special education procedural manual · · 2017-11-271.2 mission and philosophy 8 1.3 ... 2.7...

SPECIAL EDUCATION Procedural Manual

Revised 11/2017

This document was written as a resource to support district staff and inform parents of the procedures that pertain to special education in the Bremerton School District. These procedures are the District interpretation of special education law based on Individuals with Disabilities

Education Act (IDEA) and Washington Administration Code (WAC). Regular updates will be made as a result of changes in the law or in District practice.

Table of Contents Click to view desired section.

Section 1 - Introduction 8

1.1 Purpose and Overview of Procedures 8 1.2 Mission and Philosophy 8 1.3 Special Education Services/Programs 9

1.3.1 Assistive Technology 9 1.3.2 Child Find 9 1.3.3 Birth-Two Programs 9 1.3.4 Early Childhood Special Education (Preschool) 9 1.3.5 Extended Resource Room Services 9 1.3.7 Related Services 10 1.3.8 Resource Room Services 10 1.3.9 Self-Contained Services 10 1.3.10 Supplemental Aids and Services 10 1.3.11 Therapy Services 10

1.4 Staff Responsibilities 11 1.4.1 Assistant Director of Special Services 11 1.4.2 Assistive Technology (AT) Specialist 11 1.4.3 Building Administrators 11 1.4.4 Director of Special Programs 11 1.4.5 Early Childhood Coordinator 11 1.4.6 Early Childhood Professional Development 12 1.4.7 Educational Audiologist 12 1.4.8 General Education Teachers 12 1.4.9 Occupational Therapists, Physical Therapists 12 1.4.10 Program Paraeducators 12

Bremerton School District Special Education Manual 11/15/2017

1.4.11 Regulatory Guidance 13 1.4.12 School Nurses 13 1.4.13 School Psychologists 13 1.4.14 Sign Language Interpreters 13 1.4.15 Special Education Paraeducators 13 1.4.16 Special Education Teachers 13 1.4.17 Speech/Language Pathologists (SLPs) 14 1.4.18 Speech and Language Assistants (SLPA) and Occupational Therapy Assistants (COTA) 14 1.4.19 Transitional Paraeducators 14 1.4.20 Vision Teacher/Braillist/Orientation and Mobility Specialists (O&M) 14

Section 2 - Child Find, Pre-referral/Referral, Registration/Enrollment Process 15 2.1 Child Find 15 2.2 Transition into Part B, Special Education Services, From Birth-to-Three (Early Intervention) Services 16 2.3 Preschool Evaluations and Child Find 17 2.4 Early Childhood Outcomes 17 2.5 General Education Intervention 19 2.6 Referral for Special Education 20 2.7 Referral Process for Vision and Hearing Concerns 21 2.8 Referral Process for Student Using Amplification 22 2.9 Referral Process to Consider Students for Assistive Technology 22 2.10 Referral of Private School Students 24 2.11 Registration Process for Preschool Students and PK to KG 25 2.12 Registration Process for Transfer Students ---Out of District 25

Section 3 - Evaluation Process 27 3.1 Initial Evaluation (K-12) Following Referral for Special Education 27 3.2 Reevaluation 29 3.3 Reevaluation Single Service: Adding or Dropping a Service 31


3.4 Functional Behavior Assessment (FBA) 31 3.5 Dual Service in English for Second Language Learners and Special Education Students 33 3.6 Independent Educational Evaluation (IEE) 34 3.7 Revocation of Services 35 3.8 Determining the Need for Special Circumstance Instructional Assistance (SCIA) 36 3.9 Determination of Eligibility 37 Section 4 - Individualized Education Program (IEP) Process 38 4.1 IEP Process 38 4.2 IEP Team 40 4.3 IEP Meeting Protocol 41 4.4 Individual Transition Plan and Notice of Graduation (GoalView Folder 3) 42 4.5 Specially Designed Instruction/Areas of Qualification (GoalView Folder 4) 47

4.5.1 Present Levels of Academic and Functional Performance (PLAAFP) 47 4.5.2 Measurable Annual Goals and Objectives 48

4.6 Student Strengths-AEI (GoalView Folder 5) 49 4.7 Special Factors (GoalView Folder 6) 49 4.8 Adaptations: Accommodations/Modifications (GoalView Folder 7) 50 4.9 Testing Accommodations: (GoalView Folder 8) 51 4.10 Physical Education (PE) Services (GoalView Folder 9) 51 4.11 Transportation Services (GoalView Folder 9) 51 4.12 Extended School Year (ESY) (GoalView Folder 9) 52 WAC 392-172A-03090(B)(g) 52 4.13 Summary of Services (Matrix Page) (GoalView Folder 10) 52

4.13.1 Specially Designed Instruction (SDI) 53 4.13.2 Related Services 53 4.13.3 Supplementary Aids and Services to support student in general education 53 4.13.4 Least Restrictive Environment (LRE) 54 4.13.5 Neighborhood School 54


4.14 Behavioral Intervention Plan (BIP) (GoalView Folder 11) 55 4.15 Emergency Response Protocol (GoalView Folder 12) 56 4.16 Signatures (GoalView Folder 13) 56 4.17 Medicaid Consent 57 4.18 Forms Associated with the IEP 57

4.18.1 Invitation to Attend a Meeting 57 4.18.2 Prior Written Notice (PWN) 58

4.19 IEP Finalization 58 4.20 IEP Revisions 59

4.20.1 Reason to amend/revise an IEP 59 4.20.2 Creating a Revision (GoalView Folder 2) 59 4.20.3 Changes to the IEP which do not require a revision: 60

4.21 Revised IEP Finalization 60 4.22 State and District Assessment Guidelines for Special Education Students 61

4.22.1 Smarter Balanced and Washington Comprehensive Assessment (WCA) of Science 61 4.22.2 Alternative Assessment Options 63 4.22.3 Smarter Balanced Definitions: Universal Tools, Designated Supports and Accommodations 65

4.23 Surrogate Parents 66

Section 5 - Placement Process 66 5.1 Initial IEP Placement 67 5.2 Continum of Services; Placement Decisions 68 5.3 Continuing Placement 68 5.4 Registration Process for Out of District Transfer Students 69 5.5 Change of Placement, Self-Contained Placement or Level of Service 70 5.6 Year-End Movement of In-District Students 72

Section 6 - Discipline Procedures 74 6.1 Discipline Related Definitions 74


6.1.1 Discipline 74 6.1.2 Suspension 74 6.1.3 Short Term Suspension 74 6.1.4 Long Term Suspension 74 6.1.5 In School Suspension 74 6.1.6 Detention 74 6.1.7 Expulsion 75 6.1.8 Emergency Expulsion 75 6.1.9 Functional Behavior Assessment (FBA) 75 6.1.10 Behavior Intervention Plan (BIP) 75 6.1.11 Manifestation Determination Review (MDR) 75 6.1.12 Controlled Substance 76 6.1.13 Illegal Drug 76 6.1.14 Interim Alternative Education Setting (IAES) 76 6.1.15 Serious Bodily Injury 76 6.1.16 Weapon 76

6.2 Removal Up to Ten Days 76 6.3 Removal for More than Ten Days 77 6.4 Change in Placement 77 6.5 Manifestation Determination 77 6.6 Special Circumstances 78 6.7 Removal of Special Education Students 78 6.8 Discipline - Students not yet Eligible for Special Education and Related Services 80 6.9 Discipline - No Change in Placement (Less than ten cumulative days) 81 6.10 Discipline - Removal Which Constitutes a Change in Placement 82 6.11 Discipline - Removal for Drugs, Weapons, or Inflicting Serious Bodily Injury 82 6.12 Discipline - Removal for Dangerous Behavior 85


Section 7 - Program Operations 85 7.1 Case Load Reports 85 7.2 Interpreting and Translation Services 86

Section 8 - Appendix 86 Appendix 1: Referral Questions/Considerations 86 Appendix 2: SETT Referral Form for Bremerton 87 Appendix 3: Transfer Validation 87 Appendix 4: Evaluator Checklist 87 Appendix 5: Paperwork Checklist 87 Appendix 6: IEP Manager Self Checklist 87 Appendix 7: ESY Worksheet 87 Appendix 8: Documentation of Parent Contact 87 Appendix 9: SBAC Accommodations Planning Form 87 Appendix 10: State Test Parent Refusal 87 Appendix 11: Special Education Acronyms 87 Appendix 12: Flowcharts and Timelines 87 Appendix 13: Stages of Second Language Acquisition 87 Appendix 14: Occupational Therapy Legal and Historical Overview 87 Appendix 15: Occupational Therapy Service Providers 87 Appendix 16: District Adopted Curriculum 87 Appendix 17: Adverse Childhood Experiences 87 Appendix 18: Guidelines for Communication Disorders 87


Section 1 - Introduction 1.1 Purpose and Overview of Procedures

The Special Education Department of the Bremerton School District (BSD) provides specially designed instruction and related services to benefit our students with all types of disabilities. This document was written as a resource to support district staff and inform parents of the procedures that will be followed within our school district. Regular updates will be made as a result of Washington Administrative Code (WAC) revisions and changes in legal interpretations of special education regulations. This manual is designed for several purposes. They include:

● maintaining consistency of practices and procedures across our school district ● assuring that each staff member is compliant and accountable for their work and actions ● promoting high quality services and programs that meet the needs of our students ● deliver quality training and direction for current and new staff ● provide information for our parents and community on the rules and laws surrounding the services we provide.

BSD seeks to provide equal educational opportunities and treatment of all students. Aspects of our academics, activities, and programs will be provided without regard to race, creed, color, national origin, gender, marital status, sexual orientation including gender identity, or non-program related physical, sensory, or mental disabilities (consistent with RCW 49.60). District programs shall be free from sexual and malicious harassment.

1.2 Mission and Philosophy Bremerton School District has a vision for excellence in education by honoring the unique gifts and needs of individuals. Our Mission is to provide leadership, support, and direction to assure quality special education services for all students by the following:

● Maximizing individual and team skills, strengths, resources, and interests; ● Communicating with staff, students, parents, and our community encouraging, modeling, and facilitating best practices; and ● Providing information, guidance, and training to insure federal, state, and local regulatory compliance.

Our department goals are to provide a comprehensive program of educational and related services designed to maximize each student’s development of skills that will enable them to successfully participate within integrated, natural environments in our community.

We are committed to:

● Providing a comprehensive program of instructional and related service options for a Free Appropriate Public Education (FAPE) for all children with disabilities, birth through twenty-one years of age.


● Providing services to students in the least restrictive environment appropriate to each student’s needs, including systematic supports to general education staff.

● Supporting and complying with state and federal mandates governing the delivery of services to students with disabilities. ● Advocating for students with disabilities and their families. ● Working cooperatively with general education staff, community groups, and other agencies to maximize services to students with disabilities. ● Working closely with parents and families to assure a cooperative, understanding atmosphere in the joint pursuit of appropriate services. ● Developing and maintaining quality programs and services that seek to incorporate the best professional practices in design and implementation. ● Providing programs to prepare students to be successful members of society. ● Providing ongoing educational opportunities for staff to continually upgrade their skills and knowledge for program improvement. ● Implementing evaluation mechanisms for measuring and describing positive student change as the primary intended outcome of all services and using

such information to modify individual student programs and program systems.

1.3 Special Education Services/Programs

1.3.1 Assistive Technology Assistive Technology (AT) services support students with disabilities or their caregivers to help them select, acquire and use AT devices. Bremerton School District must ensure that assistive technology devices or assistive technology services, or both, are made available to a student eligible for special education if required as part of the student's special education, related services, or supplementary aids and services.

1.3.2 Child Find Child Find is the process of identifying and screening children/youth, from birth through twenty-one years, who may have developmental concerns and/or disabilities that affect their performance in school.

1.3.3 Birth-Two Programs Birth to three programs are discretionary and are provided in coordination with Holly Ridge Center, eligible children may transition into the district’s preschool program at age three.

1.3.4 Early Childhood Special Education (Preschool) Early childhood special education (preschool) is provided to eligible children, ages three to five, with the support of district special education personnel.

1.3.5 Extended Resource Room Services Extended Resource Room services are provided to eligible students by special education staff. In a resource room, students generally receive specially designed instruction less than 50 percent of the school day and are in the general education program during the remaining school day.


1.3.6 Recognition and Response The Recognition and Response team offers problem solving meetings to families and preschool teachers of preschool age students that are not eligible for special education services after participating in the Child Find process or a special education evaluation. The team consists of at least one preschool teacher, a speech/language pathologist, the Early Childhood Coordinator and a Head Start partner.

1.3.7 Related Services Related services may include occupational therapy, physical therapy, vision services, speech-language therapy, school health services, audiology, assistive technology and classified staff services, as well as other developmental and corrective services that assist eligible students to benefit from special education.

1.3.8 Resource Room Services Resource Room services are provided to eligible students by special education staff. In a resource room, students generally receive specially designed instruction in a pull out model for less time than Extended Resource Room services.

1.3.9 Self-Contained Services Self-contained services, Integrated Skills Programs (ISP) at each elementary and Integrated Life Skills Programs (ILSP) on the secondary school level, are classrooms supported by special education staff where students receive specially designed instruction 50 percent or more of the school day.

1.3.10 Supplemental Aids and Services The term "supplementary aids and services" means aids, services, and other supports that are provided in general education classes or other education-related settings to enable students eligible for special education to be educated with nondisabled students to the maximum extent appropriate in accordance with the least restrictive environment requirements in WAC 392-172A-02050 through WAC 392-172A-02065.

1.3.11 Therapy Services Based on the student’s special education evaluation a student may qualify to receive:

● Communication services to address identified disabilities in articulation, language, voice or fluency. ● Physical and/or Occupation therapy to address needs in fine and gross motor as well as sensory. ● Vision and Orientation and Mobility services for the visually impaired. ● Aural rehab for students that are hearing impaired.


1.4 Staff Responsibilities

1.4.1 Assistant Director of Special Services Assistant Director of Special Services administers special education programs and services for the district; provides technical assistance to principals, teachers, support staff, parents, and the community; coordinates special education programs district-wide; supervises health services.

1.4.2 Assistive Technology (AT) Specialist The AT Specialist is a .5 Teacher on Special Assignment (TOSA) responsible for assistive technology for students PreK-21 district-wide. This includes attending Individual Education Plans (IEPs), conducting AT Considerations and assisting teams with the implementation of strategies, modification and devices to provide student access to their education. This ranges from suggesting alternative strategies, modifications, accommodations, then progressing from low tech to high tech solutions. The AT TOSA facilitates the AT Leadership Team which has representation from each school. Permanent special education staff are invited to join the group to learn about assistive technology, share solutions for students and facilitate referrals from their building.

1.4.3 Building Administrators The Building administrator provides leadership and support to staff in the implementation of all educational programs. The Principal is responsible for the full range of activities necessary to meet the needs of all students in the school. This includes being knowledgeable of rules and regulations that affect students with disabilities (e.g., discipline of special education students, accommodations for 504 students, etc.). In addition, the Principal ensures that the building special education team functions to meet the needs of all students. The Principal participates in the selection of special education staff. The building administrator also keeps the Special Services administrator apprised of the building needs and issues and participates in planning, creating, and implementing the delivery of services to all students in the school.

1.4.4 Director of Special Programs The Director is responsible for overall leadership and management of all special programs, birth to 21 including special education services. The Special Programs Director supervises the elementary principals and the Special Education Asst. Director. The Director of Special Programs is a cabinet position and collects and provides data to assure effective, ongoing program development and evaluation of all programs that support students. This includes working with the Superintendent, School Board, community organizations and administration to align support services with overall district goals, monitoring for compliance with state and federal mandates. The Director is responsible for the evaluation of district level staff.

1.4.5 Early Childhood Coordinator Attends transition meetings from Holly Ridge, our birth-3 partners, to school district services, participates in Child Find for preschool students, facilitates monthly early childhood special education meetings, monitors compliance of Birth-3 transitions, and service delivery for PK students. Reports Child Outcome Summary to the state. Provides staff with Holly Ridge information and publishes class lists and evaluations lists. Works cooperatively with Head Start in placement of students that qualify for Head Start and special education.


1.4.6 Early Childhood Professional Development The Early Childhood Professional Development Teacher on Special Assignment (TOSA) works collaboratively with early childhood community programs and district special education preschool programs in order to increase: 1) early literacy skills; 2) early numeracy skills; 3) social-emotional skills. The TOSA will maintain ongoing positive relationships, provide professional development, and develop resources for the preschool programs.

1.4.7 Educational Audiologist Performs comprehensive, educationally relevant, hearing evaluations making appropriate medical, educational, and community referrals. They interpret audiological assessment results to other school personnel and provide in-service training on hearing, hearing impairments and their implications to school personnel, children and parents. This also includes assisting in program placement as a member of the educational team to make specific recommendations for auditory and communication needs. They analyze classroom noise and acoustics making recommendations for improving the listening environment. They make recommendations about the use of hearing aids, cochlear implants, assistive listening devices, classroom amplification and ensure the proper fit/functioning of hearing aids as well as other auditory devices. Educational audiologists also provide consultation services in the areas of speech, reading, listening, communication strategies, use/care of amplification, including cochlear implants, and self-management of hearing needs. They collaborate with school, parents, teachers, special support personnel, and relevant community agencies and professionals to ensure delivery of appropriate services.

1.4.8 General Education Teachers The general education teacher is responsible for the progress of all students placed in his or her classroom and must be a member of the IEP team. They should be the one working with the student if the student should receive instruction in the general education program. The teacher may also serve on building teams and collaborate with staff to develop and implement interventions designed to meet the special needs of individual students.

1.4.9 Occupational Therapists, Physical Therapists These specialists provide services to facilitate the development of fine and gross motor skills enabling students to gain benefit from their educational program. They evaluate students, develop and implement program interventions, and make recommendations. These specialists support functioning in the general or special education setting and are primarily related service providers.

1.4.10 Program Paraeducators Each Integrated Skills Program (ISP), Integrated Life Skills Program (ILSP) and developmental preschool programs have dedicated paraeducators that are assigned to those programs. Resource and Extended Resource share a dedicated program para. Program paras provide direct & individual support for students.


1.4.11 Regulatory Guidance The person responsible for regulatory guidance and compliance trains staff and reviews IEPs and procedures for compliance to special education law. She/he also requests changes to IEPs, submits IEPs for Safety Net reimbursement, directs teachers regarding special education testing accommodations, and provides training and support for WA AIM.

