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Program Implementation
Guide
TABLE OF CONTENTS
BEHA"lOR/DISCIPLINE 22
• FBA/SIP 23
• Aversive Interventions 24
• Use of Safe Rooms 25
ELL 34
• ELL Middle Schoo) Course Descriptions 35
• ELL Parent Questionnaire 36
• Procedures for collecting information 37
• ELL/Special Education: Questions to consider 38
ESY 39
• Everett Public Schools ESY Timelines/Guidelines 40
• ESY Definitions 41
• ESY Referral Form 42
• ESY Updated Health History Form 43
• ESY Assurance Letter 44
2
EV ALUATION AND ELIGIBILITY 45
r: • Evaluation Q and A
• Evaluation/Reevaluation
46
47
• Pre-referral, Referral and Evaluation 49
• Handicapping Codes 50
• Process for Placement for Transfer Students Within and Out of District 51
• Professional Judgment 52
• SLD Procedures 53
• Use of the Developmentally Delayed Eligibility Category 54
GRADUATION 56
• Changing graduation date 57
• Revised graduation date forrn 58
• "Kevin's Law" 59
• Graduation requirements and IEP determined graduation 60
INTERPRETERS 83
• Purpose of interpreters 84
• Four roles of the interpreter 84
• Tips for the professional interpreter 84
MEDICAID PROCEDURES 85
• Sample Therapy Log 86
• Code Definitions 87
PLACEMENT PROCEDURES 91
• School assignments and program placements 92
• Establishing educational placement 92
• Checklist for referring a student for a self-contained placement 94
• Guiding questions for placement in self-contained program
r: 95
"7"1
r' PRESCHOOL 97
• Determining Child Outcomes Summary Rating Scores 98
• Developmental Screeners 99
• Early Childhood Outcomes Reporting Q and A 100
• COSF Qand A 105
• Important things to remember for COSF 107
• Decision Tree for Summary Rating Discussion 108
• Tool for On-Going Data Collection 111
• Blank COSF Forms 118
• Entry Outcome Example I - Therapy Only 122
• Entry Outcome Example 2 - Preschool Student 126
RESOURCES 141
TRANSPORTATION 159
• Pickup/Drop Offlnformation 160
ADDENDUM 163
• Everett Public Schools District Special Ed Policy 164
("" " ,
Mission and Vision
6
MISSION AND VISION
MISSION
The goal of the Special Services Department is to ensure that each student with a disability learns in the
least restrictive environment and is provided an educational program that is reasonably calculated to
provide meaningful educational benefit.
VISION
I. Instructional programs and services will be tailored to individual student needs, driven
by on going data collection, and result in academic and functional learning.
Indicators:
• Professional development opportunities with a focus on instruction
• Evidence ofan increase in tire use ofdata collection systems
• High quality specially designed instruction
• Increased graduation rates
• Measure of Student Progress (MSP grade 3-8) High School Proficiency Exam
(HSPE), Portfolio (WAAS) score improvement
• Curriculum based assessments improvement
• State data, student indicators
Strategies/Plan of Action:
1. Professional Development - Special Education Professional Development calendar
2. Interface w/district initiatives - On time graduation, curriculum and alignment and
articulation of Sp. Ed. curriculum /assessrnent
3. Unique curriculum for Life Skills at all levels
4. WAAS Portfolio training at all levels
5. SECURE training for teachers and paraeducators
6. Preschool curriculum
II. All Special Services statT members are part of the same team. We will work collaboratively
to build systems and structures that support student learning.
Strategies/action plan:
I . Related services job alike meetings
2. PBS Teachers curriculumlinstructional strategies
2. Caseload committees - SLP and aT/pI's meeting with Special Services staff
3. Related Services leads meeting with Special Services staff and consult with certificated staff
on Issues
4. Preschool curriculum review
7
r" MISSION AND VISION
III. In order to better serve students our practices are guided by federal and state law.
Indicators:
Strategies!Action Plan
8
Special Education Toolkit
9
SPECIAL EDUCATION TOOLKIT
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Child Abuse Report Forms: Each school has a standard procedure for completing child abuse
report forms. Please check with yourprincipal to learn the building protocol. Thedistrict is required
to keep an archival history of all child abuse report forms. The special services office maintains that
history.
Classroom Supplies: Routine classroom supplies like paper, pencils, ink cartridges, are covered by
the schools. Special education teachers should receive classroom budget as any other teacher or
department within the building. The GOAL program and preschool assessment team receive their
supplies from special services.
$200 per Teacher Material Allowance: per section 9.14 Special Education Workload/Incentives:
"Psychologist, SLP, OT/PT and Classroom teachers in the Special Services department will be
reimbursed up to $200 annually from their school or Special Services department budget for the
purchases of classroom related supplies and materials." Classroom teachers access their budget from
the school secretary, and related service personnel receive reimbursement from Special Services.
Curriculum Questions: The Special Services staff assigned to your school or program can assist
you with questions regarding the acquisition curriculum specific to special education. The building
principal can assist, as well as the curriculum department, with any general education curriculum
you require for your classroom .
10
SPECIAL EDUCATION TOOLKIT
ESY Procedure: An administrator is assigned the responsibility for Extended School Year
programs. SEAS holds all forms required to document the need for ESY services. In early spring.
the times. dates and deadlines, as well as the administrator in charge will be communicated to all
special education staff via e-mail. If you are unsure of the process, or need assistance in making a
determination of ESY services for a student , please contact a Special Services administrator.
Evaluation: School psychologists can assist you with questions or concerns regarding the evaluation
of students for special education services.
File Information/Copies of student records: Special education confidential records are all housed
in the Special Services office. If you need a copy of a student IEP, or evaluation, please call or e-
mail the record secretary and she will send it to you. The tum around is very fast, and there is no
need for you to make a trip to Special Services to make copies.
Functional Behavior Assessments: The student's case manager in conjunction with the
psychologist assigned to your school can assist you with the development of a functional behavior
assessment (FBA). Please remember that the development of a FBA is a team process.
General Education Modifications for Special Education Students: Any issues with general
education teacher's failure to make necessary modifications should be brought to the attention of the
building administrator assigned to special education.
Home Bound Students: One of the secretaries in the Special Services office is in charge of securing
teachers to assist students on home bound status. They may be students who through accident or
illness need tutoring at horne. They could also be students with IEP's who have disciplinary actions
that have prevented them from attending school. When a .student is on home bound status, the tutor
works with the general education or special education teacher to provide lessons during the
exclusion. The teacher is also responsible for grading completed work, and for entering any credits
earned during the time the student is tutored.
fEP Questions: Beginning teachers will be given specific training in writing compliant !EP's. Any
teacher who has Safety Net eligible students will be notified of their Safety Net status and given
additional assistance to insure the IEP will meet all guidelines for Safety Net submission. If
questions or problems arise, even during an IEP meeting, please call for help. Workshops are
scheduled monthly to assist with IEP questions.
Legal Questions: If you have questions of a legal nature. please contact a Special Services director.
If you have an attorney attending an IEP meeting, contact the Special Services office immediately.
If an attorney shows up unexpectedly, please stop the meeting and contact your building principal or
the Special Services office for further direction.
II
SPECIAL EDUCATION TOOLKIT
Paraprofessional Assistance: If you believe you need additional assistance in your classroom,
please contact your school principal. The principal will contact the special services office if he or she
feels the classroom is not adequately staffed. In any case, the principal and special services will
assist in problem solving.
Paraprofessional Assignments to Programs: The Special Services directors will determine the
assignment of paraprofessionals to programs within a building. The SS directors work with the
building administrator in charge of special education and will provide the breakdown as to program
(Resource, PBS, etc.) FTE allocations. The build ing administrator in charge of special education will
work in conjunction with the department head and the teachers to determine individual classroom
assignments.
Paraprofessional Assignment within the Building: The principal works with the special education
teachers to determine the appropriate division of paraprofessional resources to each classroom. The
paraprofessionals are to be assigned to assist special education teachers with students or to assist
special education students who require extra help in general education classrooms. Special education
paraprofessionals shall not be assigned to general education classrooms to alleviate issues with
unequal distribution of special education students.
Procedural Questions: The Program Implementation Guide (PIG) should be used as your first
resource for procedural questions.
SEAS Assistance: SEAS is our web based software program for IEP and evaluation production , as
well as reporting functions. Penny Bravo can assist with any issues concerning the SEAS program.
She can assist you with computer issues or "work-a rounds" should there be a breakdown in the
network.
Teacher /Service Provider Caseload Assignments: The building administrator in charge of special
education and department leads work together with teachers to determine the division of students for
caseload assignments. When the assignment to a specific teacher is completed, the principal or
department lead contacts the Special Services office to align the caseloads for reporting.
Transportation Questions: Administrators within the Special Services office are available to assist
with questions concerning transportation issues for students.
Unhappy/Disgruntled Parents: Unhappy or disgruntled parents will always be a pan of the special
education world. Please do not bear the brunt alone. If you are having a problem with a parent or
family, please let your supervisor know so that they can provide you with some support. Your
special education administrator can assist as well with tips and strategies, and eventually a plan to
work with the family.
12
Roles and Responsibilities
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ROLES AND RESPONSIBILITIES
(P'
" DIRECTOR OF SPECIAL SERVICES
The director is responsible for overall leadership and management of special education services. This
includes the management of budgets, personnel, program and monitoring for compliance with state and
federal mandates.
SCHOOL PSYCHOLOGISTS
School psychologists provide support for teachers, support staff, administration, students and parents.
They are responsible for the evaluation of students who have special needs and work with IEP teams to
develop appropriate interventions.
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( SPEECHILANGUAGE PATHOLOGISTS (SLP)
SLPs work with students throughout the district to evaluate student needs and provide services in the
areas of language, articulation, voice and fluency.
EDUCATION AUDIOLOGIST
The educational audiologist is responsible for hearing screening throughout the district and provides
support to students who have hearing impairments.
VISION SPECIALIST
The Teacher of the Visually Impaired is a special education teacher who works with children who have
vision impairments and provides them with specially designed instruction, accommodations and
modifications.
14
ROLES AND RESPONSIBILITIES
SCHOOL NURSE
Nurses oversee health screening, wellness education. and compliance with all state laws pertaining to
school health and immunization standards. They are providers of medical services and are members of
evaluation groups as needed. They serve as liaison among school family. community and medical
practitioners.
15
Special Services
Contact Information
16
SPECIAL SERVICES CONTACT INFORMATION
Administrators
Executive Director Director
Kris McDowell Kim Durkin
X 5250 X 5256
Secretaries
Audiologist
Eileen Hensler
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,
X 5274
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SPECIAL SERVICES CONTACT INFORMATION
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. Elementarv Resource Room Teachers
Cedar Wood Jill Meyers 7782
Emerson Charlene Osborne 6274
Forest View Tara Anderson 7961
Garfield Joan Reichenberger 4746
Hawthorne Janea Trautmann 4644
Jackson Lani Walker 5679
Jefferson Elizabeth Klassen 7426
Lowell Doreen Khan-Calhoun 5335
Madison Cheryl Fernandez 5978
Mill Creek Katie Temple 6816
Monroe Diane O'Neill 7381
Penny Creek Glenna Dujenski 7256
Silver Firs Tara Anderson 6541
Jill Meyers 6541
Silver Lake Barbara Hauschel 6985
View Ridge Shauna Rowe 5461
Woodside Amber Stogsdill 7840
Diane O'Neil
W /.h -(I' , -=::. {2.
~ Elementary Extended Resource Room Teachers
\ Forest View Elizabeth Parks (I) 7958
Laurie Warren (P) 7900
Garfield Teresa Belles (I) 4724
Dolly Gay (P) 4752
Jefferson Rebecca Bjorgen (I) 7433
Stacy Clark (P) 7432
Silver Lake John DeBenedetti (I) 6900
Michelle Ulke (P) 6943
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SPECIAL SERVICES CONTACT INFORMATION
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SPECIAL SERVICES CONTACT INFORMATION
r Preschool Teachers
Cedar Wood Honey Niemann 7723
Kitty Welsh 7722
Emerson Nancy Hall 6221
Hawthorne Julie Bowers 4618
Debbie Halliday 4620
Lowell Pam Ozanne 5325
Diane Turnbull 5321
Silver Firs Diane Cressell-Lerner 6525
Connie Barnes 6526
View Ridge Erica Basile 5454
Pam Nodus 5455
21
BehaviorlDiscipline
22
BEHAVIOR/DISCIPLINE
FBA/BIP
Functional Behavior Assessment and Behavior Intervention Plans
A functional behavior assessment (FBA) is a used to identify the function of student behavior and is
used in all special education programs to develop a behavior intervention plan (BlP). Any student who
has behavioral concerns that are interfering with their learning and it is identified on the IEP, must have
an FBAIBIP. After positive interventions have been used, data has been taken over time and it becomes
necessary for aversive interventions, then an aversive intervention plan must be added to the IEP before
any aversive interventions can be used.
A behavior intervention plan (BIP) is a plan, agreed upon by the lEP team that is added to the IEP that
describes how the student's environment will be altered and identifies positive behavioral strategies to
be used. It also identifies the skills that will be taught and the data collection to be used to evaluate and
monitor the student's progress.
Who completes the FBA and BJP (i.e. who calls tire meeting to get process started)?
The teacher is the IEP case manager, and should be the case manager for the FBA and BIP. Sometimes
the FBA is developed as part of the evaluation process; in that case the psychologist may take leadership
on the FBA. In any case it is essential that the student's teachers (and parents and at times the student)
provide input into the FBA and BIP.
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BEHAVIORIDISCIPLINE
r A versive In1erventions
Aversive intervention means the systematic use of stimuli or other treatment which a student is known to
find unpleasant for the purpose of discouraging undesirable behavior on the part of the student. WAC
392-172A-83120
Positive behavioral supports interventions must be attempted and described in the IEP prior to the
determination that the use of aversive intervention is a necessary part of the student's program.
Aversive interventions should only be used as a last resort and must be closely monitored and reviewed
every three months (WAC 392-172A-0313S). An Aversive Intervention Plan must be developed at the
IEP meeting which must include a school psychologist or other certificated employee who understands
the appropriate use of the aversive interventions
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A • • ,... _ _ ... . ,... . _ ~ ....._ . _ _ .... ......... _ .......... _ .... _ _ -. ............ ..- ..... _ _ ...... I ... J ... • .. ...,.., . . . . . . . . . . .,~ ..
BEHAVIOR/DISCIPLINE
Not all schools have safe rooms, but those that do must follow certain guidelines.
• Positive interventions must be attempted and described in the lEP (FBA/BJP) prior to the use of
aversive interventions
• No child may be placed in a safe room without an aversive intervention plan (ALP) which is
included in the IEP and the Prior Informed Consent of the child's parents/guardians.
• The IEP and ALP must establish when and how the parents/guardians are to be advised ofthe
instances in which their child requires the use of the safe room.
• The safe room may only be utilized by staff members who have been instructed in the procedures
of its use.
• Three times a year (September, January, and June) safe rooms will be reviewed by a Special
Services Administrator and signed off by the case manager (pg. 22)
• Safe rooms need to be monitored for use and physical conditions in order to provide sound and
effective interventions that result in the decreased need to use these facilities.
• Classroom teams should establish clear protocols about when, where, and how students are
directed to the safe room.
• Students need to know why they are going to the safe room and what is required of them to rejoin
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their classmates.
Set a time limit for the student to remain in the room to calm down and return to class without
endangering other students and staff. Staffmembers monitoring the room must decide whether
the student has composed him/herselfsufficiently to return to class with minimal risk to other
students/staff. Otherwise, the principal or designee must give written approval to keep the
student in the room for a longer period oftime. .
• Documentation must be completed on each use of the safe room that indicates:
o Name of student
o Date and time of the incident
o Length of time the student spent in isolation
o What re-entry activities were completed
o Other noteworthy details
• This data can serve as a useful tool to evaluate the successfulness of the isolation intervention.
During the use ofisolation in the safe room, the safety and dignity ofthe student must
be respected at all times. Students must be constantly monitored and all isolation
rooms must be in perfect working order. Any problems must be reported to the
maintenance department ofyour building and Special Sen/ices immediately.
25
BEHA VIOR/DISCIPLINE
School: _
26
Has sturdy walls, ceiling, and door
Is free from protrusions
Has a door that closes snugly, must be held
closed from the outside and will open
automatically when no one is holding it
Has a window so student can be within staff
eyesight
Is in an area where student will not disturb others
Has a safety basketover the liqht inside the room
27
BEHAVIORIDISCIPLINE
Manifestation Determination
Within 10 school days of any decision to change the student's placement (i.e. removal for more that 10
consecutive school days or more than 10 total school days in a school year constitutes a pattern of
exclusion) the lEP team shall meet to determine:
• If the conduct in question was caused by or had a direct and substantial relationship to,
the student's disability, or
• If the conduct in question was the direct result ofa failure to implement the IEP.
WAC 392-1 72A-05145(5)
• Interim Alternative Educational Setting (IAES)
School district personnel may remove a student for up to 45 school days without regard to whether
misconduct is a manifestation of the disabil ity, in cases involving: (i) possession of a dangerous weapon;
(ii) knowing possession of illegal drugs or controlled substances; or (iii) infliction of serious bodily
injury upon another person while at school, on school premises, or at a school function. WAC 392-
172A-05145 (7)
Note: Serious bodily injury is not just fighting; it involves very serious, life long injuries to a student.
