Related Topics and Services
- 504 Program
- Assistive Technology
- Deaf and Hard of Hearing Services and Audiology
- Early Childhood Special Education
- English Language Learners (ELL)
- Extended School Year (ESY) Services
- Extracurricular Activities
- Twice-Exceptional Learners
- Homeless Student Resources (McKinney-Vento)
- Health Services
- Mental Health
- Occupational Therapy
- Orientation and Mobility
- Physical Education and Adaptive Physical Education
- Physical Therapy
- Private School and Special Education
- Psychological Services
- Special Education Records
- Specialized Equipment
- Speech Language Pathology
- Supplemental Aids and Services
- Vision Services
- Problem Solving Resources
Services for Students and Related Topics
This section includes information about different types of services that special education students may access, other topics related to special education students, and related departments that special education students may also receive support from.
Not all students with disabilities need special education services. Those who do not need special education services may find useful supports through the Seattle Public Schools 504 Department.
Assistive Technology (also known as AT or adaptive technology) is defined in several Federal laws (Assistive Technology Act, Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act of 1973 and the Developmental Disabilities Assistance and Bill of Rights Act) as including both assistive devices and the services needed to make meaningful use of those devices.
Deaf and Hard of Hearing Services and Audiology
Audiology services may include identification of students with hearing loss and/or providing specialized activities, programs, or aids to address a student’s hearing loss.
There is a continuum of educational options in Seattle Public Schools for children who are deaf or hard of hearing. Parents/guardians take part in determining what services are appropriate for their child or children through the Individual Education Program (IEP) or 504 Plan process.
Preschool Services are provided through a variety of agency contracts based on the student needs as identified in the student’s IEP or A legal document that outlines obligated school supports and services needed to.
Kindergarten through 12th grade
Students may receive services in their neighborhood or assignment school.
A category of disability including some degree of hearing loss from mild Programs
Kindergarten through 8th grade program is provided at TOPS K–8 School, while the 9th through 12th grade program is provided at Roosevelt High School.
Each of these sites have native signers and deaf adults. Modes of communication include American Sign Language Bilingual and Auditory Oral
The Washington State The Washington State Center for Childhood Deafness and Hearing Loss (CDHL) is (CDHL) has provided a review of the deaf education program: Seattle Public Schools Deaf Education Program Review: Observation and Report.
Contact Ann Curry, Student Support Supervisor – Sensory Services email@example.com
- Washington Center for Deaf and Hard of Hearing Youth
- Washington State School for the Deaf
- The Hearing, Speech, and Deaf Center (HSDC)
- Listen and Talk
- Northwest School for Deaf and Hard of Hearing Children
- Washington Sensory Disability Services
All students, including students with disabilities, are subject to discipline practices for violations of student conduct rules. A student receiving special education services may be removed from their current placement up to ten consecutive days, or up to ten cumulative days, if the same removal would apply to a student without disabilities.
Students eligible for special education will 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.
FBA and BIP
The A team including parents and school officials that develops and monitors an may decide to conduct a Functional Behavioral Assessment (FBA) and Behavioral Intervention Plan (BIP). The FBA and BIP will allow the team to develop and implement appropriate behavior interventions and services designed to address the behavior and prevent its recurrence. These will then be included in the IEP.
Functional Behavior Assessment (FBA)
If a student has behaviors that interfere with their own learning or the learning of others, a functional behavior assessment (FBA) shall be conducted to identify the function of the behavior. The FBA is used to provide the A team including parents and school officials that develops and monitors an with additional information and analysis for dealing with undesirable behavior when it is interfering with a student’s education and to develop a A plan for reducing problem behaviors while increasing desired behaviors (BIP).
Behavior Intervention Plan (BIP)
A A plan for reducing problem behaviors while increasing desired behaviors (BIP) is a written plan that describes interventions and other strategies that will be implemented to address goals for a student’s social, emotional, and behavioral development.