1.4.12 School Nurses Nurses oversee health screening, wellness education, development of care plans, and compliance with all state laws pertaining to school health and immunization standards. They are providers of health services and are members of the special education team, and serve as liaison among school, family, community, and medical practitioners.

1.4.13 School Psychologists School psychologists provide support for teachers, support staff, administration, students, and parents. They are responsible for the evaluation of students who may have special needs. They provide input into the IEP’s, conduct Functional Behavior Assessments (FBAs) and contribue to the Behavior Intervention Plans (BIPs). They are part of the administrative team that looks at student behavior and discipline to include the process of a Manifestation Determination Hearing. They are knowledgeable in WAC and act as the compliance officer in their buildings. They are the team leader for the evaluations in each building and help to conduct meetings where students can be identified for possible evaluation.

1.4.14 Sign Language Interpreters Sign language interpreters work individually with eligible students who are deaf and hard of hearing interpreting general education and special education classes. These specialists may also provide input at IEP meetings.

1.4.15 Special Education Paraeducators Paraeducators provide direct classroom and individual student support at the preschool, elementary, and secondary levels. They work as team members with certificated staff and provide direct instructional services under the supervision of special education teachers. The scope of their practice is to pre-teach, re-teach and provide support for the lessons taught by the special education or general education teachers. In certain situations, they provide physical care for students under the direction of the school nurse.

1.4.16 Special Education Teachers Special education teachers have the responsibility for supporting and monitoring all students with disabilities who are assigned to them. They provide direct instructional services to students and provide support to general education staff when the student is in the general education classroom. They plan, manage, and teach instructional content and are responsible for writing IEPs for students, as well as planning and managing their students’ IEP meetings. In addition, the special education teacher is responsible for the follow up and evaluating or monitoring the IEP goals and objectives. The special education teacher serves as a resource for other teachers in the building, and monitors progress in the general educational setting.


1.4.17 Speech/Language Pathologists (SLPs) In order to access education, these specialists work with students throughout the district to evaluate student needs and provide services in the areas of language, articulation, voice and fluency, and communication. They evaluate student, develop student programs, and implement interventions in their area of specialty.

1.4.18 Speech and Language Assistants (SLPA) and Occupational Therapy Assistants (COTA) SLPAs and COTAs implement student individual programs as directed by a speech and language or occupational therapist. They may also provide input in IEP meetings at the request of the supervising therapist.

1.4.19 Transitional Paraeducators

Transitional Paras are assigned to students as needed as described in a Special Circumstances Instructional Assistance (SCIA). The purpose is to provide temporary support for students and staff so that the student can participate in the general education setting with little or no support.

1.4.20 Vision Teacher/Braillist/Orientation and Mobility Specialists (O&M) These professionals provide services for students with visual impairments. The vision teacher works directly with students and consults when appropriate with general education teachers. A braillist transcribes into braille all necessary education materials for students, and an O&M specialist works with students to use their senses to determine their location and to move independently about their school and community environment safely. They are also members of building teams when appropriate.


Section 2 - Child Find, Pre-referral/Referral, Registration/Enrollment Process 2.1 Child Find

Child Find is the process of identifying and screening children/youth, from birth through twenty-one years, who may have developmental concerns and/or disabilities that affect their performance in school. These students include highly mobile, such as the homeless and migrant. A variety of methods are used to find these children.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

Conduct public notification of Child Find activities to locate children, birth to 21 years of age, with suspected disabilities who are residing within the boundaries of the school district. Methods of finding these children include:

NA District Staff Ongoing WAC 392-172A-02040

● Written notification to all parents in the school district ● Notices posted in school buildings and other public areas describing availability of special education programs ● Preschool developmental screening ● Local media informational campaigns ● Coordinating the distribution of information with other Child Find programs within public and nonpublic agencies ● Screening of district-wide test results ● Staff in-service education ● Systematic intervention-based process within general education

Birth to 3 years old Developmental screenings for children ages birth to 3 years old: call Holly Ridge Center (360) 373-2536

3 to 5 years old Preschool developmental screening for children ages 3 to 5 years old: refer parents to (360) 473-1008 to schedule an appointment. Early childhood developmental screenings are completed 1-2 times per month by a team that includes a special education preschool teacher, speech/language pathologist, occupational therapist, a school psychologist and the Early Childhood Coordinator. If needed, a physical therapist, a nurse, a vision specialist and an audiologist will also serve on the team. 5 to 21 years old If any child is suspected of having a disability, student needs to be referred to their home school or district. Reference 2.6 Referral for Special Education


https://app.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040

https://app.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040

2.2 Transition into Part B, Special Education Services, From Birth-to-Three (Early Intervention) Services Prior to the child’s third birthday, a transition meeting is held with the student’s family, birth to three staff including the Family Resource Coordinator (FRC), and a representative from the school district usually the Early Childhood Coordinator. The meeting, scheduled by Holly Ridge is held preferably six months prior to the student’s third birthday but no less than 90 days prior to the third birthday.


A transition file is created and prepared for the transition meeting from information sent to the Early Childhood Coordinator.

Reports, prior evaluations, IFSP

When document-ation is received

Transition meeting is scheduled and held with the family which includes the Holly Ridge FRC and the Early Childhood Coordinator.

Family Resource Coordinator from Birth to Three services

Priority is 6 months, no later than 90 days prior to 3rd birthday

WAC 392-172A-02080

Areas of evaluation are determined at the meeting. The parent is provided information about Bremerton School District and the location of where the evaluation will be conducted.

BSD Early Childhood Coordinator

On or before students 3rd birthday

The assessment will be completed prior to the child’s 3rd birthdate by the preschool assessment team of the student’s home school including the school psychologist as needed. An IEP will be completed according to federal regulations also on or before the student’s 3rd birth date if needed.

Preschool assessment team, IEP team

On or before students 3rd birthday

WAC 392-172A-02080


http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-02080




2.3 Preschool Evaluations and Child Find The preschool evaluation team at the student’s home school or, if no preschool exists at the home school, the evaluation team assigned by the Early Childhood Coordinator, evaluates preschool age children that have been referred for a special education evaluation. Referrals can be initiated via a multitude of avenues which includes children that have come through the district’s monthly Child Find screening process.


Children coming through the Child Find process and recommended for further evaluation will have a Referral, a Notice of Referral and Consent for Evaluation before the family leaves the Child Find appointment.

Early Childhood Coordinator, Child Find Secretary

The day of screening

The child is referred for evaluation to their homeschool or school assigned by the Early Childhood Coordinator, if there is no preschool program at the home school site.

Early Childhood Coordinator

School staff will contact the family to schedule an appointment for the initial evaluation.

Preschool evaluation team reviews documents

Children processed through Child Find and those transitioning from IDEA part C to part B services are entered on a spreadsheet that indicates the due date of the evaluation.

Early Childhood Coordinator

Child Find screening results will be posted within two days

Google Drive

Referrals coming from outside agencies or other sources (e.g. doctors, private therapy centers) will begin the timeline for evaluation determination.

Documents from outside agencies

Preschool evaluation team member (review document)

2.4 Early Childhood Outcomes All school districts in the country must reliably report to the Department of Education data on performance indicators for all preschool students receiving special education services. Outcomes to be measured include :

● Positive Social and Emotional Skills ● Acquiring and Using Knowledge and Skills ● Taking Appropriate Action to Meet Needs

The Child Outcome Summary Form (COSF) is a 7-point scale that is used to summarize child data and measure progress on each of the three outcome areas. The COSF is designed to determine how a child is functioning in each of the outcome areas. Examples of data sources include, but are not limited to, observations and reports by family members, care providers, school and other service providers; early intervention outcomes information; developmental


screenings; curriculum-based measures; norm-referenced assessments; progress monitoring information; classroom or other environment observations; and information identified during assessment, planning, or IEP meetings.


When the COSF must be completed: Entry to special education services (ages 3-5) - information can be gathered at a team meeting and/or parent conferences. COSF needs to be completed on all students who are new to special education services or to Washington state and will receive services for at least 6 months.

Child Outcomes Summary Form (COSF)

IEP team, including the parent

3-6 weeks after initial placement

OSPI website Early Childhood Outcome Indicator 7

Exit COSF: Transition to kindergarten, exiting special education or student moves to another state for students who have had at least 6 months of service. Complete COSF at team meeting and/or parent conference.



During the final 60 days of receiving services

When student enters preschool within 6 months of exiting the program, neither entry nor exit COSFs are required

Directions for completing the COSF: a. Entry and Exit - GoalView form participants page

Provide all requested information on page 1. It is strongly recommended that the family is asked to provide input, but if the family’s information is not included, check “not included.”



3-6 weeks after initial placement

b. Entry - Answer questions 1a, 2a, 3a: Mark only one number for each outcome. Provide evidence that supports the rating. Indicate the source of the evidence (e.g., parent, teacher, therapist) and the nature of evidence from the source. For example, if a child’s functioning is rated a “5,” relevant results should provide evidence of a mix of age appropriate and not age appropriate skills and behaviors.

IEP case manager

c. Exit only - Answer questions 1a, 2a, 3a, marking only one number for each outcome. Answer questions 1b, 2b, and 3b to indicate whether the child has made any progress since the entry rating. Progress is defined as the acquisition of at least one new skill or behavior related to the outcome. Describe the general nature of that progress in the space provided.



During the final 60 days of receiving services in WA

d. Submit the completed entry and exit COSFs to the Early Childhood Coordinator. IEP case manager

As soon as completed


http://www.k12.wa.us/specialed/EarlyChildhood/Outcomes.aspx

2.5 General Education Intervention During the intervention process, strategies are discussed, implemented, and data collected to assist students in being successful with the general educational setting. Screening to determine appropriate instructional strategies for curriculum implementation may be performed without consent. This screening is not considered an evaluation according to WAC 392-172A-03010. Every school has a Multi disciplinary team (MDT), separate and in addition to the Multi Tiered Systems of Support (MTSS) which is comprised of teaching staff and others. The MDT meets for the purpose of generating ideas to support the student.


The teacher notifies parents of academic and/or behavioral concerns. General education teacher intervention

The teacher collects data regarding student concern(s). General education teacher The teacher refers the student to the MDT and completes any school based forms-documents of interventions including MTSS data and progress monitoring and actions taken to address specific concerns.

Referal Questions/ Considerations

General education teacher, MDT

Appendix 1

The MDT meets to understand and identify the student’s performance and specific areas of need.

Parent, general education teacher, MDT usually coordinated by the school psychologist

The team discusses previous and current classroom strategies, accommodations, any modifications, and reviews data from progress monitoring

Parent, general ed teacher, MDT

Scientifically based research intervention strategies are developed by the MDT. Parent, general education teacher, MDT

WAC 392-172A-01165

The general education teacher(s) implement identified intervention strategies. General education teacher(s)

Student progress is monitored and data collected. General education teacher(s)

The Multidisciplinary Team, general education teacher, and parent(s) meet periodically to discuss student progress.

Parent, general education teacher, psycholgist, MDT

If a student is unsuccessful, the documentation gained during the general education intervention process and pre-referral intervention may be used to make a formal referral for evaluation and consideration for other support services.

General education teacher, parent, psychologist, MDT


http://apps.leg.wa.gov/wac/default.aspx?cite=392-172A-02015




2.6 Referral for Special Education A student, after receiving intervention through Multi Tiered Systems of Support (MTSS) and gone through the Multi Disciplinary Team (MDT) process, may be referred for a special education evaluation through the MDT IF the supporting data gathered during the general education intervention process is reviewed to determine the need for further evaluation. This process should be applied for all students, including private, other non-public school students. All forms used in the Bremerton School District are written using the GoalView online program, with the exception of our Transfer Validation form.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE Referral of a student suspected of having a disability may be initiated by any source in writing (or verbally if the individual is unable to write).

Referral Form, Notice of Referral

Any Source 25 school day timeline begins

WAC 392-172A-03005

The parent is sent notification of the referral. School psychologist/SLP

The MDT, or Speech/Language pathologist in the case of communication only, reviews the data supporting the request for further evaluation.

Parent(s), MDT/SLP, general education teacher

MDT/SLP makes a decision whether to evaluate or not. If an evaluation is required areas of evaluation are determined.

MDT/SLP

If the student IS to be evaluated, written parent consent must be obtained prior to evaluation. The Prior Written Notice is embedded in the consent to evaluate form.

Consent for Evaluation

School psychologist/SLP

By the 25th school day

Written notice is given to parent(s) if the student is NOT a candidate for evaluation

Prior to Written Notice

School psychologist/SLP

By the 25th school day




2.7 Referral Process for Vision and Hearing Concerns All students Hearing and Vision screened in grades K-3, 5 and 7. All students in special programs are screened annually

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE 1. Vision Screening:

a. Children are screened with their corrective lenses if appropriate b. Near and distance criteria KG: worse than 20/40 either eye; Grade 1 and above worse than

20/32 either eye are referred c. Place the results of screening, any referrals, and referral results in each student's health

record; and d. Forward the results to the student's new school if the student transfers. e. Rescreened if 1st screening was failed f. Referred to a vision specialist for further tested if rescreen failed g. Parent is notified in writing

School Nurse WAC 246-760-020

WAC 246-760-070

WAC 246-760-071

WAC 246-760-080

2. Auditory screening: a. Students are screened individually at one thousand, two thousand, and four thousand Hz. b. The screener shall:

i. Present each of the tonal stimuli at a hearing level of twenty dB based on the ANSI 1996 standards;

ii. Conduct screenings in an environment free of extraneous noise; iii. If at all possible, complete screening within the first semester of each school year; iv. Place the results of screenings, any referrals, and referral results in each student's

health and/or school record; and v. Forward the results to the student's new school if the student transfers.

3. Failed Auditory Screenings: a. If a child does not respond to one or more frequencies in either ear:

i. We re-screen the child within six weeks; and if students fails second screening: 1. Notify their teachers of the need for preferential positioning in class because of the

possibility of decreased hearing; and 2. Notify District Audiologist and 3. Notify the parents or legal guardian of the need for audiological evaluation if the

student fails the second screening. We notify parents or legal guardian of the need for medical evaluation if: Indicated by failure of audiological screening; or Audiological evaluation is not available for a student with a known hearing condition.

School nurse Re-screen 3-6 weeks

WAC 246-760-020 WAC 246-760-050


http://apps.leg.wa.gov/wac/default.aspx?cite=246-760-020












2.8 Referral Process for Student Using Amplification If student is just fitted with hearing aid(s) or having problems with hearing aids/cochlear implant/amplification, contact Special Services. The district contracted educational audiologist will respond to staff and see student within 1 week.

2.9 Referral Process to Consider Students for Assistive Technology AT includes both devices and services. A device is any item or piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve the functional capabilities of a person with a disability. Many high-tech and low-tech devices are now available to assist people with disabilities with daily living tasks, education, work, and recreation. Categories of AT devices include vision; hearing; speech communication; learning, cognition, and development; mobility, seating, and positioning; daily living; environmental adaptations; vehicle modification and transportation; computers and related devices; and recreation, sports, and leisure. Creation and use of picture supports is considered low tech assistive technology. The term does not include a medical device that is surgically implanted or the replacement of such device.

The focus of Assistive Technology (AT) in schools is to help students access a Free and Appropriate Public Education (FAPE). This includes helping students gain skills necessary for post high school employment. Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.

a. The district shall ensure that assistive technology devices or assistive technology services, or both, are made available to a student eligible for special education if required as part of the student's;

b. Special education; c. Related services; or d. Supplementary aids and services.

On a case-by-case basis, the use of school-purchased assistive technology devices in a student's home or in other settings is required if the student's Individual Education Plan (IEP) team determines that the student needs access to those devices in order to receive FAPE. WAC 392-172A-02015

Clarification of terms.

● Any: An AT device is anything! ● Item, Piece of Equipment, or Product System: Synonyms of any. ● Whether acquired commercially, off the shelf, modified, or customized: Where does the AT come from? You can buy it, you can change it, you

can make it. ● Increase, Maintain, or Improve: The Standards of Whether Anything is AT: It must help a person stay the same (maintain) get a little better

(improve) or get a lot better. ● Functional Capabilities: If the outcome of AT is to enhance functional performance then where’s the evidence of what the person can do as a result

of their AT use?



● Individuals with Disabilities: The important focus of our work. Adapted from Knowledge by Design, Inc. copyright 2004. Edyburn,m D.L. (2004) Rethinking Assistive Technology, Special Education Technology Practice, 5(4), 16-23.


Assistive technology is considered for every special education student. Consideration of assistive technology need is required by IDEA and is based on the unique educational needs of the student. Students are not excluded from AT consideration for any reason (e.g., type of disability, age, administrative concerns, etc.).

Documented on IEP

Case manager Annually WAC 392-172A-03110

In Bremerton each IEP team has the Student, Environment, Task, Tools (SETT) document available to use as the process to systematically consider and document AT needs for the IEP.

IEP team QIAT Website

When assistive technology is needed, the IEP team explores a range of strategies, modifications and assistive technology devices from no tech to high tech.

To complete the referral process, the IEP team, with the help of the designated AT contact for each site, will complete the Bremerton School District Referral for Assistive Technology Checklist, adapted from OCALI.

BSD Referral for AT checklist

IEP team with site AT lead

BSD Website Appendix 2

Contact the district AT TOSA to assist with the process of AT Consideration, if needed, or to obtain materials/resources.

As needed trial a variety of AT devices and/or services. Site AT lead, AT TOSA, sped teacher, SLP, OT

Document AT devices and services in the IEP. Case manager or each person using the AT

Annually

On a case-by-case basis, the use of district purchased assistive technology devices may be necessary in a student's home or in other settings if the student's IEP team determines that the student needs access to those devices in order to receive FAPE.

WAC 392-172A-02015





http://www.qiat.org/index.html

https://www.bremertonschools.org/Page/7134




2.10 Referral of Private School Students A student who is enrolled in a Private school is entitled to Child find guidelines. If a child is enrolled in a Private School in the BSD district boundaries and is referred for Special Education Services, contact the Special Education Department. The Special Education Department will locate the school district in which the student resides.

