Transforming education systems requires more than implementing new priorities—it requires redesigning how systems work together. High-quality systems are built by intentionally centering the learners who have historically experienced the greatest barriers to access, opportunity, and educational success. By grounding transformation in inclusive systems, states can align priorities, funding, technical assistance, policy, and implementation around a shared vision of educational benefit for all learners.
This session highlights how Washington State is transforming statewide systems to create greater coherence across special education, multilingual education, and general education through an inclusive systems approach. Rather than allowing competing priorities to create fragmented implementation, Washington has intentionally aligned legislative priorities, funding structures, technical assistance, implementation supports, and cross-agency partnerships to build an integrated system that improves outcomes for students with intersecting identities while strengthening educational experiences for all learners.
The presentation will include practical examples of statewide systems transformation, including aligning technical assistance through the Inclusionary Practices Technical Assistance Network (IPTN), leveraging state investments to strengthen implementation of Voluntary Coordinated Early Intervening Services (CEIS), designing funding structures that reinforce coherence across state and federal investments, and developing a statewide IEP platform that advances instructional decision-making, educational benefit, and continuous improvement.
Participants will explore strategies for leading systems transformation by aligning priorities across agencies, funding, policy, and implementation while building strong cross-sector partnerships. Through reflection and discussion, participants will identify practical approaches for creating cohesive, sustainable, and inclusive systems that center those who have historically had - and that data shows continue to have- the least access to opportunity—ultimately transforming outcomes for all learners.