If the behavior for which the student is disciplined was a manifestation of their disability, an FBA and
( ' BIP must be conducted by the IEP team or if it has already been developed, it must be reviewed and
, modified as necessary, to address the behavior. If the team determines that the behavior was not a
manifestation of the student's disability, the FBA/BIP is not always required.
Reminder: The IEP team including the school psychologist must be present at the manifestation
meeting. If a student is out more than 10 days and at the meeting it is determined the placement will be
home tutoring for up to 45 days, a request for Home Tutor must be completed the same day. A copy of
the form can be found on the next page. The building administrator must sign the "Request for Home
Tutor" form and the home tutor coordinator at Special Services must be contacted by phone at
extension 5250 and follow up with sending in the completed form to Special Services.
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REMOVAL OF SPECIAL EDUCATION STUDENTS
A B C D E
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inches In lenglh. The drugs exception
~ applies when Ih. smdenr Imowlngly
behavloml Inrerventlon selYices and
12 The dlSlTlct does nOIhave 10 pro\'ide
15 If Ihe dlsTricr belia'l:S rhnt lClIInllng
modlficnrlons, thlll ~r. designed to II.e chill! '0 Ihe I>fL,\;OllS "lac...menr I.
...J poss.sses or u&c:s illegAl drugs, or sells or Any se[\·I~..s to a apecialedUCOriOIl studenr
Q.. addres.! Ih. helmvlor \'Iolallon SO Ih:" Ir &ub&lanrlally lil.ely ro result in injury ro
solicits the snle of II conlrollcil 61lbstRnce who has been remn\'ed 1T0m his or her
does nor r.cllr. 11le IEP tcalll deremrin.s the child or others, rhe .IiSllicllllny repear
whilc AI school or n school (unCIion. The current placemenl for lell (10) cUlllulati\'e
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lenll "collllolled suhst:lIlc...• Includ.s
presctlptlon drullS; The rerm "illegal
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is d...l1ned as II bodily Injury which
dIe neceunry sen'lces. The lAES may
cOlllinue lip 10 4S school dAYS evon jf the
condllcr Is detmnlned 10 be a
ll1aul{esratlon of the child's dlsllbillty.
school .1;11'1 or less In the SlUlle school
year, as long as sef\'lces are not pro\'ided
10slIIdenlJwhhom .Iisnbillties.
rhe procedures I>y requesllng IInorher
cXI'"diled clue process henring.
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exlt<mc ph\.. kal ",,,Ill, (c) pfOllaeted 01
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9 Wilhin 10 school da\'S of lTiggcrlllB
Ihls column, Ihe dlsrrlct, parenrs. and
rela'llnt melllbers of the IEP temn must
13 If Ihe relllovnl does nor corulhull: n
change of plm:emenr, rhe studellt lIlay be
subjecl 10 the smne disciplinary
conseqllences liS would be applicable to
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BEHAVIOR/DISCIPLINE
REASON: ----------:----:---:-iI;--:--------:-------:--:--------
(If due to discipline, please note the date of the IOlh day of suspension/expulsion.) _
PARENT'S NAME _
ADDRESS _
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\ TUTORREQUE~EDBY: _
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Child-Specific Orders
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CHILD-SPECIFIC
SCHOOL: TEACHER/GRADE:
EQUIPMENTffECHNOLOGY
RECOMMENDED:
PRODUCT INFORMATION/VENDOR/PRICE
LIST SHIPPING CHARGES:
r RATIONALE:
Teacher INTERVE/1mONIST
Teacher NURSE
SLP PSYCHOLOGIST
OT/PT PRINCIPAL
S8 RECOMMENDATION:
DIRECTOR'S SIGNATURE J>ATE, _
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ELL
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ELL
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ELL Middle School Course Descriptions
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ELL
3. How long have they been speaking, reading and writing your native language?
7. How well does your child understand non-English speakers in the family?
10. Does your child have difficulty explaining or describing things in the native language or
English?
12. Do you feel your child understands what he/she is told at home? Explain.
13. Does your child have difficulty paying attention for long periods of time at home? (playing
games, reading, etc)
14. Does your child have difficulty pronouncing words in your native language?
36
ELL
(',....------------------------------,
Procedures for collecting information
1. Family history/information: Interview parents with an interpreter present (Use Parent questionnaire)
37
ELL
r Questions to consider before referring a child who
is culturally and Jinguistically diverse:
• In comparison to peers who are also learning English, is the child failing to make
progress in learning English based on a variety of data?
• What is the child's dominant language? Who uses English and the other language(s)
with the child, and how often are each used?
• Does the child know how to read and write in their home language?
• Did the child attend a school in which their home language was taught or used? e.g.
Religious school, weekend school, cultural center
or "
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ESY
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ESY
Everett Public Schools
ESY Timeline
IEP Time Determine whether data demonstrates need for ESY IEPTcam
Services and document need under the ESY section of IEP
June/Last day All staff recommending ESY services should IEP Coordinator
of school send instructional material that correlates with makes sure team members
recommended goals. AAC equipment (per AAC have complied
Coordinator approval) and adapt ive equipment to
55. marked: ESY
• Highlight:
o Name of student
o IEP Coordinator
o School where materials should be
returned
September File ESY paperwork in students file: Attach the IEP team members
Assurance Letter to the fEP who referred student to
ESY
40
ESY
ESY Definitions
Extended School ESY refers to special education and related services beyond
Year (ESY) the normal calendar school year for students with disabilities. The
determination of whether a child with a disability needs ESY services
must be made by the IEP team annually. ESY is a set of activities
designed to assure maintenance of the student's learning skills or
behavior, not the teaching of new skills or behaviors.
The IEP team determines the need for extended school year services
through analysis of regression, recoupment time, rate of progress, and
emerging skills with evidence to support the need.
Emerging Skills Few, if any, gains are made during the regular school year. Skill is in the
process of emerging when they are at beginning levels of mastery.
(*'. Learned SkJJls Levels of achievement that have been acquired and that can be
demonstrated through informal or formal assessment
41
Extended School Year Services (ESY) Referral Form
Special Services
Everett Public Schools
.
Address _ - _
City/State/Zip _
'Criteria
Yes No
I. Did the stud ent experience regression. meaning loss of skills or behaviors. when
services were interrupted? (e.g. over school breaks. hospitalization. etc.) LJ LI
2. Did the student recoup/recover skills or behavior to the level demonstrated LI Cl
before interruption of services specified on the IEP?
3. Do you have evidence to show that the rate of progress impacted the student's LJ CJ
ability to meet goals and objectives?
Decision
Based on consideration of the following documentation, the IEP team recommends this
student receive ESY services in the following areas:
o SLP
o OT/PT Frequency times/week
LJ Reading
LJ Math
o Written Language
o Vision
o Hearing
o Behavior
Student goal and objective pages are attachedfor each recommended area: Yes No
Student Health Plan is attached (pg.2): o CJ
42
* Submit one application/arm per student
ESY
Dear Parent/Guardian:
Please update your childs current medical history for their ESY summer school program:
Diagnosis/Syndrome: _
RN
Comments _
Parent/Guardian Comments:
•Any medication taken al school requires an aUlhorization signed by Licensed Heallh Care Provider and Parent/Guardian. This form is
available in the school's Health Room or office .
·Slate law (RCW 28.A.21 0.260) requires written permiss ion from a licensed heallh caro
professional prescribing within the scope of hislher prescriptive authorily prior to any
prescription or over the counter medication may be dispensed al school. The required form is
available from the school office or health center.
"ute sav ing medication for life threatening conditions such as severe aUerglc reactions and diabetes are required to have a licensed
heallh care provider's ortler, care plan, and the medications prior 10 altending school.
··State law (WAC 392.380-045) requires that PRIOR 10 attendance at school, the
parent/guardian of each child with a Iife-threlltening health cnndition including. but not
limiled to: diabetes, life threatening allergies (food, insect stings, ate.) ana severe
asthma. present both medication and treatment order(s) addressing the condition(s) to
the school each school year prior to aUending.
43
ESY
Date - - - - - - - -
To the Parent(s)/Guardian(s) of _
Your child received Extended School Year services at over the summer of 20
The ESY personnel who provided the services and the facilitator of the ESY site have signed below
indicating provision of the services identified on the ESY form when your child was in attendance.
If you have any questions, you may call your child's school when school reconvenes in the fall, or
C Special Services attention at
Sincerely,
Name/Title Name/Title
44
Evaluations and
Eligibility
~
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"
45
~ EVALUATION AND ELIGIBILITY
~
These are answers to frequently asked questions:
Iftire special education teacher lias good data on tire student's current level ofperformance, are we
obligated to administer standardized tests in each area ofdisability? Most re-evaluation's should not
be mere file reviews. The IEP team can determine what additional information is needed for each re-
evaluation.
*Remember, that the purpose of the re-evaluation is to (a) establish continued eligibility in each area
using the three-prong test: tire student (1) has a disability which (2) results in a significant adverse
educational impact, such that (3) the student requires specially designed instruction.
(b) provide present levels in each area
Does a re-evaluation have to be done if there will be a significant change in placement, program, or
SCilOOi?
Yes, it there is a significant change in minutes or a move to a more restrictive environment, a re-
evaluation will be needed. lfthe change is insignificant (e.g. a change of 225 mpw to 250 mpw), a re-
evaluation would not be expected. A Prior Written Notice (previously known as Notice of Action) and
an IEP revision would be sufficient in this example.
How does tire inability to contact biological parents impact the timeline ofan evaluation?
Regarding the obligation to attempt to locate biological parents of foster children for consent for initial
evaluations: Once the team has made a decision to assess, they will seek the biological parent's consent.
If they have documented reasonable and multiple attempts to obtain consent, they can move on to
seeking consent from the state-appointed guardian. Remember that after you notify the family of a
decision to assess, you will not actually start the evaluation time clock until you receive consent.
r-
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46
EVALUATIONS AND ELIGIBILITY
Reevaluations are conducted at least once every three years. Reevaluations are conducted in order to
determine:
I. Whether a student continues to be eligible for the special education and related services listed
in the IEP,
2. Whether the student is eligible in an area for which he or she is not currently receiving
services,
3. The student's current level of educational functioning, and
4. Whether changes should be made to the student's educational program (significant changes in
levels or types of services or changes to more or less restrictive educational settings).
The reevaluation must look at all relevant areas of student functioning. The district's current evaluation
needs to address all areas of a student's disability and contain present levels of performance in all
eligibility areas, in order to meet the standards for evaluations identified in the federal and state
regulations.
~ While the state discourages districts from frequently amending evaluations, there are some situations in
\
. which it advisable to amend the evaluation rather than conduct a whole new one. These include:
1. The evaluation was recently completed (roughly within the last year) and the team has received
new information (e.g . a report from a private provider or independent evaluator).
2. The evaluation was recently completed and the team has decided to gather new information
(for example, when considering either a significant change of placement or a change in the
types or levels of service).
The value ofan evaluation amendment over a reevaluation that only looks at one or two areas of
student functioning is that it does not reset tire triennial evaluation time clock. Therefore the district
always has a standing evaluation that looks at all relevant areas of student functioning.
47
EVALUATIONS AND ELIGIBILITY
• Only amend an evaluation that is relatively recent. If the next triennial evaluation is due within
12 months or so it might make more sense to conduct a fuJI reevaluation.
• When conducting a re-evaluation in order to consider adding or deleting a service, be sure to
address not only the domain in question but any related areas as well.
• If there has already been one amendment to a given evaluation or reevaluation. consider
conducting a full reevaluation rather than doing a second amendment.
• The whole lEP team should be involved in considering an evaluation amendment; the discussion
should not be limited to those directly involved with the service area in question.
• Do not use the evaluation amendment to change disability category. You must use tile full
evaluation process to (1) change a student's disabilitJ' category, (2) exit Q student completely
from special education, or (3) make a student eligible for special education if they are not
currently eligible (even if they have been eligible in the past).
As with any evaluation, it is up to the IEP team to determine what constitutes the evaluation (or
evaluation amendment). It is not a requirement to administer new testing as part of the evaluation if
other appropriate. valid, reliable, and robust data is available for consideration. Remember that you
cannot qualify students for services or exit students from services based on curriculum-based measures,
tests normed against the population of a given school, or the student passing or failing to pass state or
district mandated tests . However, these tests should be used when considering adverse educational
r' impact.
When adding or deleting services the team is still required to use the WA C guidelines for establishing
eligibility: The team must use the three-prong test to determine if, in the given area, tile student (1)
has a disability which (2) results ill Q significant adverse educational impact, such that (3) the student
requires specially designed instruction.
When amending an evaluation, use all of the paperwork that would normally accompany an evaluation:
• Invitation to Attend a Meeting
• Evaluation and Re-evaluation Plan and Consent
• Individual Documentation of Assessment Results
• Evaluation Amendment Report
• Prior Written Notice (previously known as Notice of Action)
As with any evaluation. the amendment of an evaluation will trigger an IEP team meeting to consider
the new information and determine if changes to the IEP are necessary. This meeting does not have to
be a separate meeting as long as the whole IEP team is present. the team follows the established process
for an IEP meeting, and any required IEP paperwork is completed.
48
PRE-REFERRAL INTERVENTION, REFERRAL. AND EVALUATION PROCESSES
GENERAL EDUCATION SPECIAL EDUCATION
Pre-Referral I Intervention Referral Evaluation
llmeline Oepands lltIlheptanle ollhe s1udefll,lhe natule 01 25scl1Dol d8fS from dale ofreleIra!lo Decision toAssess (as 35scilotlI dayslrom dalepatents ptovfde ccnsenllo evalualelo
llle COllalms and Illenalure 01 lite InleM!ll1/olls dOClllll8l1ted bY aNoIfce 01 AcIIonI IIIedate litewriUen evaluatloo rellim Iscomll!eled and sIlIned
PloceSSes and • Delermlne lIIenalure 01100 concern; express in • Document rea:ipt 01 signed consenl toevaluale (date s1amp ar
Piocedutes terms orobslllYable measurable bellavlClS t For K·12 sludenl5. psychologisl provides Iliareferla!!oml write dale ofreceipt)
• Devise an lntlllYentlon(s) toaddress lIiebehav1ors. tolhoreferring parl1 (ohen thegl!l1lllal edlilaclter or • Galher quanlilalive and qualftiilive Inrormalion ahoullhe
• Collect data on !hesuccess ofIhe inlervenlion counselor) who completes and relums 10 schcol slude1llhraugh obslllYation, anecdotal records, dassroam
• 11 the firsllnlerVenlion is unsua:esslul, try atleasl psychologist. data, and norm-relerenced siandllldized lesls
IV,ll OIhers rorreasonable periods ofl!me, t The 2S school day time6ne begins when the relenalls • All evalualors prepare individual dDcumenlallon orresults
Cll!Illdingdata made orwilen tile psychc!oglsl receives the signed and • The case manager prepa1es anevalua1lan reporl wI1ich
• Try Ihe lnlemmlim fur alelISllIIilble I18'icd urtime dated referral eddresses e/lgiriIily and ~1ilIlUI1lng rel:DII1l1lenda
(46weeksl t Parents aleprovided anelice 01 relemJ andNaIIr:s of
Procedural Safeguatds
• Dalals cotleded rrom individuals lamHlar ~';Ih tho sludefll
Schoolpm-reIerralpmcesses have If VlllieJyof (signed Mulual Exchallges are required 10 oblain dala from
names, such 85 SIT (Studenl IntervenUon Telllll), non·schooI provldm)
SAT(School Assls/BIICII Tlfam), FOe (Focvs of
Qmcem~ RTI (Response faInteMltllion), etc.
Tearn DecIsion • A !earn meelIng isconvened iodetermine If • AIll/erral review meeling Is heldduring which a • A mul~.Qsdp&naJY learn Onduclfng parents) meets IOcflscuss
fnlervenUons, accommodatlans and modifications mullldlsclp9r1ary l8am(lIlcluding parents) delennInes Ihe evalua!lon reports anddelermine whetllBr Ihe studeJll
are SIlc:ces&lul. IIlnlelVentlons have not been whelher lheIe isreason 10 suspeclll1a1 adlsabifity Is qualifies asastudent willi adlsab!Iil1 acccrding tolhoWA~
sua:esslullttestudenl may bere/erred for sJll!dal prosent and evaIuaIion iswarranted byasking:
~llon evaluation • Parents are notified viaNolice 01 Action oIll1e district's J Does lheSIUdenI meet e/lgIbl51y CllIelIa lorone rJIhi
declsIon 10 l!'JaJuale orIlllIevaJuale !he sludent 14 W".C cbablltycalegories?