1. If the student resides in a district other than BSD, the Assistant Director will contact that district’s Director of Special Education to see if they want to evaluate the student or have BSD staff evaluate the student. If the other district chooses to evaluate the student, then we wait for the results. If the student qualifies for services the parent has two options: 1) they can enroll part-time in their home district for any course, or service not offered by the private school. If enrolled part-time at their district, then the student would be eligible for equitable IEP services and would receive those services from the home district. The student may be eligible for transportation to and from those services as well. 2) they can stay enrolled full time at the private school, then Bremerton staff would use the evaluation to write an ISP (Individual Service Plan). The services are not as extensive as those provided through an IEP, but still speak to eligibility and the specialized services that the student is eligible for under the identified disability. Typically, these are consult services to the Private school team.

2. If the student resides in BSD boundaries, then follow district referral procedures. This includes file review, classroom observation, consultation with the private school, consultation with the parent, decision to evaluate, decision as to what areas to assess, and staff who will be evaluating the student. Evaluation can occur at the student’s neighborhood school, at the school closest to the private school or the private school. It is best to evaluate at the student’s current school.

3. If the student resides in BSD and is attending a Private school outside of our district boundaries, our staff should offer to perform the evaluation in order to meet the family and ensure that students are qualified for services based on our standards. If the student qualifies we can offer an IEP. The student can enroll part-time or full time in our district and accept the IEP offer of FAPE at that time OR they can choose to stay at the Private school and the other district will need to offer the ISP.

Naval Ave Early Learning Center commonly serves Our Lady Star of the Sea and View Ridge Elementary commonly serves Peace Lutheran


Referral of a student suspected of having a disability may be initiated by any persons with knowledgeable of the child in writing or verbally if the individual is unable to write.

Any Source 25 school day timeline begins

WAC 392-172A-03005

The referring source calls Special Services, 473-1008. Special Services will contact the school psychologist or SLP of the student’s home school.

Special Ed secretary, Assistant Director of Special Svcs

The referral process as described in the Referral for special education is followed. Referral form

Primary evaluator





2.11 Registration Process for Preschool Students and PK to KG When a student is found eligible for special education services, either through IDEA Part C to B or through the Child Find process, the family must enroll/register at the school where they will be receiving services.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE The Early Childhood Coordinator in conjunction with the family and preschool special education team determines the appropriate school placement. Considerations include the type of service and space at each site.

School registration

Parent/guardian Immediately upon eligibility

The parent completes enrollment paperwork at the student’s school of attendance. Once qualified for special education all students must register BEFORE they receive special education services. The registration/enrollment must include necessary forms (demographic information, immunization, etc.)

Parent/guardian Immediately upon eligibility

WAC 392-172A-03105(5)

School secretary notifies school special education staff and Special Services. School secretary Immediately Process for PK to KG registration ● If a student is staying in the school they are currently at for Preschool: and it is

in their attendance area and has complete registration packet that student will roll to kindergarten.

● If a student is staying in the school they are currently at for Preschool: and are not in their attendance area and has a complete registration packet that student needs to fill out an Open Enrollment form to have a complete enrollment.

● If a student is moving from the school that they are currently at for Preschool: and going to the school in their attendance area and has a complete registration packet they will just have to complete a new registration form and a request of records.

● If a student is outside of our school district they will have to fill out a Choice Transfer form no matter what school they will be attending.

Parent/guardian, preschool teacher

April-Aug

2.12 Registration Process for Transfer Students ---Out of District Under IDEA when a student moves into a district, services must be provided for the student to receive a free appropriate public education. The district must immediately provide the student with comparable services (and placement) based on the student’s IEP and determined in consultation with the parents. Remember that “comparable” does not mean exactly the same services; it means similar services. Also, “in consultation” does not mean parents dictate placement. Staff does not need an IEP meeting to determine what initial services will be provided. In fact, if staff wait until the school convenes an IEP





meeting, the district may be denying service to which the student is entitled. Staff must start services immediately and schedule an IEP for a later date to address other issues.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE The parent completes enrollment paperwork at the neighborhood school. All necessary forms (demographic information, immunization, etc.)

School registration

Parent/Guardian Immediately WAC 392-172A-03105(5)

School secretary notifies building special education staff. School Secretary Immediately Building special education staff confers with parent regarding previous placement and services.

Prior Written Notice, Notice of Procedural Safeguards

Building special education staff, Psychologist,

Immediately

School Psychologist or SLP contacts the Special Services Secretary (473-1008) to request records. School psychologist or SLP moves in GoalView the student from general education to special education and creates a referral form.

Referral and Notice of Referal

Psychologist, SLP, and Special Services Secretary

When records are recieved ○ Prior Written Notice/Transfer Validation (not in GoalView, found on Google

Drive; Special Education Compliance); requires signatures

Transfer Validation

Psychologist or SLP

Appendix 3

If BSD can provide services comparable to those written in the existing services: no meeting is required; implement as written. If minor revisions to the IEP are required to change service minutes or locations; complete revision without a meeting. If goals need to be changed, present level of performance or significant non compliance exists in the incoming IEP, such as lack of present level or goals in an area of eligibility; write a new IEP If the team determines an evaluation is needed to determine special education eligibility in this state; consent to evaluate will be completed. If a new evaluation is needed, a new IEP will be developed and adopted after eligibility is determined. However, “comparable services” remain in place until the new evaluation and IEP are completed.

IEP revision, IEP, Consent to Evaluate

IEP team Established timelines

WAC 392-172A-03090





https://app.leg.wa.gov/wac/default.aspx?cite=392-172A-03090



Section 3 - Evaluation Process

3.1 Initial Evaluation (K-12) Following Referral for Special Education A student who is suspected of having a disability which significantly impacts the educational process after receiving intervention through Multi Tiered Systems of Support (MTSS) and/or has gone through the Multi Disciplinary Team (MDT) process may be referred for a Special Education evaluation through the MDT.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE 1. Upon determination of the need for an evaluation, the MDT meets and

determines which areas need to be evaluated with respect to the student’s suspected disability and who will be responsible for evaluation of each area. The parents are invited to participate. The areas to be evaluated may include any of the following:

● Intellectual ● Academics/Pre-academics ● Fine/Gross/Perceptual Motor ● Communication ● Emotional/Behavioral/Social Skills ● Adaptive/ Self Help Skills ● Vision/Hearing ● Medical Health ● Classroom Observation

Referral; Notice of Referral; PWN; Consent to Evaluate and Meeting Invite. (Note:Referral is sent to SPED office immediately)

MDT and Evaluation Team, including Parent

WAC 392-172A-3005 Appendix 18 Communication Eligibility Guidelines

2. Consent for Evaluation is obtained from the parent/guardian and/or adult student.

● Can be done at the MDT

Consent for Evaluation

School Psychologist/ Case Manager

Begins 35 school-day evaluation period

WAC 392-172A-03020

3. Evaluation begins. The evaluation of a student should be in all areas related to the suspected disability. Each member of the Evaluation Team completes their sections of the evaluation report in GoalView.

Evaluation Report in GoalView

Evaluation Team Within 35 school day period

WAC 392-172A-03035

4. If the need arises to consider an additional area of evaluation during the course of this process, then those members of the Evaluation Team involved or impacted by the additional area discuss the new need and, if an additional area of evaluation is merited, then the parent is informed. Prior Written Notice is sent to Parent. Consent is received in this area.

Prior Written Notice and additional evaluation consent as needed











Initial Evaluation (K-12) (continued) PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

5. The Evaluation Team, including the parent and all identified team members, meets to discuss results and determines if the student meets eligibility criteria and requires specially designed instruction and/or related services. The student must meet three basic criteria to be eligible for special education services. The student must show:

○ A disability consistent with the WAC definitions ○ An adverse impact to the student’s educational process caused by the

disability, and ○ A need for specially designed instruction.

The evaluation report should be sufficient in scope to develop an IEP. (Note: If an interpreter is needed for the evaluation and/or home communication, an interpreter will be obtained. For ELL services, contact Special Programs at the district office for assistance.)

Evaluation Report from GoalView.


WAC 392-172A-03005

6. All data and evaluation forms are to be completed in GoalView. The Case Manager sends all original evaluation documents to Special Education Department, for both eligible and ineligible students, including if needed, any out-of-district reports considered to determine eligibility, along with relevant consent to exchange information forms. School Psychologist or Case Manager will note the IEP Case Manager as part of the evaluation packet.

Completed Evaluation Packet:


Within 10 calendar days

WAC 392-172A-03005 Appendix 4 (optional)

7. Notice of Result/Prior Written Notice and a copy of the signed evaluation report are sent to the parents or to the student if over age 18. Notification must include the decision, date, and rationale.

Notice of Results School Psychologist/ Case Manager

Within 10 school days

WAC 392-172A-03005

8. Extension of evaluation timeline: ● Provide rationale statement and specify on a Prior Written Notice the

reasons for extending the timeline, e.g., “student frequently unavailable”, etc.

● Obtain parent/adult agreement. ● Submit to Special Education Department, the Evaluation cover sheet –

reason for not meeting the 35 school day timeline – along with the Evaluation and the Prior Written Notice.

Agreement to Extend Evaluation Timeline


WAC 392-172A-03005














3.2 Reevaluation A reevaluation is required by law at least once every three years, or if a significant change in the student’s special education program may be needed, or if requested by the student’s parent or teacher. A “significant change” in placement might include a change in the Least Restrictive Environment, or adding or deleting areas of service. If it appears that a student no longer needs special education services, a Reevaluation must occur to exit the student from special education, unless a parent revokes consent for special education services. All reevaluations due in September must be completed prior to summer vacation.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE 1. The School Psychologist/Case Manager will contact all members of the student’s

IEP Team, including the parent, and related service providers regarding the areas to be re-evaluated. Single service reevaluations are the responsibility of the service provider.

2. The team will meet and review existing data, determine areas of evaluation including all tests administered to every student. Parent, guardian, adult student consent must be obtained unless: ○ The team has demonstrated that it has taken reasonable measures to obtain

consent to evaluate and the student’s parent / guardian or the adult student has failed to respond. Parents / guardian / adult student request a reevaluation to determine continuing eligibility, or,

○ The team determines that no additional data is needed to determine continued eligibility.

3. Prior Written Notice-Consent to Reevaluate is either signed at the meeting or sent to the parent / guardian / adult student informing them of decisions regarding the planned reevaluation.

4. Once the consent is received in the district, the school psychologist or case manager will determine the due date of the evaluation. This will be 35 school days after it was received in the school district.

5. School Psychologist/case manager will then inform the team of the due date for the completion of the evaluation.

Meeting Invite as needed


At least a month prior to the re-eval due date

WAC 392-172A-03015

6. Reevaluation begins. The reevaluation of a student should include all areas related to the suspected disability. Each member of the reevaluation team completes their section of the evaluation report in GoalView.

Evaluation Report


WAC 392-172A-03040








Revaluation (continued) PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

7. If the need arises to consider an additional area of evaluation during the course of this process, then those members of the reevaluation team involved or impacted by the additional area discuss the new need and, if an additional area of evaluation is merited, then the parent is informed. Prior Written Notice is sent to parent / guardian / adult student with a consent adding the area to be assessed.

PWN; Consent for Evaluation


8. The Evaluation Team, including the parent and all identified team members, meets to discuss results and determines if the student continues to be eligible and requires specially designed instruction. The evaluation report should be sufficient in scope to develop an IEP. The student’s IEP Team is identified. The student must meet three basic criteria to be eligible for special education services. The student must show: ○ A disability consistent with the WAC definitions ○ An adverse impact to the student’s educational process caused by the disability,

and ○ A need for specially designed instruction.

NOTE: If an interpreter is needed for the evaluation and / or home communication, an interpreter will be obtained. Call Jule Lordon, in Special Programs, to obtain assistance with this service.

Evaluation Report


9. All data and evaluation forms are to be completed in GoalView. The Case Manager sends all original evaluation documents to the Special Education Department, for both eligible and ineligible students, including if needed, any out-of-district reports considered to determine eligibility, along with relevant consent to exchange information forms. School Psychologist or Case Manager will note the IEP Case Manager as part of the evaluation packet.

Completed Evaluation Packet:

School Psychologist / Case Manager


Appendix 4

10. The written notice to the parent/guardian/adult student following the reevaluation must include: ○ If the student continues to be eligible for special education services. ○ If any additions or modifications to the student’s special education services,

including both specially designed instruction and/or related services, are needed to enable the student to meet the measurable annual goals and to participate in the general education curriculum.

○ If the student no longer meets eligibility criteria or no longer needs special education services, the student will be exited.

Notice of Results/ PWN



WAC 392-172A-03040





3.3 Reevaluation Single Service: Adding or Dropping a Service Evaluation Revisions are typically used to drop, add or change the level of service and demonstrates a need for changes to an educational program. When a student no longer needs specially designed instruction or related service in a specific area (e.g., Speech, Math, etc.) or if a student demonstrates a need in an area of specially designed instruction they are not currently receiving, data should be collected to document that need. If the team agrees that the evaluation is limited in scope, an evaluation revision may be conducted to add or delete the service. This process will not reset the date for the 3 year evaluation. The IEP will need to be revised to reflect the current evaluation.


The Evaluation Team meets and considers all areas of eligibility. If one area is determined to be in question the student may be re-evaluated in that single area.

Meeting Invite, PWN/ Consent for Evaluation.

Evaluation Team, Parent

35 School Days

WAC 392-172A-03030

The Evaluation Team completes their evaluation. ● Current student performance data ● Formal or informal data

Evaluation Report, PWN

Evaluation Team 35 School Days

The Evaluation team meets and presents results to parents. Forms and information provided at the meeting: ● Evaluation eligibility report ● Annual reevaluation date remains the same ● Notice of Results/Prior Written Notice

Meeting Invite, Evaluation Report/Revision Notice of Results/PWN

Evaluation Team, Parent, IEP Team

The IEP team amends the IEP according to the Evaluation report adding or deleting area of eligibility.

Revise IEPand Service Matrix page, PWN

Immediately

3.4 Functional Behavior Assessment (FBA) A functional behavior assessment must be conducted when the student’s behavior is a significant ongoing concern and/or the current behavior goals/objectives and instructions are not sufficient to guide the student toward success.

Prior to developing a behavior plan, a functional behavior assessment (FBA) must be completed. The general purpose of an FBA is to provide the IEP team with additional information, analysis, and strategies for dealing with undesirable behavior, especially when it is interfering with a student’s education. A behavior intervention plan can be generally defined as a written, specific, purposeful and organized plan which describes behavioral interventions and other strategies that will be implemented to address goals for a student’s social, emotional, and behavioral development.





Functional Behavior Assessment (FBA) (continued) PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

Functional Behavior Assessment (FBA) includes: ● Student’s Behavioral Strengths: This section has a description of the

student’s behavioral strengths, such as positive interactions with staff, ignoring the inappropriate behavior of peers, accepts responsibility, etc.

o Where the Strengths Occur: Settings o Reinforcers for Positive Behavior: What increases the likelihood of

positive behavior ● Behavioral Concerns: This section describes the frequency, duration, and

intensity of the behavior(s). ○ List of Behaviors/Concerns ○ Target/Priority Behaviors ○ Baseline Data ○ Previous Interventions

● Conditions, Triggers and Reinforcers: ○ Contributing Factors: include a description of any factors/variables

that may affect the behavior(s), such as: medication, weather, diet, sleep, substance abuse, attendance, social factors, schedule, disability, etc.

o Setting(s) o Antecedent(s)/Triggers o Consequences and Educational Impact

● Functions of Behavior o Hypothesis of the Functions of the Behavior(s) o Deficits o Out Come of FBA - BIP Required? o Explanation

FBA IEP Team; school psychologist is lead

As needed WAC 392-172A-03110(2)(a)(i) WAC 392-172A-03110(2)(b)(i) WAC 392-172A-05145(4)(b) WAC 392-172A-05145(6)(a)(b)














3.5 Dual Service in English for Second Language Learners and Special Education Students Students identified eligible for BOTH the State English Language Learners (ELL) and Special Education program will participate in the ELL to the same degree and consideration given to every other child in the ELL. Students are determined eligible for ELL services using the Washington English Language Proficiency Assessment (WELPA) within the first 10 days of enrollment and the English Language Proficiency Assessment 21 (ELPA 21) annually.


The requirements for English Language Learner (ELL) students who also qualify for special education services:

1. To properly evaluate a child who may be Limited English Proficient (LEP), the student’s proficiency in English as well as in his or her native language should be assessed to distinguish language proficiency from disability needs. An accurate assessment of the child’s language proficiency should include objective assessment of reading, writing, speaking, and understanding.

Evaluation Summary

Evaluation team including ELL teacher

35 school days form consent

WAC 392-172A-03005 WAC 392-172A-03015 WAC 392-172A-03020

2. In situations where it is clearly not feasible to provide and administer tests the child’s native language or mode of communication for a child with limited English proficiency, the district must still obtain and consider accurate any reliable information that will enable them to make an informed decision as to:

● Whether the child has a disability, and ● The effects of the disability on the child’s educational needs.

3. The Evaluation Team and Individual Education Plan (IEP) team shall consider the language needs of the child and how the child’s level of English proficiency affects the special education and related services that the child needs. It is important that ELL certificated staff knowledgeable of second language acquisition are involved in determining eligibility and developing an IEP for a limited English proficient (LEP) child with a disability.

IEP Evaluation Team including ELL teacher

30 calendar days from eligibility

The requirements for exiting a special education ELL student: 1. Special Education students are required to be assessed annually with the English Language

Proficiency Assessment 21 (ELPA21) with testing accommodations based on the student’s IEP.

IEP Building Test Coordinator

Annually

2. Special Education students are required to be assessed annually with the English Language Proficiency Assessment 21 (ELPA21) with testing accommodations based on the student’s IEP.

3. The IEP team will annually evaluate the assessment results and the student’s progress toward acquiring English language proficiency to determine whether the student may be reclassified as

Evaluation Team

Annually








“non-LEP due to conditions beyond linguistic parameters” and officially exited from the ELL Staff.

including ELL Teacher

3.6 Independent Educational Evaluation (IEE) Independent Educational Evaluation is defined as “an evaluation conducted by a qualified examiner who is not employed by the school district…” A parent/legal guardian/adult student has the right to request an independent educational evaluation at school district expense if they disagree “with the school district’s evaluation …” WAC 392-172A-05005. This right refers to a special education student or a student referred for special education. The district must request an explanation for the IEE, but the school district or agency may not require an explanation. The request must written; and when the IEE is requested, the district either agrees to pay for the evaluation or must initiate a hearing within 15 calendar days of the request.