A BIP includes observational and behavioral data from the functional behavior assessment (FBA) as the basis for a plan of action for managing a student’s challenging behavior. A BIP may include ways to change the student’s environment to:
- Prevent the behavior from occurring
- Provide opportunities for positive reinforcement to promote appropriate behavior
- Teach replacement behaviors
- Provide supports or planned responses to reduce a student’s problem behavior
Manifestation Determination Meeting
The A team including parents and school officials that develops and monitors an may decide to change the student’s placement. Immediately, if possible, but no later than ten school days after the decision to change the student’s placement, the parent/guardian and A team including parents and school officials that develops and monitors an will hold a manifestation determination meeting to review the IEP, any teacher observations, and information provided by the parents and discuss the relationship between the student’s disability, whether special education services were provided per the students IEP and the behavior subject to disciplinary action. If your student is removed from school for ten cumulative days (meaning the removals can be due to multiple and separate, but similar, incidents), they will receive educational services. Educational services allow a student to access the curriculum, although in another setting.
Emergency Response Protocol (ERP)
The Emergency Response Protocol is an addendum to the IEP that documents the advanced planning, conditions, and precautions needed in the case that isolation, restraint, or a restraint device may be used. The form must be signed by a Parent/Guardian, documenting their prior consent. The District must also provide Parents/Guardians with their policy on use of restraint and isolation. ERP’s must be incorporated into a student’s IEP and reviewed annually.
Early Childhood Special Education
Special education services, required by the Individuals with Disabilities Act (IDEA) part B, for children age Birth-Three is administered by Within Reach of Washington State, and referred through The process used to locate, evaluate and identify youth, age birth to.
Special education services, required by the Individuals with Disabilities Act (IDEA) part C, for children age three to five is administered by Seattle Public Schools.
Children already receiving birth-to three A system of coordinated services that promote age-appropriate growth and development and services, who live within Seattle Public Schools District’s All attendance area schools have a geographic boundary which defines who is, may be eligible for special education services through Seattle Public Schools starting at age three. This shift in administration of services is referred to as birth-to-three transition. Sometimes, you will also hear the more technical term Part B to C transition used.
A transition meeting takes place with each child’s family, Within Reach staff and District staff at least 90 days prior to the child’s third birthday. At the meeting a determination is made if concerns in development continue. If so, a referral for consideration of special education evaluation is requested. The team will also gather available information about the child’s development and develop a transition plan. If the child is found eligible an A legal document that describes a student's learning needs, the services the will be developed.
Seattle Public Schools offers special education services for children age 3-5 determined eligible through evaluation. A continuum of preschool placements is available to serve a range of student need based on each child’s Individual Education Program (IEP) .
If you are concerned that a preschooler may have a disability or delay in development, contact The process used to locate, evaluate and identify youth, age birth to for screening and referral.
For questions regarding enrolling your typically developing preschooler in our program, please contact the preschool in your neighborhood.
English Language Learners (ELL)
When a student is being evaluated for special education services, the A team of school personnel responsible for evaluating student eligibility for special must take into consideration if they are an EnglishLanguage Learner and what language or communication mode is most appropriate for assessment. If an interpreter or second-language services are required for evaluation or IEP development, the District will collaborate with the ELL Department.
English Language Learner Services are available at every school within Seattle Public Schools. Students may qualify for both special education and ELL services.
Interpreting (for families)
The District provides language and sign language interpretation to families who need it. This service is intended to provide both direct translation and to support understanding of the of student’s IEP, related forms, meetings, and communication. To request interpreting contact Translation and Interpretation.
Interpreting (for students)
Interpreting services are provided to students who are deaf, hard of hearing, or deaf-blind. They may include sign language or other transliteration and communication services.
Extended School Year (ESY) Services
The purpose of Special education services for students beyond the dates of the normal school (ESY) services is to provide special education services for eligible students beyond the dates of a normal school year when doing so is needed to support their progress on goals. The consideration for ESY services is a team decision, based on the individual needs of a student, and supported by data. ESY services are not limited by category of disability, or limited by type, amount or duration of the services. ESY services are provided on an individual basis and (re)considered, at minimum, on an annual basis. For eligible students, ESY services are provided at no cost to the parents. Transportation to and from ESY is provided for eligible students.
