Students with the Primary Service type of Resource receive specially designed instruction (SDI)addressing the mild to moderate differences in their instructional needs for specific academic needs and social skills. Instructional content varies, based on each student’s IEP.

These students spend the majority of their instructional time in general educational settings with targeted support. Services may be provided in any setting, based on the student’s IEP.

This Primary Service type is available to students who qualify in any IDEA disability category.

Students with the Primary Service type of Focus receive specially designed instruction (SDI) addressing their intensive academic and functional needs.

Students have opportunities to participate in the general education curriculum through specially designed instruction at their present level of performance. Instructional content varies, based on each student’s IEP.

These students benefit from spending a majority of their instructional time in a smaller group setting as their least restrictive environment (LRE), but this can vary by IEP.

This Primary Service type is available to students who qualify in any IDEA disability category.

Students with a Primary Service type of Distinct benefit from a curriculum which differs significantly from the general education curriculum. Specially designed instruction (SDI) can include academic, communication, life and functional skill components.

Services are frequently delivered within a small group setting, but this can vary by IEP.

This Primary Service type is available to students who qualify in any IDEA disability category.

Students with a Primary Service type of Deaf/Hard of Hearing (DHH) receive specially designed instruction (SDI) in their least restrictive environment (LRE), as determined by their IEP team.

Instructional content provides students with opportunities to participate in general education curriculum through specially designed instruction with accommodations, modifications and interpreter services. It also varies, based on each student’s IEP.

Students may benefit from a concentration of support services or specialized facilities outside their assignment area.

This service is open to students who are deaf or hard of hearing.

Students with a Primary Service type of Blind/Visually Impaired (also called Vision) receive specially designed instruction (SDI) in their least restrictive environment (LRE) as determined by their IEP team.

Instructional content provides students opportunities to participate in general education curriculum through specially designed instruction with accommodations and modifications. It also varies, based on each student’s IEP.

Students may benefit from a concentration of support services or specialized facilities outside their assignment area.

This service is open to students who are blind or visually impaired.

Students with a Primary Service type of Medically Fragile receive specially designed instruction(SDI) in their least restrictive environment (LRE) as determined by their IEP team.

Instructional content provides students opportunities to participate in general education curriculum through specially designed instruction at their present level of performance. It also varies based on each student’s IEP.

Students may benefit from a concentration of support services or specialized facilities outside their assignment area.

Services are frequently delivered within a small group setting, but this can vary by IEP.

This service is open to students with intensive medical care needs from all IDEA disability categories.

18–21 Transition Services is intended to provide specially designed instruction (SDI) to students,18–21 years of age, with intensive functional special education needs.

This service is open to students ages 18–21 years old, who qualify for any IDEA disability category.

Starting the 2023-24 school year, SPS is making a change to two special education service pathways. Access and Social Emotional Learning (SEL) will combine to become Extended Resource Service Pathway.  

Students receiving Extended Resource pathway supports will continue to receive services as outlined in their existing IEPs. 

The IEP team will collaborate to ensure students have access to their Least Restrictive Environment to the maximum extent appropriate. This can include more time in the general education setting. 

Students will receive specially designed instruction. Instruction will support student’s social/emotional skills and social understanding. 

The new service pathway will serve students with moderate to intensive academic and functional needs. 

Students may also benefit from specialized instruction part of the day (small group settings and intervention). 

The IEP team will work together to make changes as needed.

A student’s assignment is the physical location where they attend school. If a student has an Individualized Education Program (IEP),their assignment may be affected. A student’s assignment is based on their placement and SPS primary service type.When possible and appropriate, students receiving special education services will be served in their neighborhood school. Some students may have modified assignments due to the complexity of their services.

Every student should learn in their least restrictive environment, or LRE. All students have a right to the general education setting, making it the default LRE. For some students, though, their specific learning needs make an alternative setting their LRE. Additionally, LRE will vary across instructional content and settings throughout the school day. The IEP services matrix and placement field will identify setting. A students setting is often summarized as the percentage of time spent in the general education setting.

Intensity of Services

Intensity of services is measurable through the IEP in both quantitative and qualitative ways.

• Quantitative measures include: how many areas of special education instruction and related services, how many minutes of instruction and related service, how many accommodations, etc.
• Qualitative measures are captured in narrative sections like the present levels of academic achievement and functional performance.

Both are factors in describing the intensity of a student’s services.

Instructional Content

Instructional content is the scope of what is being taught beyond the general education curriculum. Under IDEA it is called Specially Designed Instruction (SDI).

Placement does not guarantee or imply assignment to or attendance at a particular school.

Learn more about IEP Placement

The physical school a student attends is the student’s assignment. Across the District, every school offers Resource special education services. Many, but not all, schools offer Access, Social/ Emotional, Focus, and Distinct intensive services. Limited schools provide unique placements and assignments including services for DHH, vision, and medically fragile students.

Where are services delivered?

The district determines a student’s assignment. Most students receiving special education services (about 70%) are assigned using the standard district process.

About 25% of students receiving special education services may have a modified assignment because of the complexity of their services. In these cases, closeness to home and the standard district assignment process guide decisions.

The method of service delivery in Seattle Public Schools is called the Continuum Approach. Every school offersResource special education services. Many, but not all, schools offer Access, Social/Emotional, Focus, and Distinct SPS primary service types.

Unique Placements and Assignments

A small percentage of students will have a Unique Placement and/or Assignment. These are for special education students whose needs fall outside the five Primary Placements. A few examples that meet this criteria are: deaf and hard of hearing, vision, and medically fragile services.

Due to limited numbers, unique placements and assignments are highly individualized and/or serve a very small cohort at a few locations across or outside the District.

Where will my student go to school?

The Linked Schools Chart is a guide to the schools and sites where SPS primary service types are currently available. To use the chart:

1. Click on the Linked Schools chart appropriate for your student’s grade level .
2. Find your student’s designated attendance area school in the left column. You can find your student’s attendance area school using the Address Look-up tool.
3. Locate your student’s SPS primary service type in the headings across the top of the table, under the “Special Education” header. If you do not know your student’s SPS primary service type, ask your student’s current case manager for more information.
4. Locate the intersection of the attendance area school row and the SPS primary service type column to find the school(s) that could potentially serve your student’s needs.

View Location of Student Services and Programs on the Linked Schools charts.

Families may request a change of assignment through two different processes: Seattle Public Schools School Choice or (rarely) special education assignment appeal.

Open Enrollment for School Choice

Open Enrollment for School Choice is a process that provides an annual opportunity to request a school other than the one to which your student was assigned.

Learn more with the Change of School Family Guide about your student’s options regarding School Choice.

We cannot guarantee that every family will be assigned to the school of their choosing. But, we are improving equity in assignment by adjusting service sites in the following ways:

• Increasing the range of continuum services available at the elementary level within each middle school region.
• Increasing the range of continuum services in all designated attendance area secondary schools.
• Increasing opportunities for students receiving services to participate in all of the District’s programs and Option Schools.

Siblings of Students Receiving Special Education Services

If a student receiving special education services is assigned by the District, and not through School Choice, to a school other than their designated attendance area school, the family may request to send non-disabled siblings to the same school, if space is available.

Students receiving special education services may not apply for a school that does not support their SPS Primary Placement, even if a non-disabled sibling attends that school.

Assignment Appeals

In extreme or unique circumstances you may use the Enrollment Department’s assignment appeals process. It is a good idea to also contact the district ombudsperson for additional support if the appeal basis is related to your child’s disability or special education.