Parent/legal guardian/adult student requests IEE. Written Parent WAC 392-172A-05005

The school personnel initially informed by the parent of a request for an IEE will notify the Assistant Director of Special Services.

15 calendar days

The Assistant Director will meet with the school team and review the evaluations to determine whether to file a due process hearing or agree to the IEE at public expense.

Evaluation Team / Asst. Director of Special Education

15 calendar days

WAC 392-172A-05005, subsection 1-7

If the District will off the family an IEE, the Assistant Director of Special Services will provide parents with information about where an independent educational evaluation may be obtained and the agency criteria applicable for independent educational evaluations: including the location of the evaluation and the qualifications of the examiner.

Written list of Independent Evaluators

Assistant Director of Special Education

15 days from request

Parents input in their request for an IEE is critical, but the school district makes the final decision. The school district or public agency pays for the full cost of the evaluation and ensures that the evaluation is otherwise provided at no cost to the parent.

The district takes the case to hearing when: ● An IEE “did not meet agency criteria” ● The school district evaluation is considered appropriate

If the decision from the hearing officer is that the school district evaluation is appropriate, parents can still have an IEE “but not at public expense.”

Parent











If the decision from the hearing is that an IEE must be done, “the cost of the evaluation must be at public expense.”

Assistant Director

Independent Educational Evaluation (IEE) (continued) If the IEE is at public expense, it must meet the same criteria that the school district or other public agency uses. The school district establishes the criteria for the IEE.

IEE Evaluator

If the IEE is at public expense, other than the criteria in subsection 10, “a school district or other public agency may not impose conditions or timelines related to obtaining an independent educational evaluation…”

If the IEE is completed either at public or private expense: ● The school district must consider whether or not it meets their agency’s

criteria. ● The school district must make any decisions regarding provision of FAPE to

the student. All are to be made aware that the IEE “may be presented as evidence at a hearing under this chapter”

School District

3.7 Revocation of Services A parent/guardian can remove their child from Special Education services at any time after the initial provision of services and related services.


To revoke Special Education services, the parent must revoke consent in writing for any services provided by special education and the district must honor their request. Parents may revoke all or part of the special services the student is eligible to receive

Revocation (Withdrawal) of Consent for Services

IEP Case Manager/ School Psychologist

WAC 392-172A-03000-2e

The revocation paperwork is generated and a meeting is set with the parent. The school district representative reads over the acknowledgments that are on the revocation and has the parent state they understand these conditions. Parent signs and dates the document.

Once the parent has revoked consent, a Prior Written Notice will be completed and sent to the parent.

Prior Written Notice

District Representative





Note: Once services are revoked a re-evaluation is necessary to re-instate.

3.8 Determining the Need for Special Circumstance Instructional Assistance (SCIA) A SCIA may be provided for students with disabilities when additional support is necessary to the student in order to meet his or her goals and to benefit educationally. Whenever possible, additional assistance is assigned to a school environment, class, or case manager. Occasionally, however, a student requires individual support for a designated period of time to address a unique need. By law, services to students with special needs must be delivered in the "least restrictive environment." When the IEP team is considering a SCIA, all aspects of the student's program must be considered. A request for SCIA is made only after other site interventions have proven to be ineffective. A student's educational program must be carefully evaluated to determine when and where the additional support is required. Additionally, the IEP team must plan for periodic reviews to assess the continued need for this type of individualized assistance.


When a student new to the Bremerton School District enrolls with an existing IEP that indicates assistance is needed, a temporary substitute should be assigned until the evaluation process is completed.

Referral for SCIA

Case Manager Google Drive Special Ed Compliance

Assessment Plan and Parent Permission SCIA

Parent/Teacher/Student Interviews

Complete Evaluation including Observational Evaluation

Develop SCIA Evaluation Report

Request/Assign SCIA

Observational Review

Send completed SCIA to special services for review


3.9 Determination of Eligibility Upon completion of the administration of assessments and other evaluation measure


A group of qualified professionals and the parent of the student determine whether the student is eligible for special education and the educational needs of the student. Typical qualifying scores are -1.5 standard deviations below the mean in any area.

Evaluaton report

Evaluation team WAC 392-172A-03040

A student must not be determined to be eligible for special education services if the determinant factor is:

● Lack of appropriate instruction in reading, based upon the state's grade level standards;

● Lack of appropriate instruction in math; or ● Limited English proficiency; ● Does not demonstrate an adverse educational impact ● Does not need for specially designed instruction.

Information must: Draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the student's physical condition, social or cultural background, and adaptive behavior

If a determination is made that a student is eligible for special education, an IEP must be developed for the student in accordance with

WAC 392-172A-03090 through 392-172A-03135

Additional Procedures exist for Identifying Students with Specific Learning Disabilities

WAC 392-172A-03080












Section 4 - Individualized Education Program (IEP) Process (Placement into Special Education)

4.1 IEP Process A recommendation for appropriate special education placement is made at the IEP team meeting and is the result of the analysis of evaluation data. Appropriate placement is that environment that most closely approximates the general education environment where the special education student can achieve his or her goals. This is considered the least restrictive environment (LRE). (See IEP procedural checklist, Appendix 5 and IEP Manager checklist, Appendix 6 )

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE IEPs must be developed within 30 school days after an evaluation and annually by the review date.

IEP Case manager Within 30 calendar days of evaluation

WAC 392-172A- 03105

Complete IEP meeting at least 5 school days before the current IEP expires. 5 school days before expiration

After a reevaluation, the IEP be reviewed to determine the need for a revision. IEP Case manager Within 30 calendar days of evaluation

WAC 392-172A- 03105

The IEP start date will be 5 days after the meeting to give the family time to review the Draft. (Make sure that the new IEP start date is no later than the previous IEP end date)

5 days after the meeting

Prior to IEP development: ● Review evaluation to determine areas needed for Specially Designed

Instruction/Related Services (SDI/RS) at least 20 days before the IEP is due. ● At least 15 days before the IEP meeting: call parents and send meeting

invitations to set up meeting with parents and all other required team members

● Many teams calendar re-evaluations and annual IEPs at the beginning of the school year.

● If interpreter is needed contact Special Programs at least 10 school days in advance of the meeting with meeting time, date, location

At least 20 days before the IEP is due








Considerations: ● Strengths of student ● Concerns of parents for enhancing education of their student Academic, functional

and developmental needs of student Performance in the general education setting IEP team must review the student’s placement at least annually IEP team must review any accommodations and modifications needed ● Special Factors: (If answer to any of these questions is ‘yes’ then they must be

addressed in the IEP) o Does behavior impede student’s learning or that of others? o Does the student have limited English proficiency language needs as they

relate to the IEP? o Is the student visually impaired and need Braille? o Is the student deaf or hard of hearing and in need of sign language? o Does the student need assistive technology?

A prior written notice outlining IEP decisions, conversations and other options considered must be created immediately after the IEP meeting ● Each teacher and provider will be informed of their responsibilities as outlined in

the IEP


All general education providers should give input regarding progress in the general education curriculum.

If parent does not attend meeting: attempts to contact at least three times in two different ways must be documented.

Documention of Parent Contact

Immediately after IEP meeting

Appendix 8

Once IEP meeting is held and changes made, Send Originals to Special Services: ● Meeting Invitation ● PDF final the IEP ● PDF final PWN ● Participant Excusal form (if needed) ● Parent Contact log if parent didn’t attend

Send Home: ● PDF final of the IEP ● PDF final of the Prior Written Notice

GoalView forms IEP checklist

Appendix 6


4.2 IEP Team PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

The IEP team consists of the following members: ● One or both parents/guardian/adult student at age 16 (students are encouraged to

participate as soon as appropriate) ● At least one general education teacher if the student is or may be, participating in general

education environment ● At least one special education teacher of the student ● Related services providers if so designated on evaluation ● District Representative who:

o Is qualified to provide or supervise the provision of SDI to meet the needs of the students eligible for special education

o Is knowledgeable about the general education curriculum o Is knowledgeable about the availability of resources of the school district

● Someone who can interpret the instructional implications of the evaluation results (may be one of the members listed above)

At the discretion of the parent or district: someone who has special knowledge or expertise regarding the student

IEP Case manager At the IEP meeting

WAC 392-172A-03095 and WAC 392-172A-03100

Whenever appropriate the student ● Must be invited when transition goals will be discussed ● If the student does not attend, the district must take other steps to ensure that the

student’s preferences and interests are considered

Case manager WAC 392-172A-03095 WAC 392-172A-03100

A school district member of the IEP team is not required to attend a meeting, in whole or in part, if the parent of a student eligible for special education and the school district agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.

Excused Form

If the team member areas will be discussed, the team member may be excused if: the parent, in writing, and the public agency consent to the excusal; and the member submits written input into the development of the IEP prior to the meeting and provides the input to the parent and other IEP team members.

IEP Excused Form

Case Manager

In the case of a student who was previously served under IDEA Part C, an invitation to the initial IEP team meeting must, at the request of the parent, be sent to the Part C service coordinator, Holly Ridge, for Part C to assist with the smooth transition of services.

Invitation










4.3 IEP Meeting Protocol ❏ Begin with introductions ❏ All sign as participants ❏ Now is the time to excuse team members who are not present: remember, if the parent will not excuse them, you must reschedule the meeting ❏ Transfer of rights for students who will be 17 before the next IEP ❏ Give and review with parents the copy of the procedural safeguards; including restraint and isolation policy ❏ Parent input and discussion of student strengths ❏ Students turning 16 must have a graduation plan set and the plan must be reviewed annually ❏ Discuss present levels and annual goals for each goal area – note any accommodations or modifications to be used by the student in the general education

setting ❏ Give general education teachers time to discuss how student is performing in their classroom ❏ Review and discuss the testing accommodations page, be sure that parents are aware of state requirements regarding Smarter Balanced ❏ Review the summary of services page ❏ Review the LRE ❏ Discuss any other aspects of student’s education that are pertinent, including health care plans, behavior plans, needs for graduation, participation in

community based transition program, etc. ❏ Provide the parent a DRAFT of the IEP to take home and review ❏ Send home the PWN the next school day ❏ Give the parent 5 school days to review the IEP, (assuming that the previous IEP has not expired) ❏ Consider changes the parent suggests within the 5 days. If major changes, reconvene the IEP team ❏ Finalize the IEP. ❏ Send a copy to the parent ❏ Send another copy to Special Services with accompanying forms within 5 days of completion via intercampus mail OR if it is the last week of the month,

hand carry to Special Services.


4.4 Individual Transition Plan and Notice of Graduation (GoalView Folder 3) Transition services are to begin no later than the first IEP in effect at age 16, or younger if determined appropriate by the IEP team. That means the Transition Plan must be developed as part of the annual IEP that is written when the student is 15 and then updated annually. The purpose of a Transition Plan is to develop a Course of Study and Coordinated Set of Activities for the student that supports achievement of the Postsecondary Goals established in the plan. The graduation date or changes are determined by the transition plan in effect at age 16.

Summary of Student’s Academic Achievement and Functional Performance (WAC 392-172A-03030) is needed for any student exiting special education with a regular diploma (CIA or CAA) or those exceeding the age eligibility. The Summary must include recommendations on how to assist the student in meeting the student’s postsecondary goals. In the Bremerton School District that Summary will reference the Transition Plan in the IEP and be described on a Prior Written Notice.


Age Appropriate Transition Assessment An ongoing process of collecting data on the student’s needs, preferences, and interests as they relate to work, education, or living environments as appropriate for the student. Types of information gathered for the assessment and reported as Needs, Strengths, Preferences, Interests are: functional life skills, academic skills, aptitudes, learning ability, reasoning, problem solving, communication skills, self-determination, self-advocacy skills, physical strengths and limitations, healthcare needs, learning style, work experiences, community-based evaluation, leisure/recreational preferences. ● Transition assessment information can come from a variety of sources, including but

not limited to: student and family interviews, record reviews, student observations, interest inventories, questionnaires, and functional vocational evaluations.

● Measurable postsecondary goals are based on age-appropriate transition assessment; ● Transition services including courses of study that are needed to assist the student in

reaching the postsecondary goals are based on the Transition Assessment

Transition Form

IEP Case manager

By the 16th Birthday

WAC 392-172A-03090 j WAC 392-172A-01190







4.4 Individual Transition Plan and Notice of Graduation (GoalView Folder 3) PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

Measurable Postsecondary Goals based on the age appropriate transition assessment related to education/training, employment, and independent living (where appropriate), must be reviewed annually. Postsecondary goals should cover the student’s desired outcomes post high school and should be not be limited to the first year after graduation. Postsecondary Goals are statements of what the student will do after the student leaves high school (i.e. “After graduation, student will . . .”). The goals are stated as outcomes. The Postsecondary Goal for education/training may include: ● 4-year university or a community college ● Training at a vocational/technical college or career school ● Military ● Job Corps ● Apprenticeship ● On-the-Job Training

IEP folder 3 ITP

IEP Case manager

By the 16th birthday

WAC 392-172A-03090 i WAC 392-172A-01190

The Postsecondary Goal for employment is based on the age appropriate transition assessment and should include: ● competitive employment ● supported employment.

The Postsecondary goal for independent living skills is appropriate if the student will need specially designed instruction to acquire those skills. These are skills or tasks that contribute to successful individual functioning in adulthood. The goal is stated as an outcome for the student and may include: ● leisure/recreation ● home maintenance ● personal care ● community participation ● residential living with support ● communication skills.

Transition Services and Coordinated Set of Activities that relate to each postsecondary goal are identified for the current IEP year. They can include: ● Specially designed instruction (academic and/or community based) ● Transition related services (communication, OT, PT, etc.)

IEP, folder 3 ITP

IEP Case manager


WAC 392-172A-03090 i WAC 392-172A-01190










● Community experiences ● Postsecondary employment ● Postsecondary adult living skills ● If appropriate, daily living skills. Transition Services: Course of Study is a multi-year description of coursework designed to achieve the student’s desired postsecondary goals and should include the courses the student will take each remaining semester until graduation. ● A course of study includes, but is not limited to vocational education opportunities,

participation in specific classes, work-based learning (including community experiences), etc.

● The course of study should be consistent and support the student’s specific postsecondary goals, and should reflect future coursework and instruction rather than past courses already taken. The statement describing the student’s planned course of study includes the instructional program and experiences the school district will provide to prepare the student to meet the requirements of the high school diploma and to prepare for transition from school to adult living. Simply stating that the student will work toward a high school diploma does not provide an adequate description of the course of study. The statement should reflect the student’s needs, preferences and interests and

● Relate to the areas addressed in the postsecondary education goals, when specified

IEP form folder 3

IEP Case manager


WAC 392-172A-03090 ii WAC 392-172A-01190

Transition Services; Student Invitation ● Students must be invited to attend the IEP meeting when transition planning is being

discussed. Since secondary transition, including postsecondary goals and transition services, is required to be addressed in the IEP for all students turning age 16 and above, all students turning 16 and above must be invited to participate in their IEP meetings. If the IEP team will be discussing transition at an age younger than 16, the student must also be invited to the IEP meeting.

● If the student does not attend the IEP team meeting, the IEP team must take other steps to ensure the student’s needs, preferences and interests were considered. The steps the IEP team took are not required to be documented in the IEP; however, the district is responsible for maintaining documentation that the student’s needs, preferences and interests were considered.

● Evidence of student invitation could include, but is not limited to, an IEP invitation addressed to the student, the student is listed on the IEP invitation as a member of the IEP team, the student signed the IEP as a participant, the IEP states the student was invited to participate, etc.







Transition Services; Agency Invitation ● If any of the transition services described on the IEP are likely to be provided or paid for by

an outside agency (someone other than the school district), then a representative(s) of that agency must be invited to participate in the student’s IEP meeting [after obtaining the consent of the parent (or student, if 18 or older)]. Agencies frequently involved in the planning and delivery of transition services in Washington include:

○ Division of Vocational Rehabilitation (DVR) ○ Department of Services for the Blind (DSB) ○ Social Security Administration (SSA) ○ Division of Developmental Disabilities (DDD) ○ Local career and technical schools, colleges and universities; ○ Washington Initiative for Supported Employment ○ Other adult service providers

● Prior consent for participation of agency representatives is necessary to address issues of confidentiality of student information. If the parent/adult student does not provide consent, then the district is not required to invite representatives of the outside agency to the IEP meeting.

● This requirement does not apply to activities such as inviting post-school agency representatives [such as DDD), DVR, SSI, college disability coordinators, etc.] to the IEP meeting to simply share information about post-school options and how to enroll for services. Inviting agency representatives to the IEP meeting for these purposes would not require the prior consent of the parent/adult student, as long as the student’s personally identifiable information will not be shared.

Transition Services; Transfer of Rights ● In the state of Washington, age 18 is considered the age of majority and at such time all

rights transfer to the student. The student has the right and responsibility to make certain legal choices. This includes the right to make educational decisions that the parent made until this time.

● The rights do not transfer if a student with a disability has been determined incompetent under state law or has a court appointed guardian to make education decisions.

● The student and the parent must be provided information about the transfer of rights at least one year prior to the student reaching the age of majority or by the time the student reaches age 17. The student must be provided with information about the transfer and a statement must be included on the student’s IEP.


Graduation will be determined by: ● State assessment requirements ● BSD minimum credits ● High School and Beyond Plan, established by the IEP team, before the students

16th birthday ● Student obtains a Certificate of Academic Achievement (CAA), if not passed

student may continue until age 21 as determined by the IEP Team

WAC 392-172A-02000

Expected graduation date is based on the date the student enters 9th grade. If a special education student needs to change the expected graduation date, it should: ● occur on the IEP when the student turns 16 ● be documented on the IEP transition plan ● and complete a change of graduation year with counselor.

WAC 180-51-035 (a)

Transition Services: ● Transition/Vocational Section of the Present Level of Performance can be used to

address any needs identified in the transition assessment that have not been addressed under the areas of eligibility. If the Transition/Vocational present level is not used, how transition needs are being met must be specified in other areas of eligibility. If a Transition/Vocational goal is not written, at least one goal must begin with “In order to meet post secondary goals….”

IEP Case manager






4.5 Specially Designed Instruction/Areas of Qualification (GoalView Folder 4) The wording in this section carries over from the Recommendation section of the Evaluation. Present Levels of Performance and Measurable Goals must be written for every area of SDI. Related services should be listed in this section, and must be clearly marked as a Related Service. Any areas of related service must have a Present Level, and usually does not have a goal.