Students receiving special education services have access to the same extracurricular activities as their non-disabled peers, as appropriate for their needs. Extracurricular activities may include eating lunch with peers, going on field trips, attending assemblies, and participating on sports teams. The A team including parents and school officials that develops and monitors an should work to determine what is appropriate for each student.
Students who meet criteria and opt to participate in the program for the Highly Capable A cohort is a group of students. For example, a cohort can (HCC) receive more challenging and complex curriculum. They typically need differentiated programs and services provided in an environment that encourages and nurtures inquiry, flexibility, and critical and creative thinking.
Students receiving special education services are also eligible to be evaluated for advanced learning services. Students who meet criteria in both areas are considered twice-exceptional learners. The Special Education and Advanced Learning departments collaborate to best support these students.
Homeless Student Resources (McKinney-Vento)
The goal of Seattle Public Schools is to keep students in school. The District staff works to support families’ of students who qualify for both special education and homeless student resources.
Health Services can assist parents and guardians to ensure their child receives proper services and care when there is a known life-threatening health condition, serious medical condition, disability, or extraordinary nursing or dietary need. Visit Health Services for health packet forms, or contact your school nurse.
Seattle Public Schools recognizes that mental health is an important component in a student’s academic success. Each school has a counselor or Professionals who apply expertise in mental health, learning, and behavior, to help available to support students with mental health and emotional wellbeing.
In addition, the District is currently working to implement Multi-Tiered System of Support (A whole-school, data-driven, prevention-based framework for improving learning outcomes for every student) in order to better meet all students’ needs. A whole-school, data-driven, prevention-based framework for improving learning outcomes for every student is a framework designed to accelerate academic and social/emotional learning behaviors for all students through high quality instruction and intervention. A whole-school, data-driven, prevention-based framework for improving learning outcomes for every student is an integral part of the District’s Strategic Plan.
Occupational Therapy services help children to participate in activities of daily life. Services may address a broad range of need from strategies to maintain attention in class to assistance holding and using a pencil.
Orientation and Mobility
A significant and immediate consequence of visual impairment is the restriction in services are provided to students with visual impairments. They are intended to enable a student to safely navigate their school, home and community environments.
Physical Education and Adaptive Physical Education
Physical education is a core component of a school environment that promotes students’ health, well-being, and ability to learn, as well as mitigates education and health disparities. Physical education services must be available and accessible to all students with disabilities.
Physical education services may be provided through either general education or special education, as determined by the A team including parents and school officials that develops and monitors an. The A team including parents and school officials that develops and monitors an is responsible for addressing a student’s physical education program at student’s IEP and annual review meetings.
The need for A carefully designed physical education instructional program for a student with a or adaptations to general education physical education will be determined by the A team including parents and school officials that develops and monitors an in alignment with the evaluation results. IEP teams should use the A carefully designed physical education instructional program for a student with a worksheets to help decide on the appropriate model for health and fitness access for the student.
Physical therapy is a service provided to students who have conditions that impact their movement and mobility, that interfere with the student’s ability to participate in the educational environment. Movement and mobility activities include standing, transferring, and muscle strengthening. The need for physical therapy is considered during a student’s evaluation.
Every school in the District has access to a Health care professionals who help patients reduce pain and improve or restore.
Private School and Special Education
Parentally-placed private school students may be eligible to receive special education services through an IEP or Service Plan. The following information describes the two types of services available to parentally-placed private school students, and identifies which students may be eligible for each service. Students may not simultaneously have an active IEP and Service Plan.
A parent guide to private school special education services
Psychological Services are related services to assist students who benefit from special education. School Psychologists conduct student evaluations to determine what areas of support are needed to assist students to make academic progress, and collaborate closely with IEP teams when concerns arise.
Every school in the District has access to a Psychologist.