• IrthO leam deddesID evatuae, anevalualion plan Is 2 Do!!s lIle dIsaI;ffity adwersely Impadeduca1IllnGI
deve/Qped wi1h the parenJs' input arod Ihe parenls are performance?
asked 10 ll'oYide wrillen COIlSenllO evaluate 3 Does !he studen1 require specially designed
inslM:lIon kI Older toIeam Inschool
If /he prB-f8ferraJ inlerveIllion (IIOteSS has resuRed inrobusl dallf (egBll1ing fhlJ success ofpre-refetraI i1118IVBlItions, • Allpill1les villll part!cipaleln Ihe developmon1 DIllie evahratlun
/he "We" 01dais /hal isIhlffinal step in/he pnHlffertal PlllCllSS ClI/lbeIhssame tBView lhat is IhlffimIi slep inIha andagree willi irsconduslons sign and dale Ihe wrIUen report
(lJ{emIIPIOtIISS. /Iis noIll!!alSSaI}' to have /Iva sepelile meetings if UIe ptlHefemll inIl11W11fion fIIO"SS resul/s In • Myparly whodisasrees wilh allorpalloIlhe evaJualion may
lJdequale infamralion 011 whlth 10 base a Dec/sian 10Assess. wri1e aolSSelltlng cplnllln 10 beallached 10 lIIeevaluallun
• Parents are lIIovlded wilh aClIPY ollhereport andaNllllca 01
AdIan relledilllleva!ualian findinas
Talgel Sludenls who struggle with academic, social, Students wlll1 clear and signiflClll1l disabilities, &data from Vlell- Sludenls forwham Iherols reason 10 believe adlsabifdy exislS
Sludenls Ofo!hel luncUonal sknJs wllo ma1,easanali1 execuled Inlerventions have no! been successful, should be broughl lhaladversely Impa<;ts educallanalller!OImance and necessltales
be successful Ingeneral education dasses toleam Immedlalel1. specially deslgned lns\IUClion
(wlUI orwlthOlll atlXlI1Imodatlons,
mollincallons, CI specially designed
InsllUctionl
l. l.
EVALUATIONS AND ELIGIBILITY
Handicap Codes
01 DEVELOPMENTAL DELAY
03 ORTHOPEDIC IMPAIRMENTS
04 HEALTH IMPAIRED
06 MR -MILD/MODERATE/SEVERE
07 MULTIPLE DISABILITIES
r 08 DEAFNESS
09 HEARING IMPAIRMENT
10 VISUAL IMPAIRMENT
11 DEAF-BLINDNESS
12 COMMUNICATION DISORDERS
13 AUTISM
50
EVALUATIONS AND ELIGIBILITY
Process for Placement for Transfer Students Within and Out of District
I. The neighborhood school registers students and requests records. The school psychologist
secures and reviews special education records.
2. If it appears that services (primarily SLP, RR, OT/PT) can be provided at the neighborhood
school, the current team members meet to determine the appropriateness of the sending schools
evaluation and IEP. The IEP and evaluation may be accepted, revised or rewritten. This is
accompanied by a Prior Written Notice (previously known as Notice ofAction).
3. For students in need of self-contained programs (these are District programs even if they are
located at the neighborhood school, including developmental preschool), please contact Special
Services.
4. When placement has been verified, the Director will send an email to both teams including the
principals and psychologists. The psychologist of the sending school will contact the school
psychologist of the receiving program to exchange information and arrange a placement meeting.
No placement meeting is needed if a student moves in during the summer.
5. The sending school psychologist is responsible for completing and submitting the required
paperwork which would include:
a. Verification of Out of District Eligibility with all necessary special education records
attached
b. Medicaid Eligibility Verification
c. Authorization/or Release ofRecords (if used)
d. Prior WrittenNotice (previously known as Notice ofAction)
e. IEP or IEP revision (ifneeded)
.f Invitation to Attend the Meeting (if needed)
af
g. Evaluation Amendment needed)
6. When a student transfers from another district, the psychologist must send in the original sign-
off paper work, immediately, so that Special Services can add the new student to caseload and
start serving them without delay.
51
EVALUATIONS AND ELIGIBILITY
Professional judgment to qualify students for special education should be used sparingly and can only be
used under specific circumstances.
Professional judgment is noted in WAC 392-172A-03020 with the following reference "if properly
validated tests are unavailable, each member of the group shall use professional judgment to
determine eligibility based on other evidence of the existence of a disability and need for special
education." This must be documented in the evaluation report.
Professional judgment is also noted in the WAC's section concerning procedures for identifying
students with Specific Learning Disabilities. WAC3 92-172A-03070 (2), states "Where the evaluation
results do not appear to accurately represent the student intellectual ability or where the
discrepancy between the student's intellectual ability and the academic achievement does not
appear to be accurate upon application of the discrepancy tables, the evaluation group, may apply
professional judgment in order to determine the presence of a specific learning disability. Data obtained
from formal assessments, reviewing of existing data, assessments of student progress. observation of the
student, and information gathered from all other evaluation processes for the student being identified for
a specific learning disability must be used when applying professional judgment to determine if a severe
discrepancy exists."
( ' " . . ...the group shall document in a written narrative an explanation as to why the student has a severe
. discrepancy. including a description of all data used to make the determination through the use of
professional judgment."
Remember that the evaluation process is intended to establish eligibility according to the WACs; it is not
about getting a child extra help or pleasing a particular member of the school team. Scores from the
WASL, now called the Measurement of Student Progress (MSP). or High School Proficiency Exam
(HSPE) or other District mandated tests are part of the evaluation data but not the sole reason to qualify
a student for special education services. A past history of special education is not a reason to continue in
special education.
Professional judgment should only be used when the multi-disciplinary evaluation team has compelling
evidence that the student should qualify for special education because the student has a disability which
creates a significant adverse educational impact, such that specially designed instruction is required
(accommodations and modifications alone have been proven to be inadequate to assure the student's
progress in the general education curriculum).
If an)' member ofa multidisciplinary evaluation team is considering using professional judgment to
qualify a student for SDI in any area, they 1II11St contact appropriate staffat Special Services, well in
advance ofthe evaluation meeting.
52
EVALUATIONS AND ELIGIBILITY
WAC 392-172A-03055
• Adds reading fluency skills to the areas in which students may have SLO.
• Adds limited English proficiency to the factors that must be ruled out when determining
whether a student has SLD .
• Requires that the evaluation team ensure underachievement, shown by a student suspected of
having SLD, is not due to lack of appropriate instruction in math or reading and consider:
*Data that demonstrate that prior to, or as part of, the referral process the student was provided
appropriate instruction in general education setting, delivered by qualified personnel;
*Data based documentation of repeated assessments of achievement at reasonable intervals,
reflecting formal assessment of student progress during instruction.
r:
. WAC 392-172A-03055(3)
The group determines its findings are not primarily the result of:
-A visual, hearing, or motor disability;
-Mental retardation ;
-Emotional disturbance;
-Cultural factors;
-Environmental or economic disadvantage; or
-Limited English proficiency.
WAC 392-172A-03075
Districts must ensure that:
The student is observed in student's learning environment, including the general education
setting, to document academic performance and behavior in the area of difficulty.
53
EVALUATIONS AND ELIGIBILITY
In general. it is best to give a child a disability category other than developmentally delayed ifthere is
evidence of'another disability. Best practice is to use DD sparingly as an initial category/or grades
K-3 students.
a. Two standard deviations below the mean in one or more of the five developmental areas
(cognitive, communication, physical, social/ emotional or adaptive development) or
b. One and one half standard deviations below the mean in two or more of the five
developmental areas or
2. In making eligibility decisions teams need to remember that students must meet all 3 of the
criteria....
I. Is there a disability? Use norm reference tests and WAC guidelines to determine if there is
a disability.
2. Adverse educational impact - Does the disability effect learning at this time, this can't be
speculative. There needs to be evidence that the student has failed to learn in this area because
,. .. .. ..... . .. .. . . . . . ..... . -
of the disability . Has the student been instructed in this area?
3. In need of specially designed instruction - The student needs specially designed
instruction that is different in content methodology and/ or delivery from what is available in
the general ed. setting and the accommodations or modifications are insufficient to address
learning needs. This cannot be speculative. What is the evidence that general education has
failed?
3. School Districts using the category "developmentally delayed" for students three to eight may also
use any other eligibility category.
4. Students who qualify under the developmentally delayed category must be reevaluated before age
nine and determined eligible for services under one of the other eligibility categories.
5. Life skills students may have Developmental Delayed (DO) eligibility with pre-academic goals.
Teams must evaluate to determine whether the student requires specially designed instruction in reading.
written expression, and/or math.
• Consider the three prongs of the three prong test. You need to establish that there is not only a
disability, but an adverse educational impact and need for specially designed instruction in the
area(s) of reading, writing, and/or math.
• A severe discrepancy need not be established for students below first grade as the diagnostic
tests and discrepancy tables are only designed for students with specific learning disabilities in
Grades 1 and above.
54
EV ALVATIONS AND ELIGIBILITY
• Teams may choose to evaluate reading, writing, or math to determine eligibility for preschool
students with significant language delays or other factors which may lead to academic delays.
Areas of developmental delay - Definitions. The five developmental areas for the purpose of applying
eligibility criteria to developmentally delayed children are:
3. Physical development: Fine and/or gross motor skills requiring precise, coordinated. use of
small muscles and/or motor skills used for body control such as standing, walking, balance,
and climbing;
5. Adaptive development: The ability to develop and exhibit a~e appropriate self-help skills ?
including independent feeding, toileting, personal hygiene and dressing skills.
55
Graduation
56
GRADUATION
During the lEP cycle that a special education student turns 16 (or more specifically, the lEP when the
student is 15 years old), the IEP team may change the student's graduation date to a projected year that
is beyond their first four years of attending high school. Special education students have the right to
complete their credits, graduation requirements, or if they are cognitive delayed, they may continue with
transition goals until they age out of the public school system at the age of21.
Please follow the following procedure for letting the registrar know about any changes in graduation
dates:
Bring the Projected Graduation Date Form ( on the next page) to the 15 year old student's IEP meeting,
consult with the team, and if there are any changes, fill out the form and give it to the building
administrator or designee at the meeting. The administrator or a designee will give the form to the
registrar who will change the graduation date in the district data base. Remember: this can only be
th
done before the student's 16 birthday for an official change on the transcript! If you make
adjustments after the 16th birthday, it will only be reflected on the IEP and not on the school records.
*When a graduation date has been changed, it then means the graduation is IEP determined.
GOAL: Gaining Ownership ofAdult Lives: Designed to be a link between high school and adult life.
GOAL provides a sequence of school based experiences and training to assist a trainee with special
needs to become more self-reliant and independent. GOAL is located at Cascade High School
STRIVE: Students Transitioning Responsibly into Vocational Experiences: For students in the life
skills program transitioning from high school to adult life. STRIVE provides a sequence of school based
vocational experiences and training for life skills students. STRIVE is located at HM Jackson High
School and Everett High School.
57
GRADUATION
Everett Public Schools
Special Services Revised Graduation Date Form
(For high school {EPs only when the student is age 15 or younger)
During the IEP cycle that a special education student turns 16 (or more specifically, the lEP when the
student is 15 years old), the IEP team may revise the student's graduation date to a projected year that is
beyond their first four years attending high school. Special education students have the right to complete
their credits, graduation requirements. or continue with transition goals (cognitively delayed students)
until they age out of the public school system at the age of 21.
Since this revised graduation date can only be used for on time graduation purposes before the student
turns 16 years old, IEP teams need to consider this extension in the secondary transition plan no later
than this rEP cycle. If the student is not meeting their credits or has significant cognitive delays, be sure
that your team considers extending this date. The student can always graduate earlier than the revised
date but the date cannot be extended for on time graduation purposes after this IE? cycle.
58
GRADUATION
A question has arisen about special education students' participation in commencement exercises. Here
is the text from a summary ofESHB 1050, also known as Kevin 's Law, which provides for students
with IEPs to participate in commencement activities even if one or more graduation requirement is
pending.
By September 1,2007 students receiving special education services who have IEPs providing for
special education or related services beyond the fourth year of high school and who have
attended fOUT years of high school must be allowed to participate in commencement exercise
with their graduating class.
A student's participation in commencement exercises must not affect the student's future ability
to receive a high school diploma, a certificate of individual achievement, or a certificate of
academic achievement.
Beginning July 1,2007, school districts must have policies and procedures that permit students
receiving special education services under an IEP to participate in a graduation ceremony and
receive a certificate of attendance. Participating in a graduation ceremony does not entitle a
student to a high school diploma or a certificate of individual achievement.
59
GRADUATIO~
Students at Everett Public High Schools can earn 6.0 credits per year. The school year is divided into
two semesters with six classes being offered daily, each earning 0.5 credit per semester. A total of22
credits are required to receive a high school diploma. Online HS classes may be incorporated into the
school day. or for a fee be taken to gain more than 6 credits during the school year, as an adjunct to the
student's schedule.
Graduation requirements:
Subject Area Credits
English 3.5
World History 1.0
US History 1.0
Washington State History .5 (or other SS if this was met in high school)
Government .5
Math 3.0
Science 2.0
Physical Education. 1.5
Health. 0.5
Fine &. Performing Arts Lo
Career and Technical Education (CTE) 1.0
Culminating Exhibition 0.5
Electives 6.5
TOTAL . 22.0
* If continuing on to 4-year College, students should earn 24 credits which include three credits of
science, and two years of world language.
In addition to course requirements, students must also successfully complete the state mandated
Culminating Exhibition during their senior year, they must pass the reading and writing portion of the
High School Proficiency Exam (HSPE), if they do not pass the math portion of the HSPE, they must
earn an additional 2.0 credits of math after grade ten.
Students in the Class of 2013 will be the first to be required to pass reading, writing, math and science
assessments.
Whenever an IEP team changes the graduation requirements for a student, the graduation then
becomes an IEP determined graduation. For example, when a student has a modified
Culminating Exhibition and passes the HSPE at a Basic level, then it becomes an IEP determined
r graduation.
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60
Individual Education
r Programs
61
fE P' s
The Washington Administrative Co des (\-VACs) stipu late that each IEP team inc ludetA repr esentative of
the sc hoo l distr ict or public agency who: (a) is q ualifi ed to provide, or supervise the provision of. specia lly
desi gn ed instruction to meet the unique needs of spec iaJ education students; (b) is knowledgeabl e about
the general curriculum: and (c) is knowledgeab le abo ut thc availability of resources of the school district
or oth cr public age ncy". The responsibil ity to repres ent the school di strict at IEP meetings falls to the
princ ipa l o r program mana ger of the school; that adm inistrator may appoint at his or her discretion one or
mo re designees to fill the role. Designees should at mi nimum be certificated staff members in the schoo l;
the most common designees are assistant principals, head teachers, and departmen t heads. Designees act
with the aut horit y and responsibilit y of the administrator and must fulfill the expecta tions stipulated in the
WACs .
Primarily, the role of the administrator or ad ministrati ve designee is to make sure the lEP team meeting is
professi onal. respectful, positive, and procedura lly appropriat e (mee ting all of the conditions for lEP
meetings specified in the WACs and IDEA). Th e ad ministrator or admini stra tive designe e also commits
build ing resources for student needs as appropriat e.
The ad ministrative designee sho uld assure that all IEP membe rs are present. At minimum an IEP team
requires the special education teacher. a general educ ation teacher, the relevan t thera pists, and the parent s.
Older students should also be invited as appro priate. When the fEr team has made a minimum 01'3
attempts 10 schedule meetings with parents and either parents arc non -respon sive or they arc unable to
coord inate their schedules to att end by the IEP d ue date. the IEP team may se nd the paren t a copy of the
written invitation and hold the IE? meeting without th e parents. In these cases the team must
comm unicate clea rly and in writing to the paren t usin g the Prior Written No tice (previously known as
Notice of Action) that they are willin g to convene aga in at a time of mutual convenience to discuss the
IEP w ith the parents and amend it i f necessary to inc lude parental input. They may also offer parents
alterna te means of participation, such as usc of a speakerphone. If the purp ose of the meeting is to
develop an init ial lEP, the team ma y not begin provid ing IE? services until the parent has signed the
documen t to con sent placement in special education. If the meeting is to develop an annual lEP. the
school may con tinue serving the student following th e meeting.
62
IEP's
r: Frequently Asked Questions:
Signature on the IEP indicates participation in the IEP meeting and in development ofthe IEP. Jfyou did
not attend the IEP meeting, do 110t sign the IEP! The presence of a special education facilitator or director
does not relieve the school of its responsibility to send an administrator or designee.
Courts have repeatedly made clear that school districts are not obligated to provide the "best" services or
"maximize" learning for students with disabilities, nor are they allowed to design programs that only
confer "minimal" educational benefit. Rather the obligation of the district is to assure that "meaningful"
learning is possible. Educational programs described by IEPs should be consistent with recognized
research-based instructional practices, should be guided by data (as identified in the present level of
performance portion of the IEP and IEP progress reports) and should take place in the least restrictive
environment (LRE). The least restrictive environment is the program in which the student can (I)
participate meaningfully and relatively independently (with accommodations and modifications as
appropriate) in the classroom's learning and social activities (2) that has the greatest contact with general
education curricula and typical peers.
Schools are conceptually distinct from medical providers in that school districts are not expected to
remediate underlying medical problems. Related services and therapy SDI (specially designed
instruction) in schools are intended to enable a student to access his or her educational program.
3. What ifa parent asks that the IEP specify a particular curriculum or instructional methodologyt
We do not write specific curricula or instructional methodologies into IEPs. Courts have consistently
ruled that instructional methodology is entirely at the discretion of school districts. Teaching staff may
use any appropriate methodology which has proven successful with similar students in the past and which
is reasonably calculated to provide meaningful educational benefit. The IEP team should craft goals that
address particular skills to be learned and are not dependent on specific curricula or methodology.
