Special Education Handbook
Last Updated: September 22, 2016
ELL Pre-referral Procedures
The purpose of this procedure is to prevent the inappropriate identification of learning disabilities in the BSD ELL student population. For example, Hispanic students are 3 times as likely as any other student in Bellevue to be identified with a specific learning disability. OSPI has identified BSD as having disproportionate representation of Hispanic students in special education. Teams and school staff are encouraged to use this procedure prior to making a referral for special education services. However, a team cannot use this process to delay considering an evaluation once a referral has been made by a parent or teacher.
*ELL – a student who speaks a first language other than English. “Qualifies for ELL services” – an ELL who scores between Level 1 and Level 3 on the placement/annual WELPA
|Interventions, Consultation, & Data Collection||
ELL Critical Data Matