Special Education
RISER Process
Understanding the Riser Process
In Seattle Public Schools, a student is a "riser" when the
student is transitioning from one school level to another. For
example, students are considered "risers" when they move from
preschool to kindergarten, from fifth grade to sixth grade (moving
from an elementary school to a middle school), and from eighth
grade to ninth grade (moving from a middle school to a high
school).
The flow chart below describes the riser process. As indicated
in the flow chart, the IEP team is responsible for determining the
most appropriate service delivery model that can be tailored to
meet the needs of the student. The centrally-based Special
Education group completes completes student assignments to school
buildings.
Flow
Chart
IEP Team Responsibilities: Service Delivery
Models
Through an IEP Process, the team determines whether the student
will continue in the same type of service delivery model he/she is
currently participating in, or whether there is a need for change
in the service delivery model to meet the student's needs.
Seattle Public Schools offers a continuum of service delivery
models for meeting student needs. To learn about the different
delivery models click on the links below.
Click here to review program model descriptions.
IEP teams can use this information to better
understand the typical services each model provides and after
reviewing the needs of a particular student, use this information
to identify the most appropriate service delivery model that can be
tailored to meet the student's special education needs.
Central Staff
Responsibility: Assignment to Schools offering Service Delivery
Models
A central team assigns students to schools that
offer the service delivery model identified by the IEP team.
Parents may indicate a preference using the Parent
Preference Form for a school site offering the service delivery
model identified by the IEP team as appropriate for meeting the
student's needs.
THIS FORM MUST BE RETURNED TO YOUR STUDENT'S
TEACHER NO LATER THAN FRIDAY, FEBURARY 29, 2008.
It does assist the centrally based team to receive the information
by Friday, February 15, 2008, if possible. Assignment is based on
(a) distance of the school from home address, (b) capacity of the
program, and (c) sibling preference, as appropriate.
Program Inventory: Becoming Familiar
with Where Service Delivery Models are Offered
As part of the riser process, you may want to visit
schools in your cluster that provide the service delivery model
your IEP team is considering. Click here to see a district map that
will help you identify your cluster. District
map Once you have identified your cluster, you can click on our
porgram inventory to learn which buildings in your cluster provide
that model. Below are three information sources: (a) breakdown of
elementary service delivery models by clusters and buildings, (b)
breakdown of secondary service delivery models by clusters and
buildings, and (c) inventory of all buildings and the service
delivery models they provide.
Elementary programs by cluster
Secondary programs by cluster
You may find it helpful to attend a building tour.
Each school has scheduled tours for families. Families of students
with IEP's are invited to attend these tours. Tour
schedule by school. As part of our service to families, Special
Education Consulting Teachers attend specific tours to provide
additional information about special education programs at the
site. To learn which tours will be attended by Special Education
Consulting Teachers, please click below. Click here to read the tour
schedule.
Program
Inventory
Assistance through the Riser process - Please work
with your IEP teacher for your riser needs.