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lEP's
On rare occasions we may agree to allow IEP meetings with family attorneys present and our attorneys not
present. These meetings are those when it has been determined that the legal issues are already resolved
or the attorney is present primarily because of non-school issues (i.e. parenting disputes). It is up to our
legal representatives and the Special Services departments to make the determination about whether to
send our attorney to the IEP meeting when the parents' attorneys wiII be present.
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7. What do we do if the parent disagrees with our proposed IEP or placement?
The school district's client is the student, not the parent. The IEP team has an obligation to craft an
educational program that IEP team members believe to be in the student's best interest and that meets the
standard of "reasonably calculated to provide meaningful educational benefit" in the least restrictive
environment for the student. The parent as an IEP team member, should have full input in any discussion
of the services the school district may provide, and other IEP team members should listen to and consider
parent input. However, the parent cannot negate an IEP by disagreeing with any part of it. The IEP is
essentially an offer of what the IEP team believes to be an appropriate educational program. If a parent
refuses to sign an initial IEP we cannot deliver IEP services to that student, but the IEP still stands as the
district's offer of services. A parent's threat to sue the district or keep the child out of school or refuse to
allow him or her to attend the program should not pressure an IEP team to write things in the IEP which
(a) are not necessary or (b) will result in a program that wiII not adequately meet the student's needs.
Parents may indicate their disagreement with any part of the IEP on the signature form or on a note to be
attached to the IEP. Most parent disagreement with IEPs is about placement. The IEP team must offer the
placement they believe to be the least restrictive environment in which the student can learn and gain
independence, even if the parent wants or is demanding a different placement.
If there is strong disagreement between parent and school IEP team members, it is appropriate to explain
to parents the two options available to them. One is to go through mediation with the district. Mediation
is provided by Sound Options (206-842-2298) and is funded by the state so that the mediator can remain
neutral. Either the school district or the parent can request mediation. The parent also has the right to due
process through the courts, and the parent should be provided with a copy of the Interim Notice of
Procedural Safeguards which explain these rights. If a parent says they already have a copy of the
safeguards, offer them another one and make sure they have initialed the part of the IEP that indicates they
have been given this document.
9. What if the parent wants their child to get services for which they are not eligible or wants to refuse
services for which the)' are eligible?
Specially designed instruction (SOl) may only be provided for students who have met the eligibility
criteria in the area of service. Each area of eligibility identified in the present level of performance
statement must generate goals and SDI minutes in the summary of services matrix. If a parent or other
IEP team member believes a student is eligible for services in a new area, a school psychologists must
arrange for (and conduct if appropriate) an evaluation to determine eligibility and amend the student's
evaluation to make the child eligible before such services can be added to an IEP.
Similarly, the school district must offer services in all areas in which the student qualifies. Parents of
students and adult students may not cherry-pick (some, but not all) services. See Revocation Section. In
response to federal guidance effective December 31, 2008 parents of students with LEPs may revoke
consent for special education and related services.
65
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( 10. What if the parent wants to include additional documentation (written statements, etc.) in the IEP?
Sometimes parents bring into an IEP meeting documents written by themselves and others that they want
included in the IEP (reports, anecdotes, lists of behaviors or challenges or suggestions, etc.). These can be
included as attachments to the IEP. The attachment is available for people to read but does not become
part of the legaJly binding contract that is the IEP.
In some cases a parent may ask to take the signature page home with them to think about the IEP and
( ' promise to send it back when they have signed. Never send home the original signature page. Instead,
, make an additional copy of the signature page; the original will be filed with the IEP document drafted at
the table and the copied page with the additional signature can be sent to Special Services when it is
received.
12. What should parents take away with them when they leave the JEP meeting?
The IEP document that begins as the IEP draft and usuaJly has handwritten changes is the official IEP.
One IEP team member should collect all of the changed pages, have the IEP case manager or another
member initial and date all handwritten changes, and copy the IEP before the parent leaves the meeting so
that the parent takes away a copy of what was agreed at the table. The service providers should still write
the changes (exactly as written at the meeting) in SEAS and may send the clean copy home as a courtesy.
Even when there is a clean copy, however, the document completed at the table is the officiallEP and is
the one that will be before the court should there be any legal challenges.
Following the IEP meeting, the parent should be provided with a Prior Written Notice (previously called
the Notice of Action) that documents decisions made at the IEP meeting. Make sure that the Prior Written
Notice indicates both what the team has agreed to do , and where appropriate, what the team has refused to
do. The Prior Written Notice can go home with the parent when they leave the meeting or can be sent
home within five days. If the meeting was more difficult than anticipated or any team member is unsure
how to word the Prior Written Notice, please let the parent know you will be sending home the notice
within a few days and call your special education director for assistance with the wording.
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IEP's
r- 13. When do l need to seek help or guidance/rom or notify tile Special Services department?
Notify your special education supervisor immediately if:
I. A parent tells you they will be bringing an attorney to the meeting. or
2. A parent or IEP team member alleges that the school or a particular staff member is not serving the
IEP. or
3. A parent asks for private schooling, tutoring, or other private services at district expense, or
4. A parent requests an Independent Educational Evaluation or says they want additional testing at
district expense , or
5. You need assistance in drafting language for an IEP document, or
6. You are considering adding student-specific resources to an IEP or requesting additional staff
support for a classroom, or
7. A student for whom extraordinary resources are being provided (i.e. a I: I paraprofessional)
changes programs or leaves your school.
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IEP's
WAC 392-172A-03095 requires that districts ensure the IEP team for each child with a disability
includes:
2. At least one general education teacher of the child (if the child is. or may reasonably be.
participating in the general education environment).
3. At least one special education teacher of the child, or if appropriate at least one special
education provider of the child.
r 5. An individual who can interpret the instructional implications of evaluation results. The
team member can be one of the persons described in 2 - 4 above.
6. At the discretion of the district, other individuals who have knowledge or special expertise
regarding the child. including related services personnel as appropriate.
The purpose of the general education teacher is to speak to what is typical for students of that age and
grade level, to describe the student's performance in the general education setting. to address grade
appropriate curricula and to help design accommodations. They also need to give input into the
development of positive behavioral intervention strategies. General educators can be excused from the
meeting after their input is given and the parents have had an opportunity to ask them questions.
The principal can ask someone to be the District representative as long as they are not sharing
assessment data or acting in another capacity. If a decision is being made regarding something that is
a monetary commitment, it is imperative that Special Services be informed prior to and a
representative is in attendance at the meeting.
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IEP's
Parents may bring anyone to the IEP meeting who has knowledge of the child. If an attorney is coming,
parents must give us prior knowledge. If an attorney shows up at a meeting without your knowledge,
please call special services as the meeting may need to be rescheduled.
The law emphasizes parental involvement in placement decisions. We must ensure that parents are
afforded the opportunity to be members of a team that makes decisions regarding educational
placements of their student. WAC 392-1 72A-03 I 15.
• The child must be invited to attend if the IEP meeting will involve discussion of post
secondary goals and necessary transition services.
• If transition will be discussed, with the prior consent of the parents or adult
student, the district must invite a representative of any other agency that is likely to be
responsible for providing or paying for transition services.
• If the student does not attend an IEP meeting related to transition services, the district
must take other steps to ensure that the student's preferences and interests are
considered.
Other Considerations
WAC 392-1 72A-03 I I0(7) speaks to the fact that districts must ensure that parents or adult students
understand the proceedings at the IEP meeting, including having an interpreter for deaf or ELL families.
Phone conferences are allowed if neither parent can attend an IEP meeting, or if you are making an
amendment to the IEP.
If students attend a private school, the District must invite the general education teacher of that child.
Please contact the Special Services Department immediately if parents or their advocates purpose to
record (audiotape or videotape) an rEP meeting.
69
IEP's
Goal statements:
• Identify an area in which eligibility has been clearly established; remember the evaluation drives
the IEP.
• Describes a functional skill to be learned and strengthened
• Goals must be aligned with the needs identified in the present levels of performance
• Must have a baseline, target, and unit on measure....words such as from .....to ... by.....are
helpful
• Goals must be measurable
• Goals must be instructional in nature describing a skill to be learned
• Be careful to not describe a behavior (unless it is a behavioral goal!) such as ...student will rum
in 80% of their daily work. this is a behavior not instructional
• If the student has 1:1 paraprofessional support, the goals need to reflect the skill deficit that
drives the need for a J: 1 paraprofessional.
Objectives:
Objectives are now only required for students who will take the WAAS Portfolio assessment. There are
~ no changes il§ to h9W ths 9bjs~tiYS§ should bs writren.
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IEP's
WAC 392-172A-03090 - WAC 392-172A-03115 are the new WAC's concerning IEP's
IEP's are written for student eligible for special education when the evaluation team determines that the
3 criteria have been met, including:
Is there a disability?
Does this disability adversely affect education?
Does the student require specially designed instruction?
Reminders:
• rEP case managers (special education staff) must make hard copies of each child's
accommodations and modifications pages available to all general education teachers who work
with the student
• Get general education teachers to sign and date a copy of the page to acknowledge receipt of the
documents and awareness of the accommodations and modifications
• All students who have behavior goals to address significant behavior issues must have a FBA
(Functional Behavior Analysis) and BIP (Behavior Intervention Plan)
• FBA's and BIP's are IEP documents and should be updated annually with the students IEP
• Any student where the resulting decision confirmed that the behavior was a manifestation of
their disability, must have an FBA and BIP
• If the team is thinking of recommending something that requires budget authority, please contact
Special Services prior to the meeting or invite a Director to the meeting
• We are all a part of the same team. If one member feels strongly that they would like to
advocate for services or make other IEP/evaluation recommendations that may not be supported
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by the group, please let Special Services know in advance.
71
IEP's
• Must address all areas that the student qualifies for service and address functional skills
• Should be complete enough to "paint a picture of the child" to someone who doesn't know the
child and explain any high needs
rd
• Should be specific. "The child is reading at a 3 grade level as measured by the ORA" is
specific. "The child enjoys reading and tries hard" does not give enough information to write a
good goal
• Should address academic skills even if students do not qualify in academic areas
• Describes the effect of the disability on involvement and progress in general curriculum for each
service area identified
• Contain actual current data, for example test scores, curriculum - based measures, Performance
Expectations, State Assessment scores, District based assessments as well as descriptive
statements
• If student has 1:1 paraprofessional explain the continued need
• Remember to state adverse educational impact and need for specially designed instruction
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IEP's
Progress Reports
Special education progress reports document progress on the Measurable Annual Goal page of our
forms. Progress Notes will have to contain specific data ofthe student's progress from the original
baseline scores. Do not only write "making progress", instead you must be specific and
demonstrate the progress with data in measureable terms.
• Progress reporting should be based on data collected on student progress toward the IEP goals
and objectives
• IEP progress reports must be based on student performance data and must be completed and sent
to parents at every grading period
• Hard copies of IEP progress reports should be sent to the Special Services office every time they
are provided to the parent
All students in the Everett Public Schools receive a general education report card, regardless of which
program the IEP is served. Student's grades in general education are based on general education
,.. classroom expectations unless:
(
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• The team selects alternate grading options on the IEP. The Accommodations, Modifications
and Assistive Technology page allows team to select:
o Modified Grading "base grades on individual progress and effort rather than general
education expectations"
o Other: which may include the statement: "Student is recommended for an "S"
(satisfactory) or "NC" (no credit) grade instead ofa letter grade."
• Elementary resource room students generally have grades based on general education classroom
expectations.
• Extended resource room students should also have grades marked on the general education
report card. Again, the IEP classroom accommodation page dictates how the grading will work.
Report Card Grading: The team can check modified grading on the new IEP forms. The IEP team
will identify the grading modification per student needs. Generally, resource room students will be
graded on general education grade level expectations.
II!'A-----=====================~-------__,
( I Questions regarding fEP Teams and Meetings
Does it matter what level general education teacher attends an IEP meeting?
The purpose of the general education teacher is to discuss typical development and typical curricula for
a student of the same age. .
What ifyou (as Special educator) recommend an accommodation or modification, but teacher
disagrees?
The general education teacher, as a member of the IEP team, has the right to express disagreement with
any proposed accommodation or modification. However, if the IEP team recommends particular
accommodations and modifications the general education teacher cannot refuse to provide them.
Are the accommodations and modifications page requiredfor Life Skills students who may attend a
PE or music class with general education peers?
If the student requires accommodations and modifications to participate meaningfully in classes the
student's IEP team should complete the page and provide it to the appropriate teachers.
Who on the evaluation/Ilil" team makes sure that the regular education teachers get a copy of
classroom accommodations - how is it determined who the case manager is?
The case manager is the special education teacher. except for therapy-only students (in which case it is
the serving therapist). It is the case manager's responsibility to make sure copies of the
accommodations and modifications pages are distributed to the student's other teachers.
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IEP's
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IEP's
The summary of services matrix is the page that tells the areas of specially designed instruction with
minutes. dates, etc.
Remember :
SLP's do not need to break out the areas such as voice, fluency, articulation. You may simply say
communication.
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fEP's
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Transition Planning
The transition IEP is closely monitored for compliance by aSP) and the requirements are referred to as
"Indicator 13". Note: aSPI provides links to several websites concerning transition issues including the
Center for Change in Transition Services, http://www.seattleu.edu/ccts/index.asp .Within the Center for
Change website is a document called indicator 13. The website gives additional guidelines on transition
planning hnp:llwww.seattleu.edulccts/indicatorI3.asp
The transition plan of the IEP needs to be filled out completely during the fEP meeting when the
student is 15. It requires:
• Identification of the student's multi-year course of study and transition services necessary to help
the student achieve the post-school goals. A course of study is not a listing of courses the
student has already taken. It should include a description or list of the courses (or types of
courses) and instruction that the student will receive from the date of that IEP through hislher
anticipated year of exit from high school. At a minimum, the course of study should identify the
courses that the student will take, whether special education or general education, and instruction
that the student will receive that relate directly to helping the student meet hislher specific
postsecondary goals. This could include a description of vocational courses , elective courses,
specially designed instruction, community experiences, job shadowing/work placement
opportunities, etc. that will help the student meet his/her postsecondary goals. (aSPI Training
Module 8/2009).
• Appropriate measurable post- secondary goals based on age appropriate transition assessments.
Postsecondary goals are required to be reviewed annually, and updated as appropriate, to
ensure that they reflect the student's current needs, strengths, preferences, and interests.
• These post secondary goals do not need to be written like IEP goals however a narrative needs to
be included on the IEP explaining what the student is planning on doing after graduation from
high school. A measurable postsecondary goal is one that can be clearly identified as "met" or
"not met". In other words, is it possible to determine if the goal was achieved or not? For
example. did the student go to a community college?
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fEP's
Definitions:
Education/Training - Enrollment in one or more of the following:
(a) Community or technical college (2-year program), (b) college/university (4-year program),
(e) College preparatory program,
(d) A high school completion document or certificate class (e.g., Adult Basic Education. GED).
(e) Short-term education or employment training program (e.g., Job Corps, Vocational
Rehabilitation, military), and/or
(f) Vocational technical school, which is less than a two year program.
Employment -
Competitive emplovment means work:
(a) In the competitive labor market that is performed on a full-time or part-time basis in an
integrated setting; and
(b) For which an individual is compensated at or above the minimum wage, but not less than the
customary wage and level of benefits paid by the employer for the same or similar work
performed by individuals who are not disabled.
Supported emplovment is competitive work in integrated work settings, consistent with the
strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the
individuals, for individuals with the most significant disabilities for whom competitive employment
has not traditionally occurred; and who, because of the nature and severity of their disability, need
(' intensive supported employment services.
Independent Living Skills: are "those skills or tasks that contribute to the successful independent
functioning of an individual in adulthood" (Cronin, 1996) in the following domains: leisure /
recreation, home maintenance and personal care, and community participation.
Source of definitions: (as cited by NSTTAC): Rehabilitation Act, Section 7(35) (a), retrieved from
the Office of Special Education and Rehabilitation Services website:
http://www.ed.eov/oolicv/speced/reg/narrative.htmlon February 2,2007.
Source (as cited by NSTTAC): Cronin, M. E. (1996). Life skills curricula for students with learning
disabilities: A review of the literature. Journal 0.(Learning Disabilities, 29, 53-68.
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IEP's
When a meeting is held to consider the postsecondary goals and transition services, representatives from
transition service agencies can be important participants. With the consent of the parent or adult student.
the school must invite a representative of any other agency that is likely to be responsible for providing
or paying for transition services. This individual can help the team plan any transition services the
student needs, or can commit the resources of the agency to pay for or provide needed transition
services. If he/she does not participate, the school
• Must attempt to take alternative steps to obtain the agency's participation in the planning of the
student's transition services.
