Teachers Model Team Approach
Governor Jay Inslee and his wife, Trudi Inslee, visited two classrooms at McMicken Heights Elementary to witness firsthand Highline’s innovative inclusive education program.
“Inclusive education is so important to make sure each student feels valued and supported in their learning journey,” said Governor Inslee.
“It’s encouraging to see the individualized support students are getting from a team of amazing general and special education teachers. I look forward to learning more about Highline’s model providing an inclusive and equitable education for all students.”
Inclusive Classroom Program
Currently, 11 of Highline’s 17 elementary schools have adopted the inclusive education approach. Three more schools are starting the journey this year, with the remaining three schools set to join the model next school year. Middle schools, high schools and choice schools are also engaging in this work in an effort to create an inclusive system.
“We are thrilled to be expanding this model across our district,” said Gaye Bungart, Highline’s director of special education for Pre-K and elementary programs. “Our goal is to make sure that every student, regardless of their abilities, has access to the same learning opportunities alongside their peers.”
Team Teaching in Action
Students with special needs are supported by special education teachers and paraeducators within general education classrooms. During Governor Inslee’s visit, second-grade teacher Katie Utesch partnered with Jaymie Torres-Ibarra, a second-grade special education case manager. In a third-grade classroom, teacher Olivia Pierce-Bluhm worked as a team with Delaney Dawson, a third-grade special education case manager.
This approach allows students to stay engaged in core instruction while receiving the support they need.
Benefits of Inclusive Classrooms
Research shows that inclusive classrooms benefit all students, promoting academic growth and social interaction for students of all abilities.
“We have found that when we pulled students from core instruction for special interventions, they were not making progress toward grade level standards,” said McMicken Heights Principal Alex Haas.
During their visit to McMicken Heights Elementary, the Inslees observed students working together on various activities, highlighting the positive and collaborative environment fostered through inclusive practices.
A McMicken Heights second grader put it this way last year, “Just because classmates have a disability and they’re different, it doesn’t mean they can’t play with other people. We can still play and have fun.”
Governor Inslee’s visit spotlighted Highline’s commitment to inclusive education and the district’s leadership in creating welcoming and supportive learning environments for every student.
State Funding for Inclusive Education
As part of his record in office, the Governor pointed to state funding for professional development for educators to implement differentiated, individualized and inclusionary instruction. The state also enhanced funding for students with disabilities included in general education settings for more than 80 percent of the school day.
Governor Inslee said he hopes his successor will continue to prioritize special education funding.
McMicken Classrooms Serve as Demonstration Site
At McMicken, Principal Hass said, “We have taken advantage of support offered through the OSPI/UW Inclusionary Practices Project and worked as a demo site for other schools to emulate in ways that make sense for them.”
McMicken Heights is recognized by the Washington State Office of the Superintendent of Public Instruction (OSPI) as a model for inclusive classrooms, where students of all abilities learn and grow together.
The Power of Community
The National Center on Inclusive Education lists four ways that classrooms and communities, like McMicken’s school community and others, serve as agents of inclusion:
- Meaningful friendships and social relationships
- Community and family partnerships
- Belonging to and participating in general education classrooms
- High expectations, strengths-based attitudes.