4.5.1 Present Levels of Academic and Functional Performance (PLAAFP) The purpose of present levels is to provide a comprehensive overview of the student’s functional and academic performance. Present levels drive the goals and objectives, related services, supplementary aids and services, and other additional supports needed for the student. This section is written in narrative form, using objective and measurable language.


Each area of service as outlined on the current evaluation, both for Specially Designed Instruction (SDI) and Related Service (RS), need a present level of academic and functional performance. Best practice is to have the direct service provider write the present levels of performance.

IEP case manager or therapist

at time of IEP WAC 392-172A-03090 (1) (a)

Present Levels must:

● Be written in objective, measurable terms, using data ● Contains summary of current/most recent evaluation results; how did he/she

qualify? ● Easy to understand using non- technical language. If acronyms are used spell them

out the first time ● Describes student current academic in academic areas and functional

performance non academic areas as such as social and adaptive ● Contains progress on last years goals, test scores, curriculum based

measurements, informal data. ● For preschool children, as appropriate, how the disability affects the child's

participation in appropriate activities ● Provide a starting point the “from” for goal development ● Describe any gaps between the student’s performance and those of the student’s

grade level peers. Site common core state standards for reading, written language and math. For social and adaptive describe expectations of same age peers.

● Signed and dated (author’s name and date)

Example: Google Drive Special Ed Compliance folder PLEP



4.5.2 Measurable Annual Goals and Objectives The purpose of the goals and objectives is to outline the student’s instructional program. Measurable annual goals and objectives stem from the recommendations for specially designed instruction in the evaluation report, the present levels of performance, and/or subsequent reviews of a student’s progress from ongoing IEPs. The goal is what can reasonably be expected to learned by the end of the IEP.


The IEP must include measurable annual goals for each area of SDI, as indicated on the evaluation,including academic and functional goals (adaptive, communication, social/emotional) must be written to meet the needs of the student outlined in the present levels of performance.

IEP form folder 4

case manager and/or therapists

annually WAC 392-172A- 03090 (1) (b)

In order to meet state standard of ‘measurable’ goals must include: ● A baseline (‘from’) ● A target (‘to’) ● A common unit of measure ● Relate to Present Levels ● Describes observable behavior, in clear objective language ● Each goal must have at least 2 objectives ● Criteria: Specify the level of competency that will be used to evaluate achievement of

the objective. Each objective must include a statement describing how progress will be demonstrated.

● Evaluation Type: Indicate the type of evaluation that will be used. How will you measure the progress toward goal?

● Evaluation Frequency: State how often each objective will be measured. You must use a definite schedule, e.g., daily, weekly, monthly. How often will you measure student progress?

WAC 392-172A-03090 Example: Google Drive, Special Ed Compliance, Model Goals and Objectives

Objectives: Break the skills described in the annual goal into discrete components. The purpose of objectives is to gauge at intermediate times during the year how well the child is progressing toward achievement of the annual goal. The objectives should include the tasks to be addressed and should be specific enough for parents to understand exactly the skill or activity being taught.






4.6 Student Strengths-AEI (GoalView Folder 5) WAC 392-172A-03110 ● Student Strengths: Provide student strengths in academic and non academic areas. ● Instruction Curriculum and Management: What curriculum are you using? Any behavioral interventions? ● Adverse Educational Impact: Each qualifying area needs a statement ● Progress reporting method: Please mark written progress report (completed when reports are sent two times per year and at the annual IEP meeting) and

any other progress report method that applies. ● Progress Reports:

○ GoalView are required for all students with IEPs 2 times/year, at the semester and the end of the school year. ○ District created progress reports are completed for fall and spring parent conferences. Teachers may create their own form or combine with the general

education progress report. The criteria: 1. must document student progress or lack of, 2. be in writing and 3. a copy provided to the general education teacher and parent.

4.7 Special Factors (GoalView Folder 6)


Student Behavior: If yes, current strategies of how behavior is being addressed need to be described. What has been tried and the result. What you will be trying in the future. Behavior goals and/or a BIP do not need to be present because of a Yes in this section.

Case Manager WAC 392-172A-03110

Restrain/Isolation Policies and Procedures: This needs to be marked yes. We must present and explain the Procedural Safeguards annually. The restraint and isolation procedures are on the inside back cover.

Case Manager

Limited English: Indicate Yes, if the student has limited English proficiency. Case Manager

Blind or Visually Impaired: If Yes, the Vision Specialist will complete. Vision Specialist

Communication Needs: If yes, the SLP will complete. SLP





4.8 Adaptations: Accommodations/Modifications (GoalView Folder 7)


Environment: How is the environment being modified? Case Manager WAC 392-172A-03105

Instructional Strategies: How is instruction being modified or adapted? Case Manager

Student Method of Response: Indicate any and all ways the student communicates.

Case Manager

Student Curriculum: How is the curriculum being modified or adapted? Can state what curriculum the student is using.

Case Manager

Assignments: Are the assignments the same or different than peers? How are the assignments different?

Case Manager

Behavioral Cues: What should staff be aware of regarding escalation of student behavior? What methods are used to keep the student on task? What possible reinforcements encourage positive behavior?

Case Manager

Standard Grading or Grading Criteria: If standard grading is not being used, consider wording, for example: “_____ will be graded based upon progress on his IEP goals. ____’s IEP goals and special needs shall be considered to be of primary importance in all grading decisions.”

Case Manager

Pass or Fail: Pass or Fail Criteria for Middle and High School consider wording, for example: “_____ will be graded pass/fail based upon his progress on his IEP goals. If _____achieves a grade of at least a C, on modified curriculum, he may be given a letter grade. If ______is making at least some effort in a class, he shall be regarded as having achieved a grade of "pass." If ______ makes no effort at all in a given class, he may be regarded as having earned a grade of "fail."

Case Manager




4.9 Testing Accommodations: (GoalView Folder 8) See Assessment Section, 4.22 for details Process:

● As an IEP is being written, use the Guidebook on Tools, Supports and Accommodations for State Assessments, November 8, 2017 from OSPI to determine appropriate accommodations and/or designated supports

● Document the accommodations/designated supports on the IEP, State Tests section ● Send a additional copy of the State Tests page with the original IEP to Special Services ● Special Services will review State Testing page and either:

○ Sign and send to your test coordinator to be documented in TIDE system OR ○ contact the case manager with questions and possible need for revisions

4.10 Physical Education (PE) Services (GoalView Folder 9) Physical education services with the exception of Pre-K students must be available to all special education students. Note: BSD offers adapted PE with input from OT or PT. Adaptive PE is not available.

4.11 Transportation Services (GoalView Folder 9) Students may access transportation services based on their disability OR because they are placed in a location outside of their home school by the district. Transportation services must be identified on the IEP if it is needed to accommodate the student’s disability.


The IEP team must determine the following to ensure that the student’s individual needs are considered on the entire transportation route between the student’s home and school:

● Does the student’s disability prevent them from safely riding the general education bus?

● If yes, the IEP team will indicate on both the IEP and the Transportation Form the impact of medical, physical, or behavioral concerns, and the specific reasons for special education transportation.

IEP, Transportation Form

Case Manager As needed WAC 392-172A-02095

The initial transportation requests and changes are scheduled by the case manager through Special Services (473-1011)

Transportation Form

Case Manager/ Special Services Secretary




All changes to transportation, whether adding or deleting transportation, must be reflected in the IEP or in an IEP revision.

IEP Amendment

Case Manager

Requests for transportation or changes in transportation usually require three working days to implement. The requested start date should allow for this, although it is an option to indicate “ASAP” (as soon as possible).

3 school days

Request to have a Bus Para requires the following: ● Collected Data ● Develop and implement a Functional Behavior Assessment (FBA) and a

Positive Behavior Intervention Plan (BIP) for bus behavior ● Contact Special Services to discuss options

IEP Case Manager

As needed

4.12 Extended School Year (ESY) (GoalView Folder 9)

WAC 392-172A-03090(B)(g) Extended school year (ESY) services are those services provided beyond the normal school year to a student with a disability in accordance with the student’s IEP and at no cost to the parents. ESY services must be provided only if a student’s IEP team determines, on an individual basis, in accordance with this chapter that the services are necessary for the provision of FAPE to the student.The purpose of extended school year services is the maintenance of the student's learning skills or behavior, not the teaching of new skills or behaviors. A student may be eligible for ESY should the IEP team determine the student will demonstrate a significant regression of skills, and recoupment of these skills requires an extraordinary amount of time once returning to school in the fall. This decision should be based on documented evidence, or on the determinations of the IEP team, based upon the professional judgment of the team and consideration of factors including the nature and severity of the student's disability, rate of progress, and emerging skills, with evidence to support the need.

● Regression means significant loss of skills or behaviors if educational services are interrupted in any area specified on the IEP. ● Recoupment means the recovery of skills or behaviors to a level demonstrated before interruption of services specified on the IEP.

4.13 Summary of Services (Matrix Page) (GoalView Folder 10) The purpose of the services section of the IEP is to summarize the student’s entire program of special education, related services, supplementary aids and services, and program modifications and/or supports for school personnel. These services are those needed for the student to: (1) progress toward the annual goals, (2) be involved in and progress in the general curriculum and participate in extracurricular and other nonacademic activities, and (3) be educated and participate with children with and without disabilities. The needs of the student and services provided must be clear to the parents and other IEP service providers.



4.13.1 Specially Designed Instruction (SDI) For each special education service the student will receive, indicate the initiation and anticipated duration dates, minutes per week, location of services (general education, or special education), the position(s) responsible for providing instruction, and the certificated special education position responsible for monitoring progress. If only individual accommodations are needed, a 504 plan should be considered.

Total minutes per week

● All Schools; 1735 ● Preschool 3 days /week, 450; with Extended Day 882 ● Full Time Para 365 4 days/wk; 275 1 day/wk

4.13.2 Related Services Related Services on the matrix mean those areas of RS as indicated on the evaluation WAC 392-172A-03095 Related services are required to assist student eligibility for Special Education to benefit from Special Education.

● Related services do not require goals, however a goal can be written; they are developmental, corrective, preventative, and other supportive services that are required to assist a student to benefit from special education. Related services may include school health services, counseling, and other services as described in the WAC.

● Indicate the initiation and anticipated duration dates, minutes per week, location of services (general education, special education, other), the position(s) responsible for providing instruction, and the certificated special education position responsible for monitoring progress.

● Related Service provides a Present Level of Performance for each annual IEP that relates service to an existing goal.

4.13.3 Supplementary Aids and Services to support student in general education WAC 392-172A-03090(1)(d); WAC 392-172A-01185; WAC 392-172A-03110 Supplementary aids and services are those aids, services, and other supports that are provided in general education classes or other education-related settings to enable the student to benefit from general education. This section also includes modifications needed to ensure access of the student to the general curriculum. Program modifications may be needed in tests, texts, homework, assignments, grading, or more. Write initiation and anticipated duration dates, amount and frequency of services, and location of services.

● If student has a one to one paraeducator support in general education ● Transition paras ● sign language interpreters ● ESY ● Nursing services ● Could be interventionist







4.13.4 Least Restrictive Environment (LRE) WAC 392-172A-02050 ● Must be consistent with the services provided in the service matrix. ● Check options accepted and rejected. ● Should be more than one rejected. ● Selected and rejected options should be different ● Explain LRE options accepted and rejected: wording such as: "The above environments were considered and accepted or rejected as the least

restrictive environment based on the student's present level of performance, goals and objectives."

4.13.5 Neighborhood School Indicate if the student lives outside your school boundaries. Give reason such as parent choice or District program needs if the student is not attending his/her home.

4.13.6 Non-participation with nondisabled students

WAC 392-172A-03090 Explain to the extent that the student will NOT participate with nondisabled students in the general education classroom and extracurricular and nonacademic activities. It is acceptable to refer the reader back to the matrix page where special education and general education minutes are clearly outlined. In other words, explain the extent the student is not in general education or with his general education peers. .




4.14 Behavioral Intervention Plan (BIP) (GoalView Folder 11) The purpose of a Behavioral Plan (BIP) is to address behaviors that are interfering with the student’s education. The goal of a BIP is to teach the student positive behavioral strategies to replace the problem behavior(s). A BIP is required to be developed and implemented if the student’s violation of a code of conduct (resulting in a change of placement) is determined to be a manifestation of the student’s disability, or if the IEP team determines it is appropriate. A Functional Behavior Assessment (FBA) must be completed before a BIP can be written.


Behavior Intervention Plan (BIP) includes Guidelines: ● To be updated at least annually at the student’s IEP, based on current

performance ● There is a clear link between the functional behavior assessment data collected

and the intervention(s) selected. ● The intervention strategies are selected based on the nature of the defined

problem, parent input, and professional judgments about the potential effectiveness of strategies.

● Strategies for generalizing and maintaining positive behavior outside of the training situation are included.

● The positive behavior intervention plan is implemented consistently among all staff involved with the student. Interventions are actually implemented in the manner in which they are designed, and are consistent with established professional standards and practices.

● Student performance data is collected and documented on a regular and frequent basis.

● Modification of the positive behavior intervention plan is made as frequently as necessary based on monitoring information.

● Progress monitoring information is summarized and documented in a way that communicates whether the intervention is accomplishing its intended effect.

● Information regarding monitoring progress is used frequently and repeatedly to determine whether the anticipated outcomes for the individual are being met and whether the placement and services are appropriate to the individual’s learning needs.

● Communication with parents is critical throughout the development and implementation of the functional behavior assessment and the positive behavior intervention plan. The IEP team always includes parents.

BIP IEP Team including school psychologist

As needed; at least annually

WAC 392-172A-03110(2)(a)(i) WAC 392-172A-03110(2)(b)(i) WAC 392-172A-05145(4)(b) WAC 392-172A-05145(6)(a)(b)












The BIP form includes: ● Target Behavior/Pattern of Behavior: Describes the pattern of behavior (s) that

impedes the student’s learning or the learning of others) This section describes the behavior that is to be extinguished. This description is taken from the FBA.

● Behavioral Hypothesis with Function: What is the likely function of the student’s behavior? What are the most likely conditions within which the behavior is most likely to occur?

● Instructional and Environmental Conditions or Circumstances: Describe the instructional and environmental conditions or circumstances that trigger/contribute to the pattern of behavior(s) being addressed

● Desired Behavior/Alternative Behaviors and Skills to be Taught and Monitored:Given the above Target/Priority Behavior(s), what student behavior is ultimately desired? Normally, the Desired Behavior is incompatible with the Target/Priority Behavior(s). The Desired Behavior should positively serve the same function as the Target/Priority Behavior(s).

● Reinforcements of Desired Behaviors: Describe how the alternative behaviors will be reinforced and the staff responsible for implementing reinforcement

● Antecedent and Consequent Strategies: what antecedent strategies will be used to reduce the future occurrence of problem behavior? What positive consequent strategies will be implemented?

● Response to Target Behavior:While the student is learning the Replacement Behavior(s), what interventions will be used if the Target Behavior(s) occurs

● Methods to Ensure Consistency of Implementation: Describe the method(s) that will be used to ensure the consistency of the implementation of the positive behavioral interventions across the student’s school sponsored instruction or activities (e.g. data collection, frequency, assessment of effectiveness of BIP, etc) and the staff responsible for monitoring the implementation.

WAC 392-172A-03110(2)(a)(i) WAC 392-172A-03110(2)(b)(i) WAC 392-172A-05145(4)(b) WAC 392-172A-05145(6)(a)(b)

4.15 Emergency Response Protocol (GoalView Folder 12) Isolation and/or restrain students

● This form is not used in the Bremerton School District ● If a student is restrained, an emergency IEP meeting must be held immediately.














4.16 Signatures (GoalView Folder 13) ❏ Parent of the student ❏ Student if 16 or older ❏ If parent does not attend, document attempts/parent contact see Appendix 8 ❏ At least one general education teacher, if the student is or may be participating in the general education environment ❏ At least one special education teacher or provider ❏ A representative of the School District who is (LEA rep) 1) qualified to provide or supervise the provision of specially designed instruction, 2)

knowledgeable about the general education curriculum and 3) is knowledgeable about the availability of resources of the school district ❏ An individual who can interpret the instructional implications of evaluation results ❏ All service providers, SLP, OT, AT, Vision, Audiology, Nurse ❏ Signatures document participation only, not agreement ❏ Procedural Safeguards must be explained and written copy offered at the IEP meeting, point out and describe District restraint and isolation policy in the

back, See Special Factors Folder 6 ❏ If an initial IEP, the parent must also sign the consent for Initial Placement, if not signed at evaluation meeting ❏ If an IEP team member is not in attendance, and IEP excusal form must be signed by the parent. See IEP team member excusal procedure in the IEP team

member section ❏ If the student will be turning 17 before the IEP expires, student and parent must sign and you must explain that the rights transfer to the student at age 18

4.17 Medicaid Consent Must be signed by the parent. Bremerton School District does not currently bill Medicaid, however the information is necessary for reimbursement of services provided for some students. This form allows us to determine if the student is eligible for Medicaid.

4.18 Forms Associated with the IEP

4.18.1 Invitation to Attend a Meeting ● Send invitations with all sections completed ● We must invite students who are 15 years old or older ● We must get parental consent to invite outside agencies for transition IEPs ● All team members should be listed and invited ● Document attempts to schedule/hold meetings


4.18.2 Prior Written Notice (PWN) A PWN is issued after each IEP meeting or any time a decision is made regarding a student’s program ; to be completed and sent home 1-2 school days after the IEP meeting, or a parent conversation (could be on the phone) in which a decision is made.


Description: briefly describe the type of meeting that as held, who attended, any conversations. Be specific about or changes being made, any parent requests and the team response. Summarize the meeting.

1-2 School Days after the IEP Meeting

WAC 392-172A-05010

Reason for Action: describe why the decisions were made; can refer to the previous section

Other Factors: describe any conversation about factors that could influence decisions made, Also could include information regarding medication, future doctor appointments, scheduled medical procedures, need for glasses, graduation not on time, summer school needed to make up credit, any input that parents or other team members had regarding need for future meetings and so forth.