• Student must be invited to attend the transition IEP
Transition Services
On the bottom of the Secondary Transition page of the Transition IEP, transition services related to
education and training must be listed. Transition services should be based on the individual student's
individual needs, taking into account the student's strengths, preferences, and interests, and may include
instruction, related services, community experiences. the development of employment and other
post-school adult living objectives, and if appropriate, the acquisition of daily livin~ skills and provision
of a functional vocational evaluation. See the following examples provided by OSPI:
For more examples you can download OSPI's Evaluation and IEP Technical Assistance Module at:
http://www.kI2.wa.us/SpecialEd/pro£!Tamreview/Monitori muM odule .aspx
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fEP's
IDEA 2004 (300.34) defines related services as transportation and such developmental, corrective, and
other supportive services as are required to assist a child with a disability to benefit from special
education and includes speech-language pathology and audiology. interpreting services. psychological
services, physical and occupational therapy, recreation. including therapeutic recreation , early
identification and assessment of disabilities in children, counseling services, etc.
Under this statue occupational services are defined as services provided by a qualified occupational
therapist , and include:
(A) Improving, developing, or restoring functions impaired or lost through illness, injury or
deprivation;
(B) Improving ability to perform tasks for independent functioning if functions are impaired or loss;
and
(e) Preventing through early intervention initial or further impairment or loss of function .
Under IDEA 2004, OT/PT is a related service that is provided to help the child benefit from special
education (specially designed instruction). As a related service, OT supports the child's "occupation" of
learning and their ability to participate in the educational environment. However services are only
provided if the child needs them to help them meet their annual goals as identified in the IEP.
In determining whether a child qualifies for any specially designed instruction, the three prong test
( ' applies. Is there a disability, does it create an adverse educational impact and is the child in need ofSDI
or other services?
A variety of tests can be used to make this determination. Our state regulations have outlined fine motor
and gross motor as areas of eligibility. Sensory needs can be a part of a child's profile however you
cannot qualify a child on sensory needs alone.
OT/PT services cannot stand alone on an fEP unless the child has a disability category of
orthopedically impaired or DO. If a child is health impaired they must have another area of SOl
to get OT/PT services.
Per WAC 392-172A-0 1155, Occupational means services provided for improving, developing. or
restoring functions impaired or loss through illness, injury, or deprivation, or improving the ability to
perform tasks for independent function if functions are impaired or loss, and preventing through early
intervention, initial or further impairment or loss of function."
"Services are considered related services if they are required to assist a special education student to
benefit from special education, and not provided as specially designed instruction."
Supplemental aids and services are defined as "aids, services. and other support services, that are
provided in general education classes or other education related settings to enable special education
students to be educated with non disabled students to the maximum extend appropriate in accordance
( ' with least restrictive environment."
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rEP's
Here are questions to answer when thinking about related services for OTIPT.
You cannot be speculative in your thinking. You cannot predetermine that a child will need a service.
So language like ("'may need" or "we think will need") cannot be on an evaluation.
Can I IIIOl'e students from SDI ill DriPT to related service as a way ofphasing out services?
OSPI has informed us that a student either qualifies or they don't, there is no such thing as "phasing out"
a student. The IEP team needs to determine if the related service is required to benefit from SDI. If the
student is exited from OT/PT sot a reevaluation must be completed.
What do YOII do when an IEP comes to YOII with related services for issues relating to tire general ed.
classroom such as handwriting or sensory needs, can this be a related service?
Related service can only be used for students who are in special education. It is a support service to the
special education program so you can't use it to support general education.
Can related service student be flexible Oil time, can you sa)' Oil the IEP between 30-60 MPW?
Yes
Can a team use professional judgment to determine eligibility for DTIPT services as SDI or related
services?
Professional judgment should be used sparingly. Language is noted in the evaluation procedures
section, WAC 392-1 72A-03020, "if properly validated tests are unavailable, each member of the
group shall use professional judgment to determine eligibility based on other evidence of the existence
of a disability and need for special education." This must be documented in the evaluation report.
So if the tests are determined to be invalid then professional judgment can be used. Again, this should be
used sparingly.
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IEP's
2. If minimal minutes are currently on the IEP, should I increase my service time? Look at this as
an option to be considered as a reasonable intervention. Then an IEP revision is needed for this
with the IEP team.
3. After trying the interventions, collect data over time (4-6 weeks) on how the student is
progressing. Record the data on data sheets.
4. If there are still concerns, assemble the IEP team to discuss the needs of the child. fEP team per
WAC language must include:
• The parent
• One general education teacher
• One special education teacher
• A district representative
• A person who can interpret evaluation results
• Anyone the parent wants to invite
• The student at transition age
6. If team decides that further assessment is needed, an evaluation plan and consent form is signed
by the parent. You cannot use a verbal OK to assess.
7. Assessment is completed by team members and results shared with the IEP Team
8. If a change in the IEP goals and objectives is needed, an IEP team meeting is held.
9. Finally, ask where this IEP can best be served according to the minutes we have determined. The
placement decision is the final decision. A Special Services representative must have been
involved if a change in LRE is anticipated.
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Interpreters
83
Interpreters
1. Introduction
2. Confidentiality Pledge: Nothing stated will be shared
3. Thoroughness: Will interpret all information and concepts
4. Hand Signal: Will use sign for "stop" to carve time for interpretation
5. Transparency
84
Medicaid Procedures
85
MEDICAID PROCEDURES
r: Sample Therapy Log:
Student Name: D.G.S. Medicaid number: School District:
Everett Public Schools
Service MonthlYear: School: Provider: MPW:
Service Time Time Total CPT Progress Treatment notes D See Attached
Date in out time treatment notes
Progress Codes: I=Same 2=Requires assistance when working toward objective(s) 3=ls
r progressing toward objective(s) 4=Mastery ofobjectives(s)
86
MEDICAID PROCEDURES
MEDICAID PROCEDURE
CODES
Physical Therapy
Services
-: .
• Proc_edureiC~de · .. ': ';Modifier : :
- x.~rief:D ~scJiption
97001 PT evaluation
97002 PT reevaluation
97110 Therapeutic exercises
97112 Neuromuscular reeducation
97116 Gait training therapy
97124 Massage therapy
97139 Physical medicine procedure
97150 Group therapeutic procedures
97530 Therapeutic activities
97535 Self care mngment training
97537 Community/work reintegration
97542 Wheelchair mngment training
97750 Physical performance test
97755 Assistive technology assess
97760 Orthotic mgmt and training
97761 Prosthetic training
97762 Clo for orthotic/prosth use
Speech!Audiology Services
,
,,'-." p.r.ocedure:Co(Je, ;, ,'<: i ·:M6difiel<
... :;. ".': •.- -. '..- '. "" :';.:" . -'::,:' ·-·Y;" ',' · ,;.' " .• ),:!:"d';, ',' ', ' :ot~~r)),~~gpti~~f _
.. ".'-"'.-I l,;,
::.,.. ~ :(i'-~: -,:: ~:'
"
.:-- - , ~.[~,; ;:';
92506 Speech/hearing evaluation
92507 Speech/hearing therapy
92508 Speech/hearing therapy
~±331 tHfE lane hE~ring {8§{; air
92630 Aud rehab pre-ling hear Joss
92633 Aud rehab postling hear Joss
97532 Cognitive skills development
97533 Sensory integration
<., "
PrecedureCede.
' ",''' .. .
" . . ,,' '
Modifier "
."
:
l :. ,
T ' ) , \\~h~.ef Description
....:... ,". ,," . .: -.- -.::/c---__ -__-- _ _ <:::.--- ;• ..':
,~ ':'
,' j"
:
"
..
92552 Pure tone audiometry, air
88
92553 Audiometry, air & bone
92555 Speech threshold audiometry
92556 Speech audiometry, complete
92557 Comprehensive hearing test
92567 Tympanometry
92568 Acoustic refl threshold tst
92569 Acoustic reflex decay test
92579 Visual audiometry (vra)
92582 Conditioning play audiometry
92587 26 Evoked auditory test, professional
component
92587 TC Evoked auditory test, technical component
92588 26 Evoked auditory test, professional
component
92588 TC Evoked auditory test, technical component
92620 Auditory function, 60 min
92621 Auditory function, + 15 min
r Psychology Sen'ices
Counseling Services
, -.
'Procedure:cCode .' ,..
" ~j.
·:Modifier ·
~ ,~; , :,", " ' f ,~ . -~~ " ::', t BrlefDescnJ.lti().. ~· \: ·· ,\ .
-'. , ,' ," ' Y( ' . ..
59445 Pt education, NOe, individual
59446 Pt education, NOe, group
Nursing Services
.
. .
. ProeedureCede... . Modifier ' . -, .. ,
.Brlef'Deserfprion
'
r
90
Placement
Procedures
91
rI"!""., .....,
PLACEMENT PROCEDURES
Please remember: When a team is considering making a change of placement to a more restrictive
setting, the assigned Special Service Specialist for that school must be consulted prior to initiating
an evaluation.
Remember that evaluations should not determine the program placement in the recommendation
section. The IEP drives placement.
The Ninth Circuit courts have established a four point test to determine whether a student's placement
represents the least restrictive environment.
1. The academic benefit of placement, including any supplemental aides and services which
may be available;
2. The non-academic benefits of placement. such as the linguistic and behavioral models
provided by non - disabled students; or the level of behavioral support provided by a Positive
Behavioral Supports Program;
3. The potential impact the student's presence may have on the teacher and other students; and
4. *The cost of educating the student.
Evaluations make recommendations regarding educational placement, however the IEP is truly what
drives the placement.
Selection ofeducational placement is made annually at the IEP meeting and must be based on:
• The student's lEP;
1. Where the student can receive the minutes of service in the IEP.
2. Academic curricula are at an appropriate instructional level for the student.
3. The level of adult support is adequate to the student's needs.
4. The program is appropriate for the student 's adaptive and social needs.
• The least restrictive environment requirements of the WAC 392-172A-02050 through 02070;
92
PLACEMENT PROCEDURES
• The placement option that provides a reasonably high probability of enabling the student to
attain his or her annual goals.
• Consideration of any harmful effect on the student or on the quality of services which he or
she needs.
• Unless the IEP requires some other arrangement, the student must be educated in the school
that s/he would attend if non-disabled; if other arrangements are necessary, placement must
be as close as possible to the student's horne.
When determining placement, look at the goals and think about how many minutes of service are needed
to implement these goals. Placement options must then match student need.
Program options are school district decisions, there is no WAC telling us what kind of options to
provide.
Reminders:
• IEP teams recommend program models, but do not make school assignments. For students in
general education with resource room services, the home school is the placement. The District,
through the special education department, may assign students to any school that has the
program described in the student's IEP.
• Special services needs to be consulted if teams are looking at a more restrictive placement
including moving a student from drop in preschool to full program.
93
PLACEMENT PROCEDURES
Special Services does not make program placement decisions, rather, we support a teams' decision or
identify what additional data needs to be collected to make a case for a change of program.
_ _ Discussion about services needed for student to make appropriate progress. The team should use
the Guiding Questions for Placement in Self Contained Program documents. Service providers
and school psychologist review current evaluation, current lEP, progress of student,
documentation of interventions, etc. IEP Team meets and may decide to:
1. initiate the process for consideration of a self-contained placement because the current
evaluation supports a more restrictive environment and team has current levels
documented
2. initiate a reevaluation to consider self-contained program
_ _ Sending school contacts special services, who will review the file and become familiar with the
case.
_ _ If student needs placement in a different program, Special Services Director contacts both teams,
including principals.
_ _ The sending school psychologist contacts the receiving school psychologist to schedule a
meeting date for the IEP meeting to be held at the receiving school and sets up transportation.
_ _ The sending school notifies the parent(s) and appropriate school staff of the meeting date, time
and location.
_ _ Transition meeting may take place with sending school (may be a representative and not the
whole team), parent (must be present) and receiving team.
_ _ IEP is revised as needed and Prior Written Notice (previously known as Notice of Action) is
completed reflecting the decisions and discussion made at the IEP meeting.
94
PLACEMENT PROCEDURES
For pl:u:ement of a student in a self-contained program, please consider, discuss and document the
following:
STUDENT INFORMATION
\. 0 Yes 0 No Is, there cognitive information on previous 01' current evaluation report?
DYes 0 No If, it is difficult to measure the student's cognitiveskills, do you have documentation
relatedto cognitiveindicators?
95
PLACEMENT PROCEDURES
PLACEMENT CONSIDERATIONS
1. What SOl lind additional support does the student need that cannot be proviced by Resource Room
services?
J. What s(lecific needs docs the student have for typicolly developing peers! LRE?
4. Is the student ELL and has the impact or the language difference been thoroughly exnmined?
DYes ONo
S. Whnt were the results of the nonverbal cognitive Indicator?
6. Describe the history of the child related to language, school experience and ELL interventions?
7. Does parent understand disabllrty IUId the implications of the restricted plnccments proposed?
DYes DNa
• Student will poss ibly not be in neighborhood school 0 Yes ONo
• Student will be in a multiage group - 2 or more grade levels in same classroorn 0 Yes 0 No
• Student will be with the same teacher for 2 or more yeors DYes D No
• Students in classroom wi II hove significant needs 0 Yes D No
II. Have all other interventions within II general education setting been exhausted? DYes 0 No
E.,<plnin:
96
Preschool
97
PRESCHOOL
I. Districts will be required to report scores for all three child outcomes for all children with IEPs.
2. If a child is eligible in only one area, it is our expectation that the child will maintain typical
developmental functioning across other domains.
3. Since the Child Outcomes are integrated and functional, it is possible that even if a child is
eligible for services in only one domain, delays or deficits in that developmental domain may
influence performance on more than one of the Child Outcomes.
c. A screener should be quick and have adequate reliability and validity. Results should tell
you whether or not the child is maintaining typical development in areas other than the
single area of concern.
d. Score the child on all Child Outcomes using the Decision Tree and other guidance. Since
a CD-only or motor-only child may not be served by a team of professionals, the single
provider and the family can serve as the team to complete the Child Outcomes Summary
Form .
98
PRESCHOOL
r DEVELOPMENTAL SCREENERS
When selecting a screener, check to be certain that it will give you information about the child's
performance in the outcome areas: positive social-emotional skills, acquiring and using knowledge and
skills, taking appropriate actions to meet needs.
Brigance
Infant and Toddler Screen
Early Preschool Screen
Preschool Screen
Kindergarten and First Screen
Denver II
t":
, (Birth to six)
DIAL-3
(Three to seven)
99
PRESCHOOL
The federal Office of Special Education Programs (OSEP) mandates that all states develop a
process for reporting reliable performance outcomes data for an children three to five years of
age who have received special education services.
Each state is required to set a performance target to maximize the outcomes for young children
with disabilities, in three federally required focus areas. These areas are:
States set performance targets for the State Performance Plan (SPP), based on the reported data
from local districts.
100
r
.
PRESCHOOL
Are preschool children required to have a student specific identification number (SSID)?
If districts are counting preschool children for federal funding, these children must have a SSID
(CSRS system) number. Therefore. it is advantageous to districts to have the children in the
CSRS system. In addition, since the number is portable, it will greatly assist districts in tracking
information from one district to another when a child transfers within the state. Sometimes there
is a delay between the time the child is registered and the time the registrar puts registration into
the CSRS system. This will cause a delay in a number assignment.
• Observations and reports by family members, care providers, school and other service
providers;
• Early intervention outcome reports;
• Developmental screenings (e.g., Ages and Stages);
• Curriculum-based assessments (e.g., AEPS);
• Norm-referenced assessments (e.g., 801-2);
• Progress monitoring;
• Classroom or other environment observations; and
• Relevant information identified during assessment, planning, or lEP meetings.
( ' How long should a child be in special education preschool services before s/he is rated the first time
(at entry)?
The Child Outcome Summary' Form (COSF) should be used between three (minimum) to six
weeks (maximum) after the development of the fEP and the student's participation in the
preschool program. This timeframe will allow the preschool staff an opportunity to get
acquainted with the child and to provide special education services.
How will exit data be collected on children who transfer from one district to another district?
For the child with entry data who moves to another district, the district who is counting the child
(receiving district) and from which the child is exiting the preschool program is responsible for
completing the exit data. The child may enter several programs; however, the last program that
the child exits will be responsible for the exit data.
One exception could be children who have entry data and transfer to a new district three or fewer
weeks before the end of the program year (child has been in program for six months and is
exiting the preschool program) the former program should complete the exit data. The reason for
this is that in order for the receiving district to be able to make rating decisions it would need to
have some time to observe the child in the program. Entry at the end of the school year may not
allow for that observation time. Therefore, it would be more appropriate for the sending district
to report the data, but it should be done in collaboration/coordination with the sending district so
accurate information is available for making rating decisions. (If there is an SSID number this
should help to facilitate the exit discussion and reporting.)
101
PRESCHOOL
f How are data collected and reported on children whose families are highly mobile and the
~ children do not stay ill program for 6 months after entry data is collected?
Highly mobile children will make it difficult to collect data. Having a SSID number win help
somewhat in that the information about the child can be shared between districts and help
determine if indeed the child has or has not received six months of services. The SSID number
can also assist in determining whether entry data must be taken several times with the possibility
of there never being any exit data. OSEP has acknowledged there will be children the state will
never be able to report on.
If a child has entry data, has been ill program for at least six months, and does not return to school
for twenty calendar days, should the child be considered as having exited the program?
Yes. The child is considered as having exited the program for apportionment purposes after
twenty consecutive days, and should therefore be considered as having exited the program for
data collection purposes as well [WAC 392-12 I- 108 (i)]. Note: Some children may not be in
program long enough for the staff to gather entry/exit data.