Special Education Records
The District will maintain student record confidentiality in compliance with state laws. Written parent consent is required before personally identifiable information is disclosed to anyone other than official agencies providing educational services.
Parents/Guardians have the right to review their student’s educational records during school business hours and can contact their school representative to do so.
If a student requires special equipment, this should be discussed with the A team including parents and school officials that develops and monitors an and written into the IEP. This equipment is highly individualized to each student. The The Seattle Public Schools personnel responsible for managing the process of developing will work with the Program Specialist to ensure the specialized equipment is in place by the first day of school.
Speech Language Pathology
Speech Language Pathologists (also known as SLPs, Speech Therapists) in Seattle Public Schools work with students who have difficulties communicating, impacting their learning and/or social interactions. Common areas of treatment include speech sounds, language, fluency and social communication. Students are served one-on-one or in small groups depending on their needs. In addition, students can be seen within the classroom or in a therapy room. Speech therapists work with teachers, parents, instructional assistants, and administrators to ensure student success.
Supplemental Aids and Services
Supplemental aids and services are highly individualized to each student. Some Examples include: preferential seating, teacher planning time, or special materials.
Students who receive special education services are expected to take the state assessments whenever possible, with or without accommodations. However, if the student’s A team including parents and school officials that develops and monitors an determines that the student is not able to participate in the state assessment in one or more of the content areas (writing, math, reading and science), alternative assessments may be chosen.
Parents or legal guardians are important members of the A team including parents and school officials that develops and monitors an and are always included in decisions about assessments. It is important to understand that the decisions about testing and alternatives will have an impact on the student’s choices after high school. All parents/guardians, including those of students with disabilities, have the option to exempt their students from state testing. As a reminder, parents/guardians may refuse to have students participate in state testing. In order to do so, communicate to the Principal in writing (as practical) the intent to refuse testing and reason. From there, the Principal is responsible for notifying staff to ensure student is not tested.
Students with disabilities have a number of options when taking State Assessments (Measure of Student Progress, the High School Proficiency Exam, and the new Exams in math and biology allow students in grades 9-12 to be Exams for High School Mathematics). The options include:
- Taking the grade level test with accommodations;
- Taking the grade level assessment with a pass level of “2” (Measurement of Student Progress, the state proficiency assessment that replaced the WASL or HSPE “Basic”);
- Taking a different grade level assessment (a developmentally appropriate proficiency exam or “DAPE”, which is accessible to 11th and 12th graders for the purpose of meeting State graduation requirements);
- A A test that is an option to students receiving special education services (“LDA”), also accessible to 11th and 12th graders for the purpose of meeting State graduation requirements; or
- Creating a WAAS (Washington Alternative Assessment System) Portfolio, an option for students with significant cognitive disabilities.
Determinations about accommodations and/or alternative assessments are part of the IEP process, and must be documented in your student’s IEP.
The The law that outlines rights and regulations for students with disabilities in (IDEA) includes transportation within its definition of “related services.” This means that students with Individualized Education Programs (IEPs) have the right to receive special transportation services if it is needed.
If the student requires transportation as a related service, determined by their identified needs, the The Seattle Public Schools personnel responsible for managing the process of developing should begin coordinating these needs with the Program Specialist prior to the A conference between parents and school officials to develop, review, and revise. The District Transportation Department requires 7-10 days notice before transportation begins. The Program Specialist will enter the initial transportation request into the Transportation Operations Procedures System (TOPS) in a timely manner so that transportation can begin immediately after the A conference between parents and school officials to develop, review, and revise is held.
The Seattle Public Schools Transportation Department provides yellow bus, door-to-door, Metro, and cab service to a variety of students attending Seattle Public Schools and Head Start is a federally funded child development program for children and.
In Seattle Public Schools, Orientation and Mobility (O and M) and vision services, including instruction in are available to students in their neighborhood or assignment school. Services for students who are Visually Impaired are provided on an itinerant basis. Itinerant services include A significant and immediate consequence of visual impairment is the restriction in (O & M) and Orientation and Mobility (O and M) and vision services, including instruction in, including instruction in Braille.