Other Options Considered: Should reflect actual conversations at the meeting; clearly describe parent and school perspective

Reason for rejecting Options

Description of evaluation, tests, records, etc. ● For an IEP: use current evaluation, current IEP, report cards, teacher,

parent, and student input, other documents such as discipline files, health reports, etc. as pertinent


4.19 IEP Finalization Forms to Special Services

❏ Meeting Invitation ❏ Finalized IEP ❏ FBA, if needed ❏ Health Care Plans be attached and noted on IEP ❏ A Parent Contact Log, if needed ❏ Include PWN that talks to the conversation and decisions made at the IEP meeting. ❏ Ensure everything is completed and all documents are PDF finalized. (They will show up in the Documents area.) ❏ Send a copy to the parent with the PWN

4.20 IEP Revisions The IEP is a working document and can be amended based on need at any time during the life of the IEP.

4.20.1 Reason to amend/revise an IEP ● A student has met all annual goals in a goal area, before the IEP expires, the IEP must be amended with new present levels of performance and a new

goal in that area ● Change in service minutes, can be added or lessened based on documented need ● Bussing requirements change ● Changes to the BIP ● State Assessment options can be changed ● Supplementary aids and services can be added or dropped ● Transition plans can be changed ● Students who change schools through natural progression need to have their IEPs carefully evaluated to ensure that the minutes match in their new

level, if they don’t , the IEP needs to be amended ● Students who have a change of placement, through the process (see change of placement section) will need their IEPs amended to reflect the new

program ● If an evaluation is done which shows need for a new area of SDI, or Related Service, or conversely shows lack of need for an area currently being

served, the IEP needs to be amended to reflect the new evaluation.


4.20.2 Creating a Revision (GoalView Folder 2) ● Change the IEP Type to "Revision" and type in the Purpose of Revision in the box below that. ● Add Revision Meeting date, Revision Start date, Revision End date (which would be the end date of the IEP). ● Make the revisions needed in the IEP and create a PDF final ● At least 2 IEP team members must sign this revision (one being the general ed teacher) per WAC 392-172A-03110.

4.20.3 Changes to the IEP which do not require a revision: Change ONLY in testing accommodation or designated supports Process for making changes without a revision

● Notify parent and describe the reason for the revision ● Complete the change on the State Testing page ● Finalize the IEP ● Complete the PWN that includes documentation of parent contact and the reason for the revision ● Send State Testing page and PWN to Special Serivces ● Send State Testing page and PWN home

4.21 Revised IEP Finalization Forms to Special Services

❏ Meeting Invitation ❏ Finalized IEP, send pages that were changed ❏ FBA, if changes were made in the revision ❏ Health Care Plans if changes were made in the revision ❏ Copy of the Signature page that includes the general education teacher and special ed teacher ❏ Parent Contact Log, if needed (parent signature is not required but attempts to contact the parent is needed) ❏ Include PWN that talks to what was revised and why and the conversation you had with parent and when ❏ Ensure everything is completed and all documents are PDF finalized. (They will show up in the Documents area.) ❏ Send a copy to the parent with the PWN



4.22 State and District Assessment Guidelines for Special Education Students Any student, who meets all of the graduation standards, including passing the state test, at Grade level with or without accommodations will receive a Certificate on Academic Achievement (CAA) designation of their transcript. Students who meet a modified graduation standard, including taking and passing an alternate form of the state test, will receive a Certificate of Individual Achievement (CIA) on their transcript. Parents and legal guardians are important members of the IEP team and are always included in decisions about assessments. It is important for all team members to understand the impact alternate assessments will have on a student’s choices after high school. At the annual IEP, the IEP team determines how the student will participate in the State and District assessments. Considerations will be made for each area assessed based on

● Does an area of disability dramatically affect the assessed area in such a way that s/he would need a special accommodation or different type of assessment?

● How has the student scored on state assessments in the past? ● How close to grade level expectations is the student currently performing and does it seem feasible that they would be at or near grade level in the near

future? ● What are the student’s anticipated post secondary goals?

4.22.1 Smarter Balanced and Washington Comprehensive Assessment (WCA) of Science PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

Option A: Regular grade level assessment with or without accommodations* ● Student is at or near grade level expectations in the each content area, ELA, Math and

Science ● Student is expected to be near grade level expectations at the time of the test ● Student has received scores at the high end of basic or proficient levels on the test in the past ● Reads, interprets and analyzes grade level text, understands and applies grade level

mathematics concepts, procedures and reasoning skills; communicates effectively in writing ● Post-secondary goals are anticipated to be 2 or 4 year college, technical school, competitive

employment and independent living *All 10th graders must take the Smarter Balanced Assessment ELA and Math and 11th graders must take the WCA Science for federal accountability

IEP IEP Team Annually WAC 392-172A-03090 OSPI Website State Testing





http://www.k12.wa.us/Assessment/StateTesting/default.aspx

http://www.k12.wa.us/Assessment/StateTesting/default.aspx

Option B1: An Alternative Assessment option, pass at level Level 2 basic/CIA cut scores* OR off Grade Level (grades 10, 11, 12), OR LDA (grade 12) ● Student qualifies for SDI in any area ● Any grade level can request a CIA cut score designation which will result in a CIA High

School Diploma when CIA cut scores are used in High School * ● Student is not expected to be near grade level at time of testing, based on progress

monitoring and annual assessment scores (2 or more years below grade level expectations) ● Student has received scores of basic or near basic in the past on state assessments ● Reads and comprehends adapted grade level text or below grade level text; masters a limited

number of grade level or below grade level mathematics concepts, procedures and thinking skills; communicates ideas in writing

● Post-secondary goals are anticipated to be 2 year college, technical school, competitive employment and independent living.

● CIA (basic) is not recognized for State or Federal accountability, only for student specific graduation requirements. *CIA cuts scores were formerly called L2/Basic *CIA Certificate is earned by students using CIA cut scores.

Option B2: Alternative Assessment Options for students in 10th, 11th and 12th; off grade level assessment ● Off Grade Level Graduation Alternatives ● Student has shown through regular progress monitoring and by annual assessment results that

they are below grade level and a different grade level assessment is more appropriate ● Student qualifies for SDI in any academic area tested. ● The student must meet the established cut score for proficiency on the Off-Grade assessment

they participate in at the grade level assessed. ● Grade level to be assessed must be listed on the IEP. ● Off grade level is for Smarter Balanced ELA and Math; WCA for Science

IEP IEP Team 10th, 11th, 12th grades


4.22.2 Alternative Assessment Options Option B3: Locally Determined Assessment (LDA) For students to be eligible to utilize a locally determined assessment (LDA) as an option for meeting the exit exam requirement for graduation, they must meet the following criteria: ● Receiving Special Education services ● Be enrolled as a 12th grader (in CEDARS) Special Ed is true to the CEDARS grade ● All other district requirements for graduation have been met. ● School psychologist administers the LDA and submits scores/test electronically into EDS.

○ Psychologist gives the approved standardized test and records score on form ○ Test scores must show evidence of achievement ○ Scores must be obtained within 18 months of submission ○ LDA scores and score report(s) are submitted via the Graduation Alternatives

application. ○ LDA must be indicated on the IEP. A revision may be required.

EDS for electronic submission

IEP Team

School Psy

District Test Coordinator

Special Ed Director

Spring before graduation

Graduation AlternativeAssessment Graduation Requirements

Option B4: Alternative Assessment Option: Washingtion Access to Instruction and Measurement (WA AIM) Grades 3-8 and 11 ● Student has substantial cognitive and adaptive delays ● Reads sight words and picture cues; writes sight words or uses picture symbols to

communicate; counts objects and recognizes symbolic numbers; comprehends adaptive text OR

● Recognizes pictures; may use pictures/objects to communicate ideas OR ● Uses objects or gestures to communicate; relies on immediate context to use objects to

communicate OR ● Student has limited consciousness and/or ability to communicate meaningfully ● Post-school goals are anticipated to be vocational training with supported living and

employment. ● Engagement Rubric (formally known as Awareness Waiver) criteria will count as participant

in local and state accountability ● Administration window mid October through late March ● Retake option for Seniors

IEP IEP team

Annually

OSPI Website


http://www.k12.wa.us/assessment/GraduationAlternatives/GraduationAlternativesApplication.aspx



http://www.k12.wa.us/GraduationRequirements/default.aspx



http://www.k12.wa.us/

Option B5: WA AIM Engagement Rubric ● For a student who meets the below criteria, the IEP team may decide that in lieu of

participating in the performance task aspect of the alternate assessment, a student’s engagement with the mathematical, literacy, or science activities taking place in the classroom may be measured and reported on. Because using the Engagement rubric replaces the performance task assessment, a student will be placed in performance level one. The student must meet some or all of the criteria below for the IEP team to consider using the Engagement rubric for a content area of the alternate assessment:

● The student communicates primarily through cries, facial expressions, change in muscle tone but no clear use of objects/textures, regularized gestures, picture signs, etc.

● The student alerts to sensory input from another person (auditory, visual, touch, movement, etc.) but requires actual physical assistance to follow simple directions; or the student’s response to sensory stimuli (e.g., sound/voice; sight/gesture; touch; movement; smell) is unclear.

● Parents and teachers must interpret child’s state from behaviors such as sounds, body movements, and facial expressions. Student is considered a senior in high school

● IEP Case manager completes and signs the Engagement Rubric Registration form.

Engagement Rubric Registration Form

IEP Team WA-AIM or District Special EducationTtest Coordinator Appendix C of Assessment Guide

● The Engagement Registration is sent to the district special education assessment coordinator, who submits to Special Ed Director, District Assessment Coordinator and OSPI for review, verification, signatures and approval

Case Manager, District SpEd Assessment Coordinator


http://www.k12.wa.us/assessment/WA-AIM/

4.22.3 Smarter Balanced Definitions: Universal Tools, Designated Supports and Accommodations PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

Universal Tools, Designated Supports and Accommodations must be used regularly during the school day as outlined on the IEP

● Universal Tools: Available to all students based on student preference and selection.

● Designated Supports: Available for use by any student, including English language learners, students with disabilities, for whom the need has been indicated by an educator or team of educators with parent/guardian and student input as appropriate

● Accommodations: Available when there is a documentation of the need for the accommodations on an Individualized Education Program (IEP) or 504 plan.

● Embedded Supports in universal tools, designated supports, and accommodations are provided digitally through the test delivery system.

● Non-Embedded supports are provided at the school level through means other than the test delivery system.

● Paper-Pencil non- embedded accommodation, permission for students to request printing must first be set in the Administration and Registration Tools

Some areas of disability might be severe enough to warrant an accommodation in an area where the student does not qualify for SDI (example: a student with severe dyslexia may not be able to read the written portion of the math assessment and may need a reader for that test, despite not qualifying for SDI in math; a blind student needs accommodations based on blindness, not an academic need; an autistic student needs a quiet environment, a student with moderate cognitive delays might qualify for a ‘basic’ in science)

IEP Accommo- dations Planning For Smarter Balanced Assessment

IEP Team Annually OSPI website or district special, education test coordinator Guidelines on Tools and Supports for State Assessments Google Drive Smarter Balanced Appendix 9

● District Tests o Unless otherwise excused by IEP team decision, based on disability, all

students will participate in regular district wide assessments. o Use accommodations as appropriate and noted in IEP

IEP IEP Team

● Testing Opt out ○ parents can choose to opt their student out of testing ○ Opt out is not recommended for Federal accountability

Parent refusal form

Case Manager turns into District Special Ed Test Coordinator

Google Drive;Smarter Balanced Accommodations Appendix 10


4.23 Surrogate Parents The school district must assign a person to act as a surrogate parent if the district cannot identify the student’s parent or guardian after reasonable effort, or if the student is an unaccompanied homeless youth, or if the student is a ward of the state. A parent means a natural or adoptive parent, a guardian, or an adult person acting as a parent. A surrogate parent may represent the student in all matters related to identification, evaluation, educational placement, and provision of special education and related services.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE Determine whether a non-adult student needs a surrogate parent and notify the Assistant Director/ Building Liaison.

IEP Case Manager As needed WAC 392-172A-01125(1)(e)

When any staff person becomes aware of a situation that might require the identification of a surrogate parent (in many cases, the staff person will be the school psychologist), Special Services should be contacted immediately.

Assistant Director 30 days WAC 392-172A-05130

Determine the potential for conflict of interest. Assign a surrogate parent with the knowledge and skills to appropriately represent the student. Assignment of a surrogate parent must happen within thirty (30) days of the district’s determination that one is needed.

Director

Periodically review the performance of a surrogate parent in representing the needs of a student with disabilities.






Section 5 - Placement Process

5.1 Initial IEP Placement A recommendation for appropriate placement into special education is made at the IEP team meeting and is the result of the analysis of evaluation data. Appropriate placement will be determined to be that environment that most closely approximates the general education environment where the special education student can achieve his or her goals. This is considered the least restrictive environment (LRE).

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE An initial IEP must be completed within 30 calendar days of completion of initial evaluation. At this time, the IEP team is determining placement into special education.

● Prior to IEP development, review the evaluation which shows need for SDI. ● Considerations for providing Least Restrictive Environment (LRE) and Free Appropriate Public

Education (FAPE): ● Findings of the evaluation team ● Continuum of placement options must be considered ● Harmful effects the placement would have on the student ● Location of placement must be as close to home as possible ● If initial placement is a district Life Skills Program (ISP), Special Services must be involved

in the process

Within 30 calendar days of evaluation

WAC 392-172A-03105

Initial IEP ● IEP is developed for student based on needs as indication in the evaluation ● Parent must sign to agree/consent to initial placement which should happen at the evaluation

meeting.

Consent for Initial Placement, IEP Form, Meeting invitation

IEP Case Manager

Services to begin as soon as possible following IEP

● If parent has not consented to initial placement an IEP should not be developed and a PWN sent indicating refusal of services.

● If parent did not attend evaluation meeting but verbally has agreed to placement and will attend the IEP meeting. Write an IEP.

● Document all attempts to contact; at least 3 times in two different ways. ● A prior written notice outlining placement decision (or lack thereof) must be issued

Prior Written Notice Meeting Invitation

● If consent is denied, or parent fails to respond, district may NOT use due process and/or mediation to initiate services.

● Each teacher and provider will be informed of their responsibilities as outlined in the IEP






5.2 Continum of Services; Placement Decisions The evaluation and IEP team will determine the placement that will provide the student with the Least Restrictive Environment (LRE) and a Free Appropriate Public Education (FAPE). Integrated Skills Programs (ISP), Extended Resource Room (ERR) and Resource Room (RR) programs are available at each school site. As often as possible, students will attend the program at their home school.


Characteristics of an Integrated Skills Program (ISP) Student ● Cognitive Score is exceptionally low. Standards are modified (student is working on

alternative standards). ● Students are not able to access curriculum at grade level - all aspects of curriculum

must be modified and adapted. ● Multiple Services - requires services in most areas: cognitive, reading, math, written

language, social/emotional/behavioral, adaptive motor, communication. Probably will not graduate with a regular diploma

● Medically Fragile with a significant cognitive delay ● Impacted by significant communication needs that influence development of reading,

writing, math, etc, non-verbal, (significant apraxia).

Characteristics of an Extended Resource Room (ERR) Student ● Requires (extended) services; more than the 60 minute block of Reading and additional

math support ● Need for an alternative curriculum, potentially behavioral supports and skill acquisition ● May require up to half day in Resource room ● May require team behavioral programing to include interventionist, KMH and school

psych

Characteristics of a Resource Room (RR) Student ● These services are typically provided as a part of the continuum of services that

includes Title and LAP support ● An IEP in one or more of the following areas: Math, Written Language, Reading ● An IEP in social/emotional/behavioral and/or adaptive without significant cognitive

delay


5.3 Continuing Placement A recommendation for appropriate placement is made at the IEP meeting and is a result of the analysis of evaluation results. Appropriate placement is considered to be that environment most closely approximating the general education environment where the special education student can achieve his or her goals and objectives. This is considered the “least restrictive environment” (LRE). The IEP team must review the placement at least annually. The placement must be based on the contents of the IEP.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE The IEP team determines the appropriate placement considering the following: ● Placement based on the student’s IEP needs ● Placement as close to home as possible ● Any harmful effects the placement would have on the student ● Continuum of placement options determining why the options considered were

rejected ● Follow all IEP procedures. See IEP section

IEP IEP Team Annually or as needed

WAC 392-172A-02050 through WAC 392-172A-02060

5.4 Registration Process for Out of District Transfer Students When a student moves into a district, services must provide for the student to receive a free appropriate public education. The district must immediately provide the student with comparable services (and placement) based on the student’s IEP and determined in consultation with the parents. Remember that “comparable” does not mean exactly the same services; it means similar services. Also, “in consultation” does not mean parents dictate placement. Staff do not need an IEP meeting to determine what initial services will be provided. Services must start immediately and staff will schedule an IEP for a later date to address other issues.


The parent completes enrollment paperwork at the neighborhood school. All necessary forms (demographic information, immunization, etc.) School secretary notifies building special education staff

School registration

Parent/Guardian Immediately






Building special education staff (school psychologist or SLP) move student from general education to special ed in GoalView to create the referral. (This will last for one day. Permanent move to special ed will occur when Marietta has received the referral). Staff confers with parent regarding previous placement and services and schedules IEP intake meeting at parent request. Special education forms are completed and Procedural Safeguards are given to parents. ● Referral completed in GoalView ● Psychologist/Primary Evaluator provide Special Services (Wendy) with Name,

DOB, Previous School ● Special Services (Wendy) requests records and provides electronic copies to

Psychologist/Primary Evaluator ● Determine eligibility in WA state if eligibility category is SLD ● As needed school psychologist contact previous school personnel to determine

actual level of support needed. ● Complete Bremerton Prior Written Notice/Transfer Validation (not in

GoalView) Needs signatures, send copy to parents with procedural safeguards ● All evaluations and IEP paperwork with the PWN to Special Services include

parent contacts

Referral, Procedural Safeguards, Prior Written Notice-Transfer Evaluation and IEP (not GV form)

Building special education staff

Immediately WAC 392-172A-03105

As needed, hold an IEP team meeting ASAP to revise the IEP to provide services comparable to those described in the student’s IEP. If the team determines a new evaluation is needed and the student continues to be eligible, a new IEP will be written or the previous IEP revised.