What is the requirementfor parent participation ill making tire rating decision?
There is no requirement for parental involvement in making rating decisions; however OSPI
strongly urges districts to collect information and input from parents prior to making a rating
decision. The rating process should be a team responsibility involving family members, other
individuals familiar with the child in various settings and situations, and school personnel.'
Parents should be advised of the rating requirement and the process the district uses to make
rating decisions. Parents should be informed that the rating will be part of the child's file which
they can review at any time. A parent may choose to not participate in the rating process.
However, the district is still required to report entry and exit data on all children. Parental
consent is not required for the rating process. Because families are also interested in their child 's
progress , OSPI urges districts to share rating information with families. '
How do we know a child's true potential, wltat s/he could be expected to achieve?
Each outcome rating compares a child to a typically developing child -
not to the child's individual potential. The child's initial rating on his/her functioning in relation
to typically developing children of the same age will be used to look at progress achieved during
participation in the special education preschool program. The ECO Center provides a training
module which can be found at http://www.fpg.unc.edu/-ECO/pdfs/ECO_COSF_Training2-1-
07.pdf
For children born prematurely, do we compare her/him to a typical child ofthe same chronological
age, or ofthe same corrected age?
Children born prematurely are compared to a typical child of the same chronological age. Do
not adjust for prematurity.
102
PRESCHOOL
( ' Are data collected on children who tlua/if)' in only one area such as communication disorder or
. orthopedically impaired?
Yes. Children who only qualify in one area for special education services are subject to the same
entry/exit reporting expectations as all other preschool children receiving special education
services.
Tile COSF and process seem subjective, so data may not be valid, reliable, or meaningful.
The CaSF process provides a scaffold for discussion by members of the IEP team. Discussion
of the functional outcomes for each child receiving special education services will guide IEP
teams in making rating decisions.
The box for describing progress on the COSF form is 1I0t large enough to include all the child has
learned to do since the initial rating.
There is no requirement to enter extended examples ofthe child's progress towards IEP goals. The
progress description box allows the child's team to acknowledge and document progress the child
is making, and again assist in the discussion for determining the appropriate rating.
The Data Management Coordinator for the Special Education Program at aSPI has developed a
spreadsheet for recording preschool district data. A link to the aSPI CaSF reporting template is
provided to districts at www.kI2.wa.us/SpecEdlEC.aspx under COSF to OSEP Analytic form. The
template automatically computes the required reporting information once entry and exit data are
entered. The template accepts SSID child identification numbers and facilitates tracking should
children change districts. Additional information is provided by the Special Education Data
Manager via monthly bulletins and CSRS trainings.
Will training and technical assistance be provided to preschool personnel on tile use ofthe COSF and
data collection process?
The aSPI Early Childhood Program Supervisor works with the ESD Early Childhood
Coordinators to identify the need for trainings. Technical assistance is available via K20, e-mail
and telephone from the Early Childhood Program Supervisor at OSPI. In addition, districts may
request technical assistance from the ESD Early Childhood Coordinators located in the nine
103
PRESCHOOL
ESDs. For training requests or technical assistance, please contact the OSPI Early Childhood
Program Supervisor at (360) 725-6075.
ADDITIONAL RESOURCES
www.kI2.wa.us/SpeciaIEd/links
www.kI2.wa.us/SpeciaIEd/presentiECE Outcomes.ppt
www.12.wa.us/SpeciaIEdlWACOSF Decision Tree
*The following additional resources are intended for informational purposes only.
ECO Center website www.the-eco-center.org Puget Sound ESD website
www .psesd.orf!./speciaIservices/ECOutcome
104
r: PRESCHOOL
COSFFAQ
I. Do we need to do a COSF on a child who has transferred in from another local district (i.e..
Arlington, Edmonds)???
a. YES - we must complete a COSF on transfer students, even if we see they had one
completed. If there was an exit and the information is the same, you may use that info
but you must complete a new form. ***The only exception to this is if they transferred
IN DISTRICT - then, no COSF is needed pending they have one on file.
2. If a child started in early June and we did NOT complete a COSF last spring, when should we do
it? Do we count last spring in the 6 weeks?
a. The easiest way to answer this question is to remember the purpose of the COSF. You
are measuring the child's skill level and performance near their entry into preschool,
rather than the effect of a new environment on their behavior. 6 weeks is a rule, but a
flexible one. If they were in school last year, you should not need another 6 weeks to
determine their skill level at entry into preschool, but you may need more than a day or
two. COMPLETE THE COSF when you believe you have a good picture of their skill
level and performance in the classroom. This should not take more than 6 weeks.
3. Do we complete on tuition children?
a. At the time, NO. This is currently ONLY for students receiving special education
services.
_ 4 ..-.,-...,..,,-.-,.. • <f. • n
105
PRESCHOOL
C 8. Who is responsible for completing the COSF?
. a. The COSF was designed by the Office of Special Education Programs (federal) and is
meant to he completed by TEAMS of professionals working with students along with
families, as appropriate. Even if you are not a direct service provider, if you have
knowledge of the child. information from you is essential in completing the COSF.
b. COSF teams can consist of: teachers. parents. community members. health care
providers, daycare providers. grandparents. siblings etc.
9. Do I need to do an Exit COSF when a student moves out of district? Yes. if a student moves at
anytime during the school year or during the summer and has been in the district for 6 months an
Exit COSF is required to be completed within a week of withdrawal.
106
PRESCHOOL
1. Entry COSF is completed within 6 wks for entry to the program. Your team can start taking
data using the developmental milestone crosswalks over the course of 6 weeks. This saves
time when filling out the forms.
.., Have the decision tree handy when filling out the forms.
3. Team members can collect data separately but the rating has to be a group decision. One rating
per outcome per child.
4. This is a global view of the child. How are they functioning in a variety of settings? If you
don't know call the parent to heJp gather the information.
5. COSF entry and exit forms are on SEAS.
6. If a child is entering preschool and it is Jess than 6 months until kindergarten you do not need to
do a COSF.
7. All students going to kindergarten with an entry COSF need an exit COSF before the end of the
school year. Exit COSF's are due by the second week of June.
8. Penny Bravo still needs a hard copy of Entry and Exit COSF.
9. Penny Bravo tracks due dates and will request a COSF if not received.
107
PRESCHOOL
• Remember the question is: " Does the child ever function in a way that would be considered
age-appropriate?"
• It is really important to know your developmental milestones of the child 's age in order give
the child an accurate rating.
r:
108
Decision Tree for Summary Rating Discussions
Does the child ever function in ways that
would be considered age-appropriate with
regard to this outcome?
~
<,
r No [consider rating 1-3) f Yes (consider rating 4-7)
.> 1
<,
Does the child usc any immediate foundational skills related 10
this outcome upon which to build age-appropriate functioning Is the child's functioning age-appropriateacross
across settings and situations? all or almost all settings and situations'?
I I T
f No 1 [ Yes No
1 rYes 1
T T T
To what extent is the child using immediate To what extent is the child using Does anyone have
foundationll1 skills across settings IIDd situations? age-appropriate skills across concerns about the
settings and situations? child IS functioning
I I -....., I I
with regard to the
outcome area?
/"
........
Child uses Child uses ""I
Child rarely uses
some
immediate
foundational
immediate
foundational
skills across
age-appropriate
skills. There is
Child uses age-
appropriate skills
some of the time
J
T
much more across settings and rYes
skills across settings and
behavior that is situations. There is n
settings and situations most or not age- mix of appropriate
situations all of the time
appropriate Ulan and not appropriate
age-appropriate. behaviors and skills.
I I "-. ~ Completely
Child does
I I
- child uses
Child uses Emcrglng-
not yet use some child uses Cltild rarel,- Somewb:l'- child Child uses age
immediate immediate uses age uses age expected age expected expected
immediate
foundational foundational foundational expected skills some of the skills but skills in all
skills skiUs lime there are settings and
skills skills
J
.- . .
I he Barly Childhood Outcomes Center Revised 5-30-07
concerns situations
These tools assist you with knowing how the developmental milestones crosswalk to each Outcome .
Remember
• Outcomes are a "global look" at a child's functioning across settings (school, daycare, home,
community places)
• When assessing a child's level of function , you are always asking yourself: "Does the child ever
function in way that would be considered age appropriate with regard to the outcome?" (This
question will be asked when determining the outcome rating using the Decision Tree.)
llO
PRESCHOOL
Outcome 1: Positive social-emotional Outcome 2: Acquisition and use of Outcome 3: Appropriate behavior to
skills knowledge and skills meet needs
Fine Motor
Cognitive Fine Motor :..; Grasp s hand-size object with either
( Reproduces pan of interactive game [ : Orients picture book correctly and hand using
and/or turns pages one by ends of thumb. index, and second
action in order to continue game and/or one fingers
action =~ Copies simple written shapes after ~ Rotates either wrist on horizontal
:::; Solves common problems demonstration plane
Social
[ ! Meets observable physical needs in
socially
appropriate ways
L; Participates in established social
routines
11 1
PRESCHOOL
Tool for On-going Data Collection (Level II)
Outcome I: Positive social emotional Outcome 2: Acquisition and use of Outcome 3: Appropriate behavior to
skills knowledge and skills meet needs
Cognitive Fine Motor Fine Motor
0 Evaluates solutions to problems 0 Prints pseudo-letters 0 Uses two hands to manipulate
C Makes statements and 0 Prints first name objects. each hand performing
appropriately answers questions Cognitive different movements
that require reasoning about 0 Demonstrates understanding of Adaptive
objects. situations, or people color. shape. and size concepts 0 Eats and drinks a variety of foods
0 Engages in games with rules 0 Demonstrates understanding of using appropriate utensils with little
Social-Communication qualitative and quantitative or no spilling
0 Uses words. phrases. or sentences concepts 0 Prepares and serves food
to inform. direct. ask questions, 0 Demonstrates understanding of 0 Carries out all toileting functions
and express anticipation. spatial and temporal relations 0 Washes and grooms self
imagination, affect. and emotions eoncepts 0 Unfastens fasteners on garments
0 Uses conversational rules 0 Groups objects, people, or events 0 Selects appropriate clothing and
0 Establishes and varies social- on the basis of specified criteria dresses self at designated times
communicative roles 0 Follows directions of three or more 0 Fastens fasteners on garments
Social related steps that are not routinely Social-Commu nication
0 Interacts with others as play given 0 Uses words, phrases, or sentences
partners 0 Places objects in series according to inform, direct. ask questions, and
0 Initiates cooperative activity to length or size express
0 Resolves conflicts by selecting 0 Retells event in sequence 0 anticipation. imagination, affect.
effective strategy 0 Recalls events that occurred on and emotions
::J Initiates and completes age- same day, without contextual cues 0 Asks questions
appropriate activities 0 Evaluates solutions to problems Social
::J Watches, listens. and participates 0 Makes statements and 0 Meets physical needs in socially
during small group activities appropriately answers questions appropriate ways
0 Watches, listens, and participates that require reasoning about 0 Follows context-specific rules
during large group activities objects. situations, or people outside home and classroom
0 Follows context-specific rules 0 Engages in cooperative, imaginary 0 Communicates personal likes and
outside home and classroom play dislikes
0 Understands how own behaviors, 0 Counts at least 20 objects
thoughts, feelings relate to 0 Demonstrates understanding of
consequences for others printed numerals
0 Demonstrates phonological
awareness skills
0 Uses letter-sound associations to
sound out and write words
C Reads words by sight
Social-Communication
0 Uses words. phrases. or sentences
to inform. direct, ask questions.
and express anticipation,
imagination, affect. and emotions
0 Uses conversational rules
0 Establishes and varies social-
communicative roles
0 Uses verbs
0 Uses noun inflections
0 Asks questions
0 Uses pronouns
0 Uses descriptive words
112
PRESCHOOL
Children are able to manipulate small objects with increased control. Most can:
• String large beads
• Tum pages one by one
• Hold crayon with thumb and fingers instead of fist
• Draw a circle
• Paint with wrist action, making dots and lines
• Roll, pound, squeeze, and pull clay
Children develop skills that will help them as they enter school and begin writing. Most can:
• Use safety scissors
("' • Cut on a line continuously
113
PRESCHOOL
~ • Copy squares and crosses
'. • Print a few capital letters
Children enjoy parallel play, engaging in solitary activities near other children. They are likely to:
• Watch other children and briefly join in play
• Defend their possessions
• Begin to play house
r" · Use objects symbolically in play
. • Participate in simple group activities, such as singing clapping or dancing
• Know gender identity
Children become more interested in other children. They are now more likely to:
• Share toys, taking turns with assistance
• Initiate or join in play with other children and make up games
• Begin dramatic play, acting out whole scenes (such as traveling, pretending to be animals)
114
PRESCHOOL
~ • Compare themselves with others
115
PRESCHOOL
Both understanding of language and speaking develop more rapidly at this stage. Most 2-year-olds can:
• Join familiar words into phrases
• Begin to use modifiers (adverbs and adjectives)
• Point to common objects when they are named
• Name objects based on their description
• Respond to "what?" and "where?" questions
• Enjoy listening to stories and asking for favorite stories
• Recount events that happened that day
116
PRESCHOOL
Physical Development/Outcome 3
Runs well, marchea.stands on one foot
briefly, rides tricycle, imitates cross, feeds
self well, puts on shoes and stockings,
unbuttons and buttons, build tower of 10
cubes. Pours from pitcher.
Age 3
Emotional Development/Outcome 1
likes to conform; easy going attitude. not so
resistive to .change, more secure. greater
sense .of-persone!identity,beginningbbe
adventuresorne, enjoys music;
Physical Development/Outcome 3
Skips on one foot, draws "ManA, cuts with
scissors (not well), can wash and dry face,
dress self except ties, standing broad jump,
throws ball overhand, high motor drive.
117
PRESCHOOL
COSF Forms
Child Information:
118
PRESCHOOL
r:
\
1. POSITIVE SOCIO·EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS)
To answer the questions below, think about the child's functioning in these and closely related areas (as indicated by
assessments and based on observations from individuals in close contact with the child):
• Relating with adults
• Relating with other children
• Following rules related to groups or interacting with others (if older than 18 months)
1a. To what extend does this child show behaviors and skills related to this outcome appropriate for his or
r: foundational
skills in any
situation.
foundational
skills
skills most or
all of the time .
appropriate
functioning.
ofthetime
and/or in some
situations.
functioning but
there are some
significant
concerns
S upporfmg eVI·dence f or answer to Q uestion 1a
Supporting Date(s) of
Summary of Relevant Results
Evidence Used Evidence
119
PRESCHOOL
r 2. ACQUIRING AND USING KNOWLEDGE AND SKILLS
To answer the questions below, think about the child's functioning in these and closely related areas (as indicated by
assessments and based on ooservetions from individuals in close contact with the child):
• Thinking, reasoning, remembering, and problem solving
• Understanding symbols
• Understanding the physical and social worlds
2a. To what extent does this child show behaviors and skills related to this outcome appropriate for his or
('I foundational
skills in any
situation.
foundational
skills
skills most or
all of the time .
appropriate
functioning .
of the time
and/or in some
situations.
functioning but
there are some
significant
=-----:~-_:_'_:__--=--- .... concerns
~~=_-7___:::__---"--------L-=.:..:.::::=~--.....L-----------l
Supporting evidence for answer to QuestIon 2a
Supporting Date(s) of
Summary of Relevant Results
Evidence Used Evidence
(P"
\
120
PRESCHOOL
r-
'. 3. TAKING APPROPRIATE ACTION TO MEET NEEDS
To answer the questions below, think about the child's functioning in these and closely related areas (as indicated
by assessments and based on observations from individuals in close contact with the child):
• Taking care of basic needs (e.g., showing hunger, dressing, feeding, toileting, etc.)
• Contributing to own health and safety (e.g., follows rules, assists with hand washing, avoids inedible objects)
(if older than 24 months)
• Getting from place to place (mobility) and using tools (e.g., forks, pencils, strings attached to objects)
3a. To what extent does this child show behaviors and skills related to this outcome appropriate for his or
her age across a variety of settings and situations? (Check one number)
121
PRESCHOOL
[ Entry Outcome Example 1 - Therapy Only Student
~
Date of Ently: 9124108 Date of fl'. Rating: 1117/08
Child Information:
, .. . .' ~ . :
Legal Nam - ' . " • • I : ~ • ' ,' I \ Date of birth: 3118/05
~ . ~ - . ~
-' r : . ' • •. ,
Mother
@2005 SRllnlamaUoneL Version: 4.20.06. Permission Is granted 10 reproduce this form for stale 1
and local program usn. Developed by the Early ChDdhood Oulcomes CentorwUh Support from the Office
of Spet:IaI EducsUon Programs, U.S. Oapartmanl of Education.
122
PRESCHOOL
r:
, ~ . POSITIVE SOCIO·EMOTIONAL SKILLS (INCLUDING SOCIALRELATIONSHIPS)
To answer tile questions below, thinlc abou//he ch'ld's func:/icning in these end closely m/aled amas (as
indica led by assessments and based on observa/lons fromIndividuals in close contact wflh the chfJd):
RelaUng wllh adults
Relating wllh otherchildren
FoUowlng rules related tD groups or Inleractlngwith others (If older than 1B months)
1a. 'Towhat extend does this chUd show behavIors and skIns related to this outcome uppropriatc for
his or her age across a variety of settings and situations? (checJr one)
' •• '. • " '. :' , .. . .... ;-, : .. i·.':. ·•• '.. ' : ·d ......,;i·.;;;.tr;.-:-;·:i5 .' 1~.Res rts';;.,:,·~ ,~!, ··~; ·
Eviience I.m-.
r.:. · .. ......