As an option for students who need Orientation and Mobility (O and M) and vision services, including instruction in, Lowell Elementary School (serving children, ages 3 years old to 5th grade) and Washington Middle School (serving students in 6th-8th grade) are site-based, District-wide centers.
Orientation and Mobility (O and M) and vision services, including instruction in use the Skills that students who are blind or visually impaired must learn in (ECC), which teaches the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. The ECC supplements the core academic curriculum of general education (language arts, math, health, science, etc.) and is also a framework for assessing students, planning goals, and providing instruction. The Skills that students who are blind or visually impaired must learn in teaches:
- Compensatory or functional academic skills
- A significant and immediate consequence of visual impairment is the restriction in
- Social interaction skills
- Recreation and leisure skills
- Career education
- Use of Any item, piece of equipment, or product system, that is used to
- Visual efficiency skills
Contact Ann Curry, Student Support Supervisor – Sensory Services firstname.lastname@example.org
- Department of Services for the Blind
- Washington Sensory Disability Services
- Washington State School for the Blind
- The Seattle Lighthouse for the Blind
- Washington Talking Book and Braille Library
Problem Solving Resources
Seattle Public Schools is committed to helping families resolve issues and address concerns to serve students in the best way possible. This starts with relationships built with teachers, IEP Case Managers, and other school staff, and extends to the central office Special Education staff who are here to support students receiving special education services.
The Special Education Department is here to support needs that may not be adequately addressed at the school level, including regional Program Specialists and Supervisors, as well as the District Ombudsperson. See contact information as needed.
District Policies and Procedures
Seattle Public Schools has policies and procedures in place to guide and inform employees. In addition, the Special Education A written notice of parental rights related to special education processes that are provided to families prior to all evaluations and IEP meetings. You can access these resources below.
Parents/Guardians as well as the District can file a request for a A formal, legal proceeding conducted by an administrative law judge relating to. If you request a A formal, legal proceeding conducted by an administrative law judge relating to, the District will schedule a resolution session to try to resolve the issues. The purpose of the resolution session is for the Parent/Guardian to discuss the A formal, legal proceeding conducted by an administrative law judge relating to request, and the facts that form the basis of the request, so that the District has the opportunity to resolve the dispute.
The resolution session need not occur only if the Parent/Guardian and the District: 1) agree in writing to waive the session; or 2) agree to use the mediation process.
A formal, legal proceeding conducted by an administrative law judge relating to request forms are available from Seattle Public Schools and OSPI Special Education and Administrative Resources.
We offer a variety of tools and resources to help support parents/guardians as they navigate their student’s special education services. These supports include people to contact, informational resources, educational opportunities and ongoing changes to improve family experience.
People to contact
We provide a dedicated Seattle Public Schools District Ombudsperson who can assist parents/guardians by answering questions and addressing concerns when answers are difficult to find. Through the Ombudsperson, you may also request support from a Parent Partner. These are parents of students who are receiving, or have received, special education services who are additionally trained by the district to provide guidance and support for families.
The Special Education section of the Seattle Schools website now serves as a parent guide to special education, District policy and procedure. It provides an organized, comprehensive and sequential guide to basic information enhanced by links to very detailed information. These links connect to resources within Seattle Public Schools and to outside sources. Overview sections are further simplified to guide newcomers. These sections will become the basis for printed and translated learning materials.
The Special Education Department hosts learning opportunities in several forms. Regional meetings provide opportunities for parents/guardians to connect with District staff and learn what’s new within our All attendance area schools have a geographic boundary which defines who is. Co-sponsored events with community partners provide instruction on specific topics within special education.
Ongoing changes to improve family experience
The Special Education Department has initiated review, parent/guardian engagement and design to improve navigation, access and communication. The goal of this effort is to simplify and improve the parent/guardian experience for every student we serve. This web-based parent guide is one product of this ongoing work.