IEP Team IEP revision if needed withing 30 days of transfer; Established timelines

WAC 392-172A-03090

5.5 Change of Placement, Self-Contained Placement or Level of Service A recommendation for appropriate placement is made at the IEP team meeting and is the result of the analysis of data. Appropriate placement is considered to be that environment, which most closely approximates the general education environment where the special education student can achieve his or her goals and objectives. This is considered the Least Restrictive Environment (LRE) and should not be based on diagnosis or eligibility category. The IEP team must review the placement at least annually and the placement must be based on the contents of the IEP. If the IEP team recommends a Life Skills placement, Special Services must be contacted. Special services will review the recommendation and ensure that all procedures have been met and that all means possible has been attempted to keep the student in the LRE.








Change of Placement - Self-Contained Placement or Level of Service (continued) PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

When the IEP team/case manager recognizes that the student is not benefiting from their current special education placement, the IEP team does the following:

Data collection sheets, FBAs/BIPs, discipline, attendance

IEP Team/ Case Manager

Collected data over time

WAC 392-172A-02050 thru WAC 392-172A-02060

● Convene an IEP team meeting to review current data/documentation to determine: ● If an evaluation is needed ● If current present academic, social/emotional data is available ● Is a FBA/BIP needed ● If relevant, consider attendance & discipline issues are a factor ● Notify parents and obtain consent for eval, if needed

Consent Form, if needed, Prior Written Notice,

IEP Team 35 School Days

IEP Team and parent review data and make recommendation for placement; Special Services is notified and will review documents and data.

Special Services will notify sending/receiving schools of program location Prior Written Notice

Sending School IEP team

Upon Receipt of program notice

This triggers the sending school to generate a Prior Written Notice. Transportation Request

Sending school to contact Special Services Office Coordinator

● Placement information sent to receiving school/program ● Special Services authorizes transportation ● Case manager notifies Special Services of start date

Consideration for Change of Placement

Identified Team Member

The Receiveing IEP team completes IEP/amendment and PWN as applicable IEP Amendment/ Prior Written Notice

Receiving School, IEP Team

Within 30 days








5.6 Year-End Movement of In-District Students These pages describe a comprehensive outline for year-end movement of students from preschool to kindergarten, 5th to 6th grade, 8th to 9th grade, and 12th grade to Community Based Transition (CBT), and any self-contained change of placement for the following school year. For assistance in the process, contact Special Services.


Preschool process: ● In April all students who are KG bound are identified with placement

recommendations; sites and programs ● June: PK teachers create transition paperwork ● June: Families are offered a personalized “tour” of the new school ● June: Letters are send to families regarding registrations requirements, see below ● August: transition meeting held with PK and elementary staff ● September: PK staff in elementary for 3-5 days to facilitate transition

PK to KG registration process: If a student is staying in the school they are currently at for Pre School: and it is in their attendance area and has complete registration packet that student will roll to kindergarten. If a student is staying in the school they are currently at for Pre-School: and are not in their attendance area and has a complete registration packet that student needs to fill out an OE form to have a complete enrollment. If a student is moving from the school that they are currently at for Pre-School: and going to the school in their attendance area and has a complete registration packet they will just have to complete a new registration form and a request of records. If a student is outside of our school district they will have to fill out a Choice Transfer form no matter what school they will be attending.

Transition Information Registration packets

Preschool and Kindergarten teachers Parents

April through August

Transition Process Between Schools Elementary case managers, middle school psychologist, and BHS department chair identify students that will be changing settings for the next school year. ● Naval Avenue Early Learning Center to 4th grade, the school psychologist from the

receiving school will assist with case load placement. ● Elementary to Middle School transition meetings are arranged by the Middle School

team.

Student list, transition forms, IEP revision

Elementary case managers, MVMS psychologist, BHS department chair

By middle of April


● The BHS department chair arranges MVMS to BHS transition meeting. ● The sending staff provides receiving staff with a brief overview of the students that

are making the transitions to their buildings. ● Caseload lists will be created by the middle school psychologist and the BHS

department head. For any movement between schools or lateral moves (such as program location, program type, family movement, choice):

Prepare the following documents and send to the receiving teacher: ● IEP and current evaluation if documents are not in GoalView ● Blank Data Sheets ● Assistive Technology devices or systems such as picture schedule

IEP and Evaluation

Sending teachers

Under Construction - Activities are to be completed by early June. -- looks like a timeline

All IEPs due by September 30 of the next school year are to be completed and turned in by June 20 by the teams currently providing services. Additionally, the current IEP team needs to ensure that all up-to-date documents and records are sent to the receiving teacher or school.

IEP Current IEP Team By June 20


Section 6 - Discipline Procedures Students eligible for special education may be disciplined consistent with the disciplinary rules that apply to all students. The district will determine on a case by case basis whether discipline that is permitted under WAC 392-400 should occur. However, students eligible for special education must not be improperly excluded from school for disciplinary reasons that are related to their disability or related to the district’s failure to implement a student’s IEP. The district will take steps to ensure that each employee, contractor, and other agents of the district responsible for education or care of a student is knowledgeable of special education disciplinary rules.

6.1 Discipline Related Definitions Below is a list of terms to help better understand the meaning of various terms referenced throughout Section 6 - Discipline Procedures.

6.1.1 Discipline All forms of corrective action other than suspension and expulsion and shall include the exclusion of a student from a class by a teacher or administrator for a period of time not exceeding the balance of the immediate class period: Provided, That the student is in the custody of a school district employee for the balance of such period. Discipline shall also mean the exclusion of a student from any other type of activity conducted by or in behalf of a school district. WAC 392-400-205

6.1.2 Suspension A denial of attendance (other than for the balance of the immediate class period for “discipline” purposes) at any single subject or class, or at any full schedule of subjects or classes for a stated period of time. A suspension may also include a bus suspension, denial of admission to or entry upon real and personal property that is owned, leased, rented, or controlled by the District. WAC 392-400-205

6.1.3 Short Term Suspension A suspension for any portion of the calendar day up to and not exceeding ten consecutive school days WAC 392-400-205

6.1.4 Long Term Suspension A suspension which exceeds a “short term suspension” as defined above, i.e., exceeding ten (10) consecutive school days. WAC 392-400-205

6.1.5 In School Suspension An in-school suspension program which temporarily removes the student from the regular school environment but permits the student to maintain his/her educational progress. This counts as part of the ten school days.


http://apps.leg.wa.gov/wac/default.aspx?cite=392-400

http://apps.leg.wa.gov/wac/default.aspx?cite=392-400





6.1.6 Detention Used for minor infractions of school rules or regulations, or for minor misconduct, staff may detain student after school hours for not more than thirty (30) minutes on any given day. A student shall not be detained if it would interfere with reasonable bus transportation, unless arrangements are made with the student’s parents for alternative transportation. Detention shall not begin until the parent has been notified (except in the case of the adult student) for the purpose of informing him/her of the basis and reason for the detention.

6.1.7 Expulsion A denial of attendance for a period of time up to, but not longer than, one calendar year from the time a student is removed from his or her current school placement by a school district superintendent or a designee of the superintendent. An expulsion also may include a denial of admission to, or entry upon, real and personal property that is owned, leased, rented, or controlled by the school district. WAC 392-400-205

6.1.8 Emergency Expulsion An emergency removal from school for up to, and not exceeding, ten consecutive school days from the student's current school placement by a school district superintendent or a designee of the superintendent. The superintendent or designee must have good and sufficient reason to believe that the student's presence poses an immediate and continuing danger to other students or school staff or an immediate and continuing threat of substantial disruption of the educational process. An emergency expulsion must end or be converted to another form of corrective action within ten school days from the date of the emergency removal from school. WAC 392-400-205

6.1.9 Functional Behavior Assessment (FBA) An evaluation that examines the factors contributing to a student’s behaviors that interfere with the student’s learning or the learning of others. The FBA identifies interfering behaviors, the setting conditions, the antecedents, and the consequences that maintain the difficult behaviors. An FBA must be conducted when the student’s behavior is a significant ongoing concern, and the current behavior goals/objectives and instruction are not sufficient to guide the student toward success. The FBA process can include direct assessment procedures and/or indirect assessment procedures. Direct assessment tools include observations (e.g., ABC forms, frequency counts, Scatterplots, time-on-task, etc.), data collections, direct behavior ratings, and etc. Indirect assessment procedures include interviews of staff, parents, or student, functional rating scales, and etc. Since the FBA is an evaluation, consent must be obtained prior to conducting any FBA.

6.1.10 Behavior Intervention Plan (BIP) After the FBA is completed a Behavior Intervention Plan (BIP) must also be done. A BIP is a written, specific, purposeful, and organized plan which describes positive behavioral interventions that address setting events/conditions, antecedents, and consequences that maintain the undesirable behaviors. Specifically, the BIP provides more socially appropriate replacement behaviors that meet the function of the interfering behavior and provide strategies to prevent the interfering behavior. The BIP needs to be closely aligned with the IEP behavior goal(s) and describe projected improvement or remediation of




the problem. Data collection systems must be designed to evaluate student progress on a frequent basis which will allow for modification of the BIP as needed. The BIP should be reviewed or updated at least annually with the annual IEP renewal. WAC 392-172A-01031

6.1.11 Manifestation Determination Review (MDR) The process of determining whether the student’s misconduct was caused by the student’s disability or was a direct result of the district’s failure to follow the IEP. The district, and relevant members of the IEP team, determined by the parent/guardian and the district, must review all relevant information in the student’s file, including the IEP, any teacher observations, and any relevant information provided by parent/guardian. The MDR must be held within 10 days of the removal. If the behavior IS a manifestation of the disability – do not remove from school. The team must conduct an FBA (if it hasn’t already) and implement a BIP (or revise the existing BIP) to address the behavior. If the behavior IS NOT a manifestation of the disability, the student can be removed, but the school must provide educational services. An FBA/BIP must be developed. WAC 392-172A-05160

6.1.12 Controlled Substance A drug or other substance identified under schedules I, II, III, IV, or V in section 202c of the Controlled Substances Act (21 U.S.C. 812 (c) ). Examples include: opiates and derivatives, hallucinogenic substances, methamphetamines, stimulants, depressants and narcotics.

6.1.13 Illegal Drug A controlled substance; but does not include a controlled substance that is legally possessed or used under the supervision of a licensed healthcare professional or that is legally possessed or used under any other authority under that Act or under any other provision of Federal law.

6.1.14 Interim Alternative Education Setting (IAES) A term for an educational setting and program other than the student's current placement that enables the student to continue to receive educational services according to his or her Individualized Education Program.

6.1.15 Serious Bodily Injury Is a bodily injury that involves: a substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ or faculty.

6.1.16 Weapon A weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than two and one-half inches in length.




6.2 Removal Up to Ten Days The building Administration (principal, assistant principal) may order the removal of a special education student from a current placement. The district need not provide services to a student who is removed from the current placement for ten school days or less in any school year, if services are not provided to a student without disabilities.

6.3 Removal for More than Ten Days Once a student has been removed from placement for a total of ten school days in the same school year, and if the district determines that the removal is not a change of placement, the district must, during subsequent days of removal, provide appropriate services to the extent necessary to enable the student to participate in the general curriculum, although in another setting, and to progress toward meeting the goals set out in the student’s IEP case manager in consultation with one or more of the student’s teachers, will make the determination of such necessary services.

6.4 Change in Placement A change of placement occurs when an eligible student is:

1. Removed from his or her current placement for more than ten consecutive school days in a school year; or 2. Subjected to a series of removals in a school year and which constitute a pattern of removal because:

i. the series of removals total more than ten school days in a year; ii. the student behavior is substantially similar to the student’s behavior in previous incidents that resulted in the series of removals; and iii. because of factors such as the length of each removal, the total amount of time a student is removed, and the proximity of the removals to one

another.

Whether a pattern of removal constitutes a change in placement is determined on a case-by-case basis by the building principal and special services director and is subject to review through due process and judicial proceedings. Building administration will provide the special services department with a copy of each suspension letter for each special education student throughout the year. If a student is getting close to the ten days, then the special services department will contact the building administration and case manager in order to facilitate a Manifestation Determination meeting.

6.5 Manifestation Determination Within ten school days after the date on which the district makes a decision to change the student’s placement, the district will conduct a manifestation determination meeting to determine the relationship between the student’s disability and the behavior subject to the disciplinary action.

The review of the relationship between a student’s disability and the behavior subject to the disciplinary action will occur at meeting that includes the parent and relevant members of the IEP team who are selected by the parent and the district. The case manager and the school psychologist will determine who the relevant IEP team members are and will initiate the notice of meeting. The team will review all relevant information in the student’s file, including the IEP, teacher observations and information provided by the parent to determine:


1. If the conduct was caused by or had a direct and substantial relationship to the child’s disability; or 2. If the conduct in question was the direct result of the district’s failure to implement the student’s IEP.

If the team determines that the behavior resulted from either of the above, the behavior must be considered a manifestation of the student’s disability.

The district will take immediate action to remedy the deficiencies, and will: 1. Conduct a functional behavioral assessment (unless already completed) and complete a behavioral intervention plan if one is not already in place;

or 2. Review the existing behavioral intervention plan and modify it to address the behavior; and 3. Return the child to the placement from which he or she was removed from unless the parents and the district agree a change is necessary as part of

the behavioral intervention plan, or unless the infraction involves drugs, weapons or serious bodily injury.

6.6 Special Circumstances School personnel may order a change in placement to an appropriate interim alternative educational setting for the same amount of time that a student without disabilities would be subject to discipline, but for not more than 45 school days, if a special education student:

● Possesses a “dangerous weapon” or carries such a weapon to school or to a school function; ● Knowingly possesses or uses “illegal drugs” while at school or a school function; ● Sells or solicits the sale of a “controlled substance” while at school or a school function; or ● Inflicts serious bodily injury upon another person while at school or a school function. Serious bodily injury means a substantial risk of death, extreme

physical pain, protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty.

Any interim alternative educational setting in which the student is placed is determined by the student’s IEP team and will: ● Be selected so as to enable the student to participate in the general curriculum, although in another setting and to progress toward meeting the goals

set out in the student’s IEP; and ● Include services and modifications designed to address the behavior or to prevent the behavior from recurring.

The district may ask an administrative law judge, or seek injunctive relief through a court having jurisdiction of the parties, to order a change in placement to an appropriate interim alternative educational setting for not more than 45 school days or seek injunctive relief through a court having jurisdiction of the parties when:

● The district believes that maintaining the student’s current placement is substantially likely to result in injury to the student or others. If the student’s IEP team believes that the student may not be maintained in his or her current placement, the IEP team should work with the district’s director of special services.

Unless the parent and the district agree otherwise, if a parent requests a hearing to challenge either the manifestation determination or the interim alternative educational setting, the student must remain in the interim alternative educational setting pending the decision of the hearing officer or until the expiration of the 45 day period, whichever occurs first.


6.7 Removal of Special Education Students © 2013 PORTER FOSTER RORICK LLP. ALL RIGHTS RESERVED.

● A “change of placement” is (1) a removal for more than 10 consecutive school days; or (2) a series of removals that constitute a pattern because they total more than school days in a school year,

because the child’s behavior is similar to previous incidents and because of factors such as the length of each removal, the total amount of time, and the proximity of the removals to one another. WAC 392-172A-05155

● Options presented above assume the district does not obtain parental agreement to a change of placement. Any removal from the current placement agreed to by the members of the IEP team is permissible.

● In addition to the options presented above, “at any time, school officials may seek to obtain a court order to remove a child with a disability from school or to change a child’s current educational placement if they believe that maintaining the child in the current educational placement is substantially likely to result in injury to the child or others.” 64 Fed. Reg. 12415 (March 12, 1999).


1 This column is for the removal of a special education student for ten (10) cumulative school days or less in the same school year for a violation of school rules. 2 This column is for the removal of a special education student for more than ten (10) cumulative school days in the same school year for violation of school rules when the removal does not constitute a “change of placement.” (See definition on previous page.) 3 This column is for the removal of a special education student for more than ten (10) cumulative school days in the same school year for violation of school rules when the removal also constitutes a “change of placement.” (See definition on previous page.) 4 This column is for the removal of a student to an interim alternative educational setting (IAES) for misconduct at school or school functions relating to weapons, drugs or causing bodily injury. “Weapon” is defined as a device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that the term does not include a pocket knife with a blade of less than two and one-half (2 ½) inches in length. The drugs exception applies when the student knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance while at school or a school function. The term “controlled substance” includes prescription drugs; the term “illegal drugs” does not. “Serious bodily injury” is defined as a bodily injury which involves (a) substantial risk of death, (b) extreme physical pain, (c) protracted or obvious disfigurement, or (d) protracted loss or impairment of a bodily function, organ or mental faculty. 5 This column is for the removal of a student to an interim alternative educational setting (AES) when maintaining the current placement of a child is substantially likely to result in injury to the child or others. 6 On the same day that a decision to take disciplinary action is made, the district must notify the parents of the

decision and provide the parents the procedural safeguards notice. 7 If the LEA believes that maintaining a child’s current placement is substantially likely to result in injury to the child or others, the LEA may request an expedited due process hearing. The hearing must be held within 20 school days of the request and a decision issued by the hearing officer within 10 school days of the hearing. 8 The student may be removed to an IAES determined by the IEP team for up to 45 school days. The district must provide services which enable the student to participate in the general curriculum and to progress toward the goals in the student’s IEP. The student must also receive, as appropriate, a FBA and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur. The IEP team determines the necessary services. The IAES may continue up to 45 school days even if the conduct is determined to be a manifestation of the child’s disability. 9 Within 10 school days of triggering this column, the district, parents, and relevant members of the IEP team must review all relevant information in the student’s file, including the IEP, any teacher observations, and any relevant information provided by the parents to determine if: (a) the conduct was caused by, or had a direct and substantial relationship to, the child’s disability; or (b) if the conduct in question was the direct result of the district’s failure to implement the IEP. If either of these determinations is made, the conduct must be determined to be a manifestation of the child’s disability. 10 If the hearing officer determines that maintaining the child’s current placement is substantially likely to result in injury to the child or others, the hearing officer may order a change of placement to an appropriate interim alternative educational setting (AES) for not more than 45 school days.