.... ...·tJsed.: ··iliv.itJl!ljlJJ;e.··.~;~~:
....... ". .:..-, ... .- ..... ...... ;':i'i;;:~.:;:·~~·<; ..
~:i ~.Zt;:
-~ .,
~' . \ . .... ,it!tii~~
....~.... . ~~:.~:.: j ;~...l
'.. •: " -~ • . :. . .!--..." ... . .t ~ . :,.:.:,:. ~1 ·. ':' .. ~": :;" .":i4; • ."".; •.•-....... ~'''Il ~-~~:~._'• _" ' .~ _ . " ~::!~.:J!
Infcnnation from 10/1, 10'6, played appropriately with his brother and with
speech sessions 10/15 the SLP. followed directions, took turns. Some
Interactions are dffflcult due to articulation Issues.
r: DevelDped by \he Early ChDdhood Oulcomes (EeD) Cenlfr.wIth SUppDri fl'Dm the Office of Special Edu::slion 2
Programs. U.S. Department or Educ:aUon. 123
PRESCHOOL
~ 2. ACQUIRING AND USING KNOWLEDGE AND SKll.LS
To answer the questfons below, think about the child's funcllonfngln these and closelyrelated areas (as
Indicsled by assessmenls andbasad on ObSBfVstfons (rom individuals In closecontact with the chi/d):
Thin/ring, reasDnlng, romemberfng, endproblem selving
• Understanding symbols
• Understanding the physical and social wOIids
2li. io what oxtllnt daDS this child show behaviors and skills relnted to this outcome appropriate for
his or her age across a variety of settings and situations? (check one number)
QIId doesnot ChllO sl:ll\\'S Child al\DWlI Ch~ lIt\lIVJI Qllld generally CbII:I stto\llS 2Q!I-lIpJll'lJJToiale
)II!ls11:lwony imine some but nol age.. oppraprtata sh:Im age- 11111d1on11l1l1n aU llI' iIImtlst 1111
~te Immlll!lllle mur:hsDI!- runctlonlng BOrne apPl'cprillla lM!I}Iday sllualltll'5
Jcundallmal lbulldalklnal 8PllfOprla18 Dflhll!tne fUncllml!nll bill
&kIJs In any skllls funcIlanIng. mIlarInsoma lhen= Bill &OmS
sltuallara. s1l11a11llns. s1gnllll;an1
can::ems
... ~ J
...., . ... ..:~.: .~.:
~- ,,,.
Learned correct producQon of newsounds,
understood games with cause--effecl
Develo;1ed by Ihe Early Chfldhood OutcomElS {ECO) COnl!!rwllh SuppDrt from 1118 Office of Spada! Education 3
Programs, U.S. Department of Educsllcn.
124
PRESCHOOL
3. TAKING APPROPRIATE ACTION TO MEET NEEDS
To answer the quesUons below, think about the chUd's fUnctIoning in these and closely related areas (as
indica1ed by assessments andbased on observations from Individuals In c/Dse contact with tile chlld):
• Ta/rfng care orbasic needs (e.g., showing hunger, dressing, hisdlng, toiJat1ng, etc.)
• Contributing 10 own hElSlth and safety (e.g., fallow:. rules, assists with handwashing, avoidsInedible
objects) (N olderthan 24 months)
• Gatting from pIece toplace (mobifiiy) and usIng tools(e.g., forks, pen=ils, strings atlDched to Objects)
Sa.To what extent does this chlld show bohaviors and skills rulated to this outcome appropriate
.
for his or her age across a variety of settings and situations? {Chec
information from 11/7/08 Sometimes exhibits tantrum behavior Ifhe Isn't abJe
mother to make himself understood dueto articulaUon
dlfficulUes.
DBvI!IapM by !heEarlyChildhood OUtcomes (ECO) Cenlerwlth Support fromtho Officeof SpedaJ EducaUon 4
PnIgmms, u.s. Department of Educatlon.
125
PRESCHOOL
~ Early Outcome Example 2 - Preschool Student
Child Infonnatlon:
Speech-langtJage pathologist
mD05 SRIInlemauonal. Version: 4.20.IE. Penn!sslon 15 gra."1led to reproduce this form for slate
and local programuse. Oeveloped by Ihe Early Childhood Outcomes Cenlerwllh Support frem the Office
of Spedal Edut:aUDn Programs. U.S. Department of EducaUon.
126
PRESCHOOL
1. POSITIVE SOCIO-EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS)
To ilnSL\'fJr /he questions be/ow, think abcutlhe child's functioning Tn these andcloselyrelated areas (as
ind~tBd by assessments and based on observations from individuals in close rontact with the cl)(Id):
Relating Wlttl adulls
• Rela~ng with otherchUdren
Following rules related to groups or Interao!ing wlth others (Ifolderthen 18 months)
1a. To what exlend does this chlld show behavlars and skills related to this outcome appropriate for
Chll:lClllB& ncI Chillist:ll'Ns Ch1klsh~ ChlId sbmus ClIIld IhmIS Child glllllll'llliy QllId sh:N$ l!;e'llpproplllllIf
yel Dbllllllll\Y SllIl1S ImlIleclltlte BlIl1IlI bUt no! IIIIll" lIPPlDplfa!e GIluwIoaso' lun:&m!ngIn IIIIIlr Qr\osl an
In1msfGlle tiuro.edlale faundsllllnlli mueh~ rlllld!Dnlng s=ma 1I1lJl1CP1lalD everydaysllwdIans
lDundallm1l11 fmmdBllDnal skills l1\DlIlor a;pra;lllate cfU1:l!Im fundlcn/ng bill
llkal5 kI sny 'kUls ;))1 crllle lima. rundlcnlng. lIl1dIar In SDIlIIl lhn ens !ICITI1l
sllua1bn. !llI\llll1llflS. sfgnllicont
c:m=rns
Su
r:
.'.
~'~t~r-;
.'Ilii~,
is a nice nttle boy who interacts well with
adults and peers. He fallows instructions and
classroom rules. He Inl\iates play with others and
wlll try to hold a conversation. He wnl share but
does notofferto s to others to share in lav,
~~~---1
As observed by 11104/08 In gross and fine motor group, follows
OTIPT staff during simple groupnorms sucb as walking to a carpet
both gross andfine squareand sitting down, waits for instructions for
motor groups as well the WIIIID up acm'ity and makes nice eye contact
as when seen for with the instructor, He can follow more than one
Individual therapy step Instructions but is inconsistentdue to limited
memory ofsequentinl steps, requiring reminders and
needs supportto focus on details. He is kind to his
peers and triesto help themwhen he CUD by verbal
cueingDr giving a helping hand.
Deveklped bVthe EarlyChildhood Outcomeli (ECO)CenlerWith SUppart fromIhe Offi::e of Special Educalion :2
Programs, U.S. Department DfEducallcn.
127
PRESCHOOL
1b. (tf Queslion 1e has, been answerad pruvlously): Has the child shown any new skills or behaviors
related to positive soclo-emotJonal skills (Including positive social relationships) since the last
o uteornas summarv? (chec/r OIIeJ
-· :.j~k.~~,\J j~;~g~ ~~rr ~
:~~}!~~'" ~:":""~~~
Describe progress:
Developed by lhe EaJ1y Chndhocd Outcomes (EeO) Centerwith Support from the Office Df Special EduC8tiorl 3
ProglilRlS, U.S. DepBrtmenl Dr Education.
128
PRESCHOOL
2... ACQUIRING AND USING KNOWLEDGEAND SKILLS
Toanswerthequestions belaW. think about the child's hmcticning in these and closely relatedareas (es
indic;aled by assessments andbased on observations from individuals in closs contact with Ihe chfld):
Thin/dng. reasoning, remembering, and problemsolving
• Understanding symbols
• Understanding the physicalend soc:ial worlds
2a.To "hal extent does this child show bshaviors and skDIs related to this outcome appropriate fDr
As observed by 11/04108
OTIPT staff during
both gross and fine
motor groups as well
as when seenfor
Individual therapy
Developed by the Early Chlklhcod Outcomes {ECO} Centerwllh SUp;lOI1 fromUle Offrce of Special Education 4
Pmgmms. U.S. Department ciEducaUon.
129
PRESCHOOL
2b. (If Question 2a hasbeen answered previously): Has the child shown any new skills or behaviors
related to acqu1rine and using Icnowledge and skills since the last outcomes summary? (check one)
.,...,
Developed by the Early Childhood Outoames (E!=O) Csnlerwllh Support from the Office of Special EducaUo., 5
Programs. U.S. Department of Education.
130
PRESCHOOL
~ ~.
~~-=?~~";";';'---..:-..f
is in diapel'B and does not feellhe
sen&ations of his bowel and bladder. He is a willing
child when It comes to changing him and will help
by lifting and lowering his body to help In the
changing precess. He can wash hands and throw
the paper towel in the trash. He wiD request more
snack or choose not to eat it if he doesn't mee it He
has not yet said no thank you if he doesn't warn it
He 1& mobile and can wBlkfrom place to place in 1he
room and building. He uses tools like a spoon,
era ona, & scIssors.
As observed by 11104/08 does demonstrate underslflnding of the use
OTJPT staff durlng ofbnsic classroom objects such as markers, scissors,
both gross and fine gluesticks and can physically manipulate them to
motor groups as well participate in class projects.. He is ableto walk
2S when seen for
independently (using an AFO) and follow adults or
individual therapy
peers, can imitate mnvemems as pari. of a motor nnd
is cautious about activities whichmay posea
balance hszard. Once be learns B skill, he can be
Dluch mare willin tn take risks andbe inde endem.
Developed by Ihe Earl~' ChUdhocd Oul::ames (~CO) Cantor with Support lrom the Office cl SpecialEducallon 6
Programs. U.s. Department. credu:a1lDn .
131
PRESCHOOL
3b. (If Question 3s has been anslfleredpreviously): Has the child shown any new skills Dr behaviors
related to taldng appropriate action to meet needs since tho last outcomes summary? (Chec/r one)
1 fiR. EX rr C-(j SF
Oeveltlped by the Early Chlldhoad DIJLcoms& ceco) Center withSUpport fremIhe Office of Special Erlu;;alion 7
Programs, U.S. Department of Education.
132
Private and
Home Schooled
Students
133
PRIVATE AND HOME SCHOOLED STUDENTS
All students ages 3-21 residing within a school district's boundaries have a right to access special
education evaluation processes and special education services. regardless of whether the student
is enrolled in a district school. IDEA and the WACs have different rules for the provision of
services to students enrolled by their parents in private schools depending on whether:
• The student is of preschool age or at the K-12 level
• The private school attended by the student is within or outside of district
boundaries
• The student's parents agree to enroll the student in the district for services
• The private school is secular or faith-based
• The student receives home schooling
EVALUATION
For K-12 students, evaluation is the responsibility oftire district in which tireprivate school is
located, even if the student does not reside in the same district. The referral is handled by the
school the student would attend based on the address of the private school.
For preschool students, evaluation is tire responsibility ofthe district in which tire student
resides regardless of the location ofthe student's preschool or child care center. The referral is
handled by the preschool assessment team (PAT)~
Private school and horne-school students may be referred for special education evaluation by
their parents, private school staff members, physicians, or other concerned parties. As with any
student, the WAC timelines apply and a referral does not automatically lead to an evaluation.
All regular evaluation processes must be followed.
134
PRIVATE AND HOME SCHOOLED STUDENTS
Students who attend private schools in Everett, but do not reside within the Everett Public
Schools boundaries, are not entitled to receive IEP services from Everett. Their parents may, as
for any other non-resident student, apply for a variance to be allowed to enroll in Everett School
District.
IEP team. For private school students a general education teacher who serves the student at the
private school should be invited to the IEP team meeting.
IEP Formulation. As with any other special education student, the lEP must be properly
formulated and address every area of student eligibility. The determination of minutes of SOl (as
reflected in the summary of service) must reflect the amount of service reasonably calculated to
result in meaningful progress on the student's goals and may not be influenced by scheduling
issues . The iEP team must ihe
make program recommendation (resource room , exienaed
resource, positive behavior support, etc) that they believe would be appropriate given the
student's level of disability and educational needs. The decision must be made as if the student
was a full time public school student. The IEP team cannot make a program recommendation
that is different than the recommendation the team would make if the student was a solely
enrolled public school student.
School Assignment. The location of IEP services for private and home schooled students will be
determined by the Special Services office and the decision will be based on capacity. While the
district does its best to place the student in the school closest to the private school or the home
address, private and home schooled students do not have an entitlement to receive services in any
particular location.
While there is no rule barring districts from providing services on site at secular schools, districts
have no obligation to provide services anywhere but at public school sites and generally provide
services at public schools for the sake of efficiency, resource availability and team programming.
School districts may not provide services or material support on the sites of faith-based private
schools.
Scheduling. Private and home schooled students will be offered SDI commensurate with the
schedule that already exists in the school to which they have been assigned. The school district
and individual schools have no obligation to alter their scheduling to avoid scheduling conflicts
with the private school or personal schedules.
135
PRIVATE AND HOME SCHOOLED STUDENTS
Parent Refusal ofServices, Private school and home-schooling parents often wish to engage in
"cherry picking" - opting for some of the offered IEP services and rejecting others. In general
the district will allow private school parents to reject some IEP services. documenting this
refusal in a Prior Written Notice (previously known as Notice of Action). IEP teams may not
change the IEP to eliminate or reduce the services the parent does not wish to access.
~
\
136
Psychologist
F Procedures
r:
\
137
PSYCHOLOGIST PROCEDURES
'"
( ..
Definition:
Overload is a condition that is caused by an unexpected number of evaluations that are due at
one time, or an unexpected influx of students that require verifications/evaluations.
-Parameters
•
. . ..
of Overload Request:
- - ----- - - - - - - - - - - - - - - -
Do not hand off students that are short on timelines. Hand off the ones just received.
• Do not hand off cases that are particularly difficult as these would be best served by
having the psych at the school involved; hand off easier cases.
• School Psychologist Lead will review the request and may ask for additional information
including a list of students tested and what their needs are.
• School Psychologist Lead will make recommendation "for" or "against" overload assist
within 1 day of receiving needed information and then send this to Special Services for
review.
• Special Services will review and provide any information that needs to be considered
within 1 day.
• School Psychologist Lead wiIJ then make request of Overload Psych and provide the
information.
• School Psychologist Lead will get back to the requesting school psychologist within 3
days.
138
PSYCHOLOGIST PROCEDURES
• Overload Psych will contact the requesting school psychologist. They will work out
specifically what needs to be done and when.
• Overload school psychologist will have a tracking sheet and will complete this sheet to
help track the needs.
Oversight Committee:
An oversight committee will be established that meets each semester to review the overall
procedure implementation and make recommendations for any changes.
1. Get information from the school psychologists about which tests Special Services no
longer needs to support and recycle those kits.
2. Identify the main purposes for each test kit 's use of those we continue to support.
3. Get information from school psychologists regarding what "purposes'Yneed for testing
are not covered by current test kits .
4. Investigate tests that are on the market that address the need. Based on investigation,
make a proposal to the psychologists.
5. Psychologists vote on new test kit. If agreed, a recommendation for how many to
purchase and how to share the kit , will be made.
6. The recommendation is ~iven to the administration which includes c()st1 ~m:i ~ ITl~th9g for
C' 7.
sharing and how it will enhance the current testing and perhaps replace something else.
Administration lets the psychologists know if the test kit proposal looks feasible.
8. If the test kit proposal is bought off on by the psychologists and administration, then a
timeline of acquisition (and ifreplacing something, for replacement) is determined.
139
PSYCHOLOGIST PROCEDURES
I. School Psychologists identify which test kits are no longer needed and those protocols
and kits are discarded
2. School Psychologists will provide input to administration through a form provided by
administration, of the number of protocols they have for each test kin in their possession.
3. Based on that input, protocols will be sent to each psychologist to get them through the
151 semester. The goal would be to have 25 protocols for each core test kit for each
psychologist.
4. Additional protocols will be ordered and kept at Special Services to be sent out as
needed.
5. Prior to the end of the Isl semester or January, another query will be sent regarding
number of protocols in schools and school psychologists will be re-stocked to 25. Special
Services will continue to have a stock of most used protocols on hand to send to school
psychologists if needed.
6. Special Services will stock a pack of "on call" protocols for each kit that the
psychologists have determined they still use. This will be re-evaluated at the end of the
year.
7. Regionally based kits such as the DAS 2 will be stocked with 25 protocols in the kit.
When the psychologist using the kit sees that the protocols are down to 5 they are to let
Special Services know so the kit can be re-stocked. Extra protocols will be kept at Special
Services.
8. At the end of each year, school psychologists will discuss which test kits can be recycled
and which are still to be used. The count for number of protocols will be taken and
Special Services will continue this cycle for replenishing protocols.
140
~.
' ..
