing Big Ideas and Facilitator Overview
*Completion required for the lead team member participating in OIP Grant*

51. OIP Website
There is a specific website for Optimized Inclusive Practices in Pennsylvania. Here you will find links to additional modules and other information and resources related to the Optimized Inclusive Practices Framework.
Please click on the picture on the following slide, or go to the PaTTAN website:
PaTTAN Optimized Inclusive Practices Webpage

52. Commonwealth of Pennsylvania
Contact Information
PaTTAN Pittsburgh
Jennifer Geibel
PaTTAN Harrisburg
Sharon Leonard
PaTTAN East
Kristin Starosta
Commonwealth of Pennsylvania
Tom Wolf, Governor