11 If the conduct was a manifestation of the child’s disability, the IEP team must either (1) conduct a FBA and implement a BIP for the child; or (2) review a BIP already in place and modify if necessary to address the behavior. The child must be returned to the previous placement unless the district and parents agree to a change of placement as part of modifying the BIP. 12 The district does not have to provide any services to a special education student who has been removed from his or her current placement for (10) cumulative school days or less in the same school year, as long as services are not provided to students without disabilities. 13 If the removal does not constitute a change of placement, the student may be subject to the same disciplinary consequences as would be applicable to students without disabilities, except that the district must provide services which enable to student to participate in the general curriculum and to progress toward the goals in the student’s IEP. The child must also receive, as appropriate, a FBA and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur. School personnel in consultation with at least one of the child’s teachers determine the necessary services and the location of services. 14 If the conduct was not a manifestation of the child’s disability, the student may be subject to the same disciplinary consequences as would be applicable to students without disabilities, except that the district must provide services which enable the student to participate in the general curriculum and to progress toward the goals in the student’s IEP. The student must also receive, as appropriate, a FBA and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur. The IEP team determines the necessary services and the location of services. 15 If the district believes that returning the child to the previous placement is substantially likely to result in injury to the child or others, the district may repeat the


procedures by requesting another expedited due process hearing. 6.8 Discipline - Students not yet Eligible for Special Education and Related Services

A student who has not yet been determined to be eligible for special education and related services, and who has engaged in behavior that violated any rule or code of conduct, may assert any of the protections and rights of a special education student. A school must be deemed to have knowledge that a student is a special education student if:

a. The parent of the student expressed concern in writing (or orally if the parent does not know how to write or has a disability that prevents a written statement).

b. The behavior or performance of the student indicates possible presence of a disability. c. The parent of the student has requested an evaluation of the student. d. The teacher or other personnel have expressed concern about the behavior or performance of the student.


Follow all special education disciplinary procedures. Manifestation Determination Review

Team, including Parent

As soon as possible

WAC 392-172A-15170

If insufficient information exists to make a determination of whether or not a relationship exists between the violation and the student’s disabling condition, an evaluation must be expedited to determine this relationship.

The student is placed back in school until this determination is made. The team may decide to develop an accommodation plan based on available information.

6.9 Discipline - No Change in Placement (Less than ten cumulative days) All students, including students with disabilities, are subject to discipline for violations of student conduct rules. A special education student may be removed from his or her current placement up to ten consecutive days, or up to ten cumulative days if the same removal would apply to a student without disabilities.


When a student is removed from an educational placement ten consecutive days or less, follow traditional disciplinary procedures consistent with district policies and procedures.

Short-term Suspension Form

Principal Parent notification on same day

WAC 392-172A-05145(2)(a)

● Issue a Procedural Safeguards to the family







6.10 Discipline - Removal Which Constitutes a Change in Placement A change in placement occurs any time the removal is for more than ten consecutive days in a school year, or when the student has a series of removals that cumulate to more than ten school days in a school year, and the removals constitute a pattern of exclusion. Factors that are considered in determining a pattern of exclusion include the length of each removal, the total amount of time the child is removed, and the proximity of the removals to one another. The determination of whether there is a change in placement when a student is removed beyond ten cumulative days will be fact and student specific.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE The principal must provide notice with procedural safeguards attached to the parents on the same day as the decision to remove. He also notifies the psychologist and the special education teacher.

Notice of Procedural Safeguards

Principal Same day as removal

WAC 392-172A-05145 through WAC 392-172A-05155

Immediately, if possible, but no later than ten school days after the decision to change the student’s placement, the IEP team must conduct a manifestation review to discuss the relationship between the student’s disability and the behavior subject to disciplinary action. The team must consider all relevant information including all evaluations and diagnostic results and other information supplied by the parents, observations of the student, and the IEP and placement.

Manifestation Determination Review

IEP Team Within ten school days

If the conduct in question was caused by, or has a direct and substantial relationship to, the student’s disability.

The IEP team must determine, in light of the behavior subject to discipline, if the IEP and placement were appropriate, and if the special education and supplementary aids and services and behavior strategies were provided consistent with the student’s IEP and placement.

IEP and IEP Revision

IEP Team

If the team determines the program placement or IEP is inappropriate, they must take immediate action to remedy the deficiencies. The IEP is amended, and the student continues in school.

The IEP team must develop a plan for, or review a functional behavior assessment (FBA), and develop or revise a behavior intervention plan (BIP).

FBA BIP

IEP Team Ten business days

Within ten school days of the decision, the school district must provide Prior Written Notice to the parents indicating any actions or changes made by the district.


Psychologist Ten Business days

The school must send the Prior Written Notice with accompanying IEP meeting notes, and IEP or amendments to Special Services.






6.11 Discipline - Removal for Drugs, Weapons, or Inflicting Serious Bodily Injury School personnel may remove students from their current educational placements, and place them in an interim educational environment for up to 45 school days, if the student possesses or carries a weapon to school or school function, or the student knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance at the school or school function, or inflicts serious body injury on another.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE The principal must provide notice, with procedural safeguards attached, to the student’s parents on the same day as the decision to remove and must notify the special education teacher or psychologist.

District Expulsion Notice, Notice of Procedural Safeguards

Principal Immediately WAC 392-172A-0545 through WAC 392-172A-05155

The IEP team chooses to offer a 45-school-day alternative educational setting, which may include off-campus instruction. The placement must allow the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals in the student’s IEP.

Off-Campus Instruction Request

IEP Team Within ten school days of removal

Immediately, if possible, but no later than ten school days after the decision to change the student’s placement, the IEP team must conduct a manifestation review to discuss the relationship between the student’s disability and the behavior subject to disciplinary action. The team must consider all relevant information including all evaluations and diagnostic results, other information supplied by the parents, observations of the student, and the IEP and placement.

Manifestation Determination

Within ten school days after decision to change placement

The IEP team must develop a plan for, or review a functional behavior assessment (FBA), and develop or revise a behavior intervention plan (BIP).

FBA/BIP Ten school days from IEP meeting

The IEP team must determine, in light of the behavior subject to discipline, if the IEP and placement were appropriate, and if the special education and supplementary aids and services and behavior strategies were provided consistent with the student’s IEP and placement.

IEP or IEP Revision

IEP Team

If the team finds deficiencies in the IEP, placement, or in the implementation of the services, it must take immediate action to remedy the deficiencies.

IEP Revision IEP Team




Discipline - Removal for Drugs, Weapons, or Inflicting Serious Bodily Injury (continued)

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE The IEP team must conduct a manifestation determination review. If the team determines that any of the standards were not met, then the behavior must be considered a manifestation of the student’s disability. The removal may not exceed 45 school days in an alternative educational setting. If the team decides the behavior is not a manifestation of the disability, then the student may be disciplined consistent with discipline of students without disabilities. However, the student is entitled to services as determined by the IEP team.

Manifestation Determination Review

IEP Team

Within ten school days of the decision, the school district must provide Prior Written Notice to the parents indicating any actions or changes made by the district.


Psychologist

The school must send to Special Services ● The Prior Written Notice ● IEP meeting invitation ● Interim Alternative Education, if offered ● Manifestation determination ● IEP or Revisions, if appropriate

IEP Case Manager


6.12 Discipline - Removal for Dangerous Behavior School personnel may remove students from their current educational placements and place them in an Interim Alternative Education Setting for up to 45 school days if maintaining the student in the current placement is likely to result in injury to the student or others. In order to do this, the school may ask for an expedited due process hearing to remove the student from his or her current placement for up to 45 school days.

Note: The IEP team could also review evaluations, IEP, placement, and supplementary aids and services and remedy the deficiencies as an alternative to the expedited due process hearing.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE The principal must provide notice, with procedural safeguards attached, to the parents on the same day as the decision to remove and must notify the special education teacher or psychologist.

District Expulsion Notice, Notice of Procedural Safeguards

Principal Immediately WAC 392-172A-05145 through WAC 392-172A-05155

The director requests an expedited due process hearing to remove the student from his or her placement for up to 45 school days.

Director Within ten business days of removal

Immediately, if possible, but no later than ten school days after the decision to change the student’s placement, the IEP team must conduct a manifestation review to discuss the relationship between the student’s disability and the behavior subject to disciplinary action. The team must consider all relevant information including all evaluations and diagnostic results, other information supplied by the parents, observations of the student, and the IEP and placement. FBA for the student must be reviewed, revised, or created and all paper to Special Services.


IEP Team Within ten school days after decision to change placement

The IEP team must determine, in light of the behavior subject to discipline, if the IEP and placement were appropriate, and if the special education and supplementary aids and services, and behavior strategies were provided consistent with the student’s IEP and placement.

If the team finds deficiencies in the IEP, placement, or in the implementation of the services, they must take immediate action to remedy the deficiencies. Information will be used after the 45- school-day alternative educational setting.

IEP or IEP Amendment

IEP Team

If the team decides the behavior is not a manifestation of the disability, then the student may be disciplined consistent with discipline of students without disabilities. However, the student is entitled to services as determined by the IEP team.


IEP Team








Section 7 - Program Operations 7.1 Case Load Reports

The purpose of the monthly caseload report is to verify information related to special education students in each program. PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE

The first week of the month Special Services will provide the caseload list. Case load report

Special Services 1st week of each month

Google Drive

The service provider will: a. Print the caseload list b. Review and make corrections c. Sign the list d. Obtain the Principal’s signature e. Send to Special Services via District mail

Service providers

within 10 days

The service provider should maintain an electronic copy of the report including any/all changes. Service provider Fifth day of the month

Verification of changes should be returned by the fifth day of the month Special Services will check any changes made to the caseload list and contact the service provider regarding any discrepancies.

Special Services

The director and/or principal will follow up with the service provider regarding overdue IEPs or evaluations.

7.2 Interpreting and Translation Services Are available for evaluation, IEP meetings and written documents. When requesting these services it is best to allow a two week window in order for the services to be secured.

PROCEDURES FORMS RESPONSIBILITY TIMELINE SOURCE Interpreter request for student’s evaluation or meeting with parents: When an interpreter is required for student evaluation or a meeting with parents regarding Special Education, the staff member requesting the service contacts Special Programs, ELL Coordinator. The staff member needs to provide the following: Language requested; date, time and length of meeting; location of meeting; student name; parent name and phone number (if a reminder call is needed).

Case Manager

Interpreter request for parent contact: When a staff member needs to contact a parent who requires an interpreter, the staff member contacts Special Programs, Julie Lordon to request a list of interpreters.


Section 8 - Appendix Appendix 1: Referral Questions/Considerations Appendix 2: SETT Referral Form for Bremerton Appendix 3: Transfer Validation Appendix 4: Evaluator Checklist Appendix 5: Paperwork Checklist Appendix 6: IEP Manager Self Checklist Appendix 7: ESY Worksheet Appendix 8: Documentation of Parent Contact Appendix 9: SBAC Accommodations Planning Form Appendix 10: State Test Parent Refusal Appendix 11: Special Education Acronyms Appendix 12: Flow-Charts and Timelines Appendix 13: Stages of Second Language Acquisition Appendix 14: Occupational Therapy Legal and Historical Overview Appendix 15: Occupational Therapy Service Providers Appendix 16: District Adopted Curriculum Appendix 17: Adverse Childhood Experiences Appendix 18: Guidelines for Communication Disorders


APPENDIX 1 - Referral Questions/Considerations


Appendix 2 - SETT Referral Form for Bremerton


Appendix 3 - Transfer Validation


Appendix 4 - Evaluator Checklist


Appendix 5 - Paperwork Checklist


Appendix 6 - IEP Manager Self Checklist


Appendix 7 - ESY Worksheet


Appendix 8 - Documentation of Parent Contact


Appendix 9 - SBAC Accommodations Planning Form


Appendix 10 - State Test Parent Refusal


Appendix 11 - Special Education Acronyms Following is a list of acronyms that may be used in this document or that you may find in reading other materials.

504 Section 504 of the Rehabilitation Act of 1973

619 Section 619 of the individuals with Disabilities

Education Act (3 through 5 year olds)

ADA Americans with Disabilities Act

ADD/ADHD Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder

CD Communication Disordered

CEC Council for Exceptional Children

CSPD Comprehensive System of Personnel Development

DD Developmentally Delayed

DDC Developmentally Disabilities Council

DSHS Department of Social and Health Services

DVR Division of Vocational Rehabilitation

EBD Emotionally / Behaviorally Disabled

EDGAR Education Department General Administrative Regulations

EHA Education for All Handicapped Children Act

ESD Educational Service District

FAPE Free Appropriate Public Education

FAS/FAE Fetal Alchohol Sndrome / Fetal Alcohol Effect

FEPP Family / Educator Prtnership Project

PT Physical Therapist

RFP Request fo Proposals

RRC Regional Resource Center

SEA State Educational Agency

SEAC Special Education Advisory Council

SETC Special Education Technology Center

SLP Speech-Language Pathologist

SOP State-Operated Program

TBI Traumatic Brain Injury

WAEYC Washington Association for the Education of Young Children

NAEYC National Association for the Education of Young Children

WASA Washington Association of School Administrators

WEdNet Washington Education Network

WSD Washington State School for the Deaf

WSSB Washington State School for the Blind

WWW World Wide Web


Appendix 12 - Flow-Charts and Time Lines


Flow-Chart and Timeline

Shaded boxes represent meeting times


Appendix 13 - Stages of Second Language Acquisition


Appendix 14 - Occupational Therapy Legal and Historical Overview

1965 Elementary and Secondary Education Act (ESEA) - expansive and far-reaching federal legislation affecting education - emphasizes equal access to education and establishes high standards and accountability with a goal of shortening achievement gaps in schools.

1973 Section 504 of the Rehabilitation Act 0 First US federal rights protection for people with disabilities in programs that received federal funding (including schools).

1974 Family Education Rights and Privacy Act (FERPA) gives parents and students privacy and other rights regarding educational records.

1975 The Education for All Handicapped Children Act (EHA) “provided federal funding for special education, - mandated (FAPE) a free and appropriate public education for all students regardless of their disability in the least restrictive environment (LRE). It added due process procedures supporting parents’ role in planning and implementing their child’s educational program. EHA was the first law that made reference to Occupational Thearapy as a related service.

1986 EHA Amendments - required special education services to be provided to students ages 3-5 and incentives for states with early intervention programs for children 0-3.

1990 Individuals with Disabilities Education Act (IDEA) - formerly EHA - expanded eligibility, reaffirmed the role of parents in the educational process and addressed the role of assistive technology and transition services.

1990 ADA - Americans with Disabilities Act - Federal law considered the major civil rights act for persons with disabilities, provided a comprehensive definition of “a person with a disability.”

1997 Reauthorization of the Individuals with Disabilities Education Act - access to the general education curriculum (integration and inclusion).

2000 No Child Left Behind (NCLB - formerly ESEA) - Increased accountability, required schools to use research based interventions to assist students with disabilities.


2004 Reauthorization of the Individuals with Disabilities Education Act - improve IEP, RTI and EIS (Early Intervening Services) and alignment with No Child Left Behind Act.

2015 Every Student Succeeds - Reauthorization of NCLB-A K-12 policy modified standardized testing provisions and shifts accountability to the state.


Appendix 15 - Occupational Therapy Service Providers OT COTA

Qualifications

Occupational Therapists must possess the educational background and a license to practice OT in Washington. In addition OTs must possess a valid ESA (Educational Staff Associate) certificate.

Certified OT assistants (COTAs) provide Occupational Therapy under the supervision of a licensed OT within the regulations and scope of practice as determined by the Washington Board of Occupational Therapy (WAC).

Educational Requirements

OT candidates must graduate with an advanced degree (masters beginning 2007) from an accredited program verified by the Accreditation Council for Occupational Therapy Education (ACOTE).

COTA candidates must graduate from an accreditied OT educational program at the associate or technical degree level.

Licensure Requirements

Both OTs and COTAs must have: ● Graduated from an accredited institution ● Passed the National Board Certification (NBCOT) ● Obtained a license in Washington through the Washington State Department of Health ● Earn 30 professional development units (PDUs) every 2 years and meet ethical standards to maintain their licensure.

Please refer to the Washinton Administrative Code (WAC) for details. (Chapter 246-847 WAC)

Certification

ESA (Educational Staff Associate) certification is a requirement in Washington for an Occupational therapist wishing to work in the school system. General requirements are a degree in Occupational Therapy from a AOTA approved program, holding a valid Washington State license as an Occupational Therapist and completion of a 30 clock hour course approved by the Professional Educator Standards Board. This course provides a framework for understanding how to work within a school system.

Supervision

Licensed occupational therapy assistants must be supervised through regular consultation by an occupational therapist licensed in the state of Washington. Regular consultation must be documented and the documentation must be kept in a location determined by the supervising occupational therapist or occupational therapy assistant. (WAC 246-847-135)


Appendix 16 - District Adopted Curriculum View this page in PDF


https://www.bremertonschools.org/cms/lib/WA01001541/Centricity/domain/76/sped%20handbook%20pdf%20pages/Adopted%20Curriculum.pdf

Appendix 17 - Adverse Childhood Experiences


Appendix 18 - Washington Speech and Hearing Association Suggested Guidelines for Evaluation and Identification of Students with Communication Disorders


Non-Discrimination Notice The Bremerton School District complies with all federal and state rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. This holds true for all students who are interested in participation in educational programs and/or extra-curricular school activities. Inquiries regarding compliance and/or grievance procedures may be directed to the District’s Title IX/RCW 28A.640 Officer and ADA Coordinator, Garth Steedman, at 360.473.1026, email [email protected] or the Section 504 Coordinator, Mike Sellers, at 360.473.4100, email [email protected]. Mailing address: 134 Marion Avenue North, Bremerton, WA 98312. No-discriminación El distrito escolar de Bremerton cumple con todas las reglas y reglamentos federales y estatales y no discrimina por motivos del sexo, la raza, el credo, la religión, el color, la nacionalidad, la edad, posición militar o veterano licenciado con honor, la orientación sexual incluyendo la identidad o expresión del género, la presencia de cualquier discapacidad sensorial, mental, o física, ni el uso de un perro guía o animal de servicio por una persona con una discapacidad en los programas y actividades del distrito y proporciona acceso igual a los Boy Scouts y otros grupos juveníles designados. Lo anterior es también cierto con respecto a los estudiantes que están interesados en participar en programas educativos y/o actividades extracurriculares. Para cualquier información concerniente a su cumplimiento o para levantar una demanda puede comunicarse con el funcionario del distrito título IX/RCW 28A.640 y coordinador de ADA, Garth Steedman al 360.473.1026 o a la dirección electrónica [email protected] también puede hacerlo con el coordinador de la sección 504, Mike Sellers, al 360.473.4100, o a la dirección electronica [email protected]. La dirección para recibir correspondencia es 134 Marion Avenue North, Bremerton, WA 98312.