Resources
141
Revocation
of
Consent
143
REVOCATION OF CON SE'( T FO R SPEC I A L EDUCATIOl': SER V ICE S
In response to federal guidance effect ive December 3 1. 200 8 parents of students w ith IEr s may
revo ke co nsent for s pec ial education and related se rvices. In other word s, parents may now reject all
IEP serv ices and return their students to general ed ucatio n cla sses. Please IWfifY YOIlT area special
education director if this issue co mes lip in y our s chool!
DO C UMEl':TATION
• Parent revocation of conse nt for serv ices must be in writing. T he distri ct can accept a
signed and da ted handwritten or typed no te from a pare nt. or an ema il if the parent ' s nam e
is iden tifiab le in the em ai l address. T he stale also pro vides a form that the paren t can sign
in lieu or a note . Thi s form is a vai lab le o n the aSPI website (in S pec ial Education. under
Medel S tate Forms).
• Adult studen ts may revoke con sent initia lly pro vided by their pare nts. This revocation must
also be in writing, If the ad ult stude nt verba lly indi cates a desire to revoke services and is
unable to writ e a note. please co ntac t your area specia l educat ion director for guidance,
• Aft er rece iving a wr itten notificatio n of re vocat ion of consent, the d istr ict must send the
paren t or adu lt student a Prio r W ritten No tice (previously kno wn as Notice o f Action )
informing hint/her of the ram ification s of this decision , There is a copy o f this document on
SEAS"
• It is reco mme nded that. u nless the parent is insistent on immed iate effect. the
effec tive date of the change is about 5 days o ut to g ive the parent or adult
stude nt time to change his/her mind .
• Pend ing revisio n of the Notice of Procedural Safegu ards. an am endme nt to this document
is available to provide to parent s co nsidering revo cation.
SER ' "ICES
• Students for whom IEP se rvices have been revoked must be served as general education
stude nts . Stud en ts may return to their nei ghborhood schoo l at parent req uest.
• Seco ndary schoo l students for whom co nse nt has bee n revo ked must be removed fro m
special edu cati on classes and enro lled in ge neral educ at ion classes. We sho uld encourage
parents of high school stude nts to consider waiting nntil tile end of a course before
revocation so that the change ill ser vices will not impact credit accrual.
• We will no longer allow parents o f full tim e enro lled students to accept some IEP services
and reject others (a practi ce ca lled "cherry pick ing "). Parents and adu lt students ma y accept
or reject the entire IEP.
• For stude nts w ho are currently cherry picki ng, we will allow the student to
finish out the IEP cyc le un less there is a co mpelling rea son to add ress the
education plan be fore the nex t annua l meeting,
• A parent ' s (or adult stude nt ' S) revocation of consent for spec ia l ed ucation services is also
10 be treated :15 a rejectio n o f accommodations under Section 50-l. IEP se rvices. inclu ding
accomm odati ons and mo difi cation s. are not to be rolled over into a 504 plan.
144
REVOCATIO~ OF CONSENT FOR SPECIAL EDUCATION SERVICES
• Students for whom lEP services have been revoked may not have the Measurement of
Student Progress (Grades 3-R) or the High School Proficiency Test (Grade 10) or other
testing accommodations nor may they take the basic state assessment, DAPE (previously
called the DAW), LDA, or WAAS (Portfolio).
RECORDS
• Revocation of consent is not retroactive. The district or school will not amend student
records to remove references to special education eligibility or destroy or remove special
education paperwork (lEPs and evaluations) that would typically remain in a student file.
DISCIPLINE
• Disciplinary protections that are available to students under IDEA 2004 are NOT available
to students whose IEP services have been revoked. This means that disciplinary infractions
for previous special education students should be treated as they would for general
education students . Initial guidance from aSPI suggests that re-referral does not invoke
disciplinary protections during the evaluation process for students whose IEP services have
been revoked.
RE-ENTRY
• If a parent who has revoked services indicates a desire to resume special education and
related services, the parent may make a referral for a special education evaluation. This
_ .1'1.. • ... . . t.- __ ., __ . _ r ....._ ..... U'~-J .u~ .. _ .... _._....'-4 • .lUI .... ~t''¥ .... JUj .... UU"""UVll ~valuallUl1. JJJJ~
referral will be treated as an initial evaluation. A full evaluation addressing all areas of
suspected disability will be conducted within appropriate referral and evaluation timelines.
Parents may not choose to reject evaluation in any area that was previously an area of
eligibility or is now an area of concern.
Please refer to aSPI website hnp:/lwww/k 12.wa.us/S[!ccialEd/rcgulations.aspx. for the addendum explaining
revocation of consent in the Procedural Safeguards
\45
Riser
rrgt~dur~§
146
f RISER PROCEDURES
General Kindergarten
with yes IEP revision No
therapy or Resource
room NOA
·NOTE An evaluation or
evaluation amendment is
needed if there is a
significant change in
program minutes.
"NOTE In lieu of riser meetings. teams can do an IEP revision. transportation form and NOA at the evaluation
results meeting or March conference.
147
RISER PROCEDURES
Self Contained
Developmental
Preschool
-
Self Self-Contained General Ed General Ed
Contained Developmental with with
Primary Kindergarten Resource Therapy
Room Only
~
\
148
RISER PROCEDURES
Preschool
with peer
models
, , 1
Are you adding, deleting, or changing an area of Yes, a reevaluation or evaluation
SOl? amendment is required
149
RISER PROCEDURES
Self-Contained
Developmental
Kindergarten
!
Are you adding, deleting, or Yes, a reevaluation or evaluation
changing an area of SOl? amendment is required
No
150
.ii""'"" . II ..., II
RISER PROCEDURES
( '
KINDERGARTEN PROGRAM OPTIONS FOR STUDENTS WITH AN IEP
These children will he expected to progress with the general kindergarten curriculum (with
accommodations. modifications, and/or special education support) at a pace roughly commensurate
with that oftheir typical peers.
Developmental Kindergarten
Cognitive delays
Academic delays
- Adaptive delays
May have sociallbehavioral delays
May require communication and/or motor therapies
f~ These students may access a pre-kindergarten curriculum or may progress 'with the typical kindergarten
'. curriculum but at a slower pace than that oftheir typical peers.
These children will be expected to progress with the general kindergarten curriculum (with
accommodations, modifications, and/or special education support) at a pace roughly commensurate
with that oftheir typical peers.
Extended Resource
Mild-moderate cognitive delays
Mild-moderate academic delays
Mild-moderate adaptive delays
May have mild-moderate social/behavioral delays
May require communication or motor therapies
Includes students with the above profile who would be in self-contained DK but require a full day
( ' program to make meaningful progress on lEP goals.
151
RISER PROCEDURES
r:
-. These students may access a pre-kindergarten curriculum or may progress with the typical kindergarten
curriculum but at a slower pace than that oftheir typical peers.
Life Skills
Moderate-severe cognitive and pre-academic delays
Adaptive delays
May have social/behavioral delays
Will Jikely require communication and/or motor therapies
Students will likely need a life-skills or functional approach to academic instruction
Includes students with the above profile who would be in self-contained OK but require a full day
program to make meaningful progress on IEP goals
152
Safety Net
153
SA FETY NET
SA FET Y NET
Safe ty Net is a means by which dist ricts that spend m ore on special educatio n services than they rece ive
for these se rvices can apply to the state for grant funding to reimburse them for serv ices to hiuh cost
students. Safety le t fund s arc intended to allevi ate the finan cial drain of stude nts whose edu~ational
needs cost the district substantially more than the district receives for that stude nt 's education.
• Safe ty Net funds can only be awarded to districts that have estab lished that they spend marc on
spec ial educat ion than the special education reven ues provided by the federal and state
governments.
• • Safety Net funds are availab le for students w ho cos t more than 2. 1 rimes the Average Per Pupil
Expenditure (APPE). For the 2009-20 I0 school year. Safe ly et funds will be available for
students who cost the district more than S 18.608 for school di stricts who adequately demonstra te
need for add itiona l funding .
• Everett Public Schoo ls will submit to the Safet y Net com mittee IEPs for students with ded icated
paraprofessi onals o r interpreters, contract placements or expe nsive assisrivc technolo gy, and
students in se lf-contained classrooms with high stnff to stude nt ratios.
• Ind ividual lEPs of high cos t sillden ts arc scru tinized by the Safety Net Oversight Committee.
• The legislative language establishing Sa fety Net specifies that funds can only be award ed for
students with properly fo rmulated lEPs. IEPs submi tted to Sa fety Net must show evide nce of
procedura l correctness and have all the required elements established by the WACs.
• The most common reason IEPs arc not funded by the Safet y Net committee arc :
I. lEP ' s contain goals that are not measurable (goals that do not contain basel ine and goa l
data points and/or appropriate measures),
2. LEr' s have incomp lete or vag ue transi tion plans (tra nsition plans lacking in age-
appropriate transition assess ments. po st-school o utcome goals, and/or courses of study)
and
3. lEP' s do not properly specify and qua ntify services in the Summary of Service Matrix.
• Fund s awarded to Everett Public Schools by the Sa fety Net Oversight Commit tee go into the
general fund. No department. school, or progra m has an y individual cmitle mcn t to any of these
funds.
• Everen Public Sc hool s will never ask an IEP team to put something in an IEP for Safety Net
purposes that would o therwise not be co nside red approp riate for the individual needs of a
student. A " Sa fety Ne t fEP" is essentially a well -wr itten, properly formulat ed and compliant
IEP
• It is never appropriate 10 discuss Safety Net 0 1" G il)' otherfunding orfiscal issue at all IEP
meeting.
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State
Assessments
155
r STATE ASSESSMENTS: MSP & HSEP (PREVIOUSLY CALLED THE \\'ASL>
10th Grade:
• High School Proficiency Exam (HSPE) with accommodations
• HSPE-Basic: High School Proficiency Exam at a level 2 in qualifying areas, based on IEP team
decision.
• WAAS Portfolio (for those students who demonstrate significant cognitive disabilities and
require intensive instruction in multiple settings to accomplish acquisition, application and
trnn~f~r Qf knQ\VI~gg~/~kms)
u" Grade:
• HSPE with accommodations
• HSPE-Basic (level 2 in qualifying areas)
• DAPE (Developmentally Appropriate Proficiency Exam) must pass at Level 3 on a MSP from
grades 3-8 available/or students in grades 11 and 12 only
• WAAS Portfolio (for those students who demonstrate significant cognitive disabilities and
require intensive instruction in multiple settings to accomplish acquisition, application and
transfer of knowledge/skills)
12th grade:
• HSPE with accommodations
• HSPE-Basic (level 2 in qualifying areas)
• DAPE (Developmentally Appropriate Proficiency Exam) must pass at Level 3 on a MSP from
grades 3-8 available/or students in grades 11 and /2 only
• WAAS Portfolio (for those students who demonstrate significant cognitive disabilities and
require intensive instruction in multiple settings to accomplish acquisition, application and
transfer of knowledge/skills)
• Locally Determined Assessment: Twelfth-graders receiving special education services for whom
the High School Proficiency Exam (with or without accommodations), the HSPE-Basic (passing
is at Level 2) or the Developmentally Appropriate Proficiency Exam (DAPE) are not appropriate
tools to assess their skills.
156
STATE ASSESSMENTS
Early-symbolic: Recognizes
pictures; may also use a range of
pictureS/objects to communicate
IWAAS Portfolio
ideas
157
STATE ASSESSMENTS
Early-symbolic: Recognizes
pictures; may also use a range of
I
WAAS Portfolio (Grades 10·12)
pictures/objects to communicate
ideas
158
Transportation
159
TRANSPORTATION
In Everett, we work together with families to maintain a safe transportation system. To avoid confusion
and maintain consistency for students and staff, we will be implementing aI pick up, J drop off location
policy. Both locations need to be within District boundaries. If daycare is different from home, it needs
to be within a reasonable distance and must be consistent. We can no longer accommodate "as needed"
pick up or drop off stops.
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Vision Services
r-
".
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VISION SERVICES
Everett Public Schools employs a Teacher of the Visually Impaired (TVI). Services include:
• Vision assessments
• Braille instruction
• Technologies for the blind
• Orientation and Mobility
• Consult and support services for students with visual impairments
• Acuities
• Field of vision
• Retina and optic nerve health
~
t Students, whose acuities or field of vision deficits can be correct by wearing prescriptive glasses, are not
considered visually impaired.
Terri (Teresa) Lang, TVI, can be reached via e-mail or phone at ext. 5268.
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Addendum
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ADDENDUM
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INSTRUCTION
Special Education and Related Services for Eligible Students
The District recognizes that students whose disabilities adversely impact educational performance and
who require specially designed instruction can improve educational performance when they receive
special education and related services tailored to fit their needs.
Each eligible special education student in the District will be afforded a full education opportunity. This
goal will be met consistent with the state's goals through ensuring the provision of a free appropriate
public education, complying with state and local procedures, and improving performance goal
indicators.
The District shall comply with state and federal requirements for special education. The
Superintendent shall develop procedures consistent with state and federal laws and rules to implement
the following:
The Superintendent shall develop procedures to implement this policy, as directed by federal regulation
(34 CFR 300.220). This policy and procedures shall be consistent with the state's special education
regulations and filed with the Office of the Superintendent of Public Instruction.
Not all students with disabilities are eligible for special education services. The needs of each student
will be addressed individually and provided appropriate accommodations or modifications required
under § 504 of the Rehabilitation Act, Title II of the Americans with Disabilities Act, and the
Washington laws against discrimination.
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ADDENDUM
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Free Appropriate Public Education (FAPE)
The District shall provide all eligible students with disabilities ages three through twenty-one
with a free appropriate public education, which consists of special education,
necessary related services, and supplemental aids and services, provided:
Such educational and support services may extend beyond the traditional 180-day
school calendar year if necessary to provide an individual eligible student with a free
appropriate public education.
The District's procedures shall also include methods for conducting childfind activities
including methods to determine which students are/are not currently receiving needed
special education and related services. The procedures shall include methods to locate
students who are highly mobile and students suspected of being a student with a
disability and in need of services even though they are advancing from grade to grade.
Childfind procedures shall be developed in consultation with appropriate representatives
of private school students.
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ADDENDUM
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Evaluation and Eligibility
The District shall develop evaluation procedures that are consistent with state and
federal requirements. including: referral, evaluation methods and timeline(s), areas of
evaluation, periodic review. evaluation safeguards. reporting and documenting the
determination of eligibility and independent educational evaluation.
The District recognizes the developmentally delayed category for eligible students ages
three to nine. The Superintendent shall develop procedures for implementation of this
eligibility category.
Reevaluation
The District shall develop reevaluation procedures that are consistent with state and
federal requirements, including general requirements, purposes, notice of results,
procedures for appropriate identification and classification, and procedures for
determining continuing or additional needs for special education and related services.
Development of lEP
~ The District shall develop procedures for implementing the lEi> requirements for each
. student that are consistent with state and federal regulations, including methods for
updating each IEP at least annually and appropriate inclusion of eligible students in
local and state assessment programs.
Placement
The District shall develop procedures for implementing state and federal requirements
regarding the delivery of special education services including: least restrictive
environment, nonacademic and extracurricular services, alternative service delivery
options, placement considerations and annual review, initial placement, evaluation of
IEP, preschool services, District initiated placements, transition of preschool students
from Part C to Part B services, and placements paid for at public expense.
The District shall also develop procedures to determine the services provided to
students unilaterally placed in private schools by their parents. The procedures shall
include consultation with appropriate representatives of private school students to
determine the number of unilaterally placed students. the needs of students and their
location, so that it can be decided which students will receive services. what services
will be provided, how and where services will be provided and how services will be
evaluated.
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ADDENDUM
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Procedural Safeguards
The District shall develop procedures for implementing safeguards for parents and
students consistent with state and federal requirements that include notice relating to:
informed parental consent, assessment (protection in evaluation procedures),
confidentiality, opportunity to examine records, prior notice, independent educational
evaluation, impartial due process hearing, surrogate parents, discipline, attorney's fees,
mediation and citizen complaints.
Personnel Development
The District recognizes the importance of a qualified staff in delivering appropriate
educational services to special education students. The Superintendent shall develop
procedures for the implementation of a District plan for hiring and staff development for
administrators, teachers and support personnel. Such a plan shall be complementary to
the statewide plan for Comprehensive System of Personnel Development, which
includes:
Evaluation
The District shall develop procedures for updating, at least annually, the effectiveness of
individualized education programs in meeting the educational needs of special
education students, including parent/family involvement in the evaluation process.
Students eligible for special education and related services shall be re-evaluated every
three years in accordance with state and federal requirements.
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ADDENDUM
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Cross References: Board Policy 221 \ Education of Students with Disabilities Under Section 504 of the
Rehabilitation Act of 1973
Legal References: RCW 28A.155 Special Education WAC 392-172A Rules for the Provision of Special
Education
20 USC 1400et seq. Individuals with Disabilities Education Improvement Act of 2004
34 CFR 99.1 - 99.67 Family Education Rights and Privacy
34 CFR 104.1 - 104.61 Nondiscrimination on the basis of handicap in programs and activities receiving
or benefiting from federal financial assistance
34 CFR 300.1 - 300.754 Assistance to Education of Children with Disabilities Program. Part B
34 CFR 303.\ - 303.67 Early intervention for infants and Toddlers with disabilities, Part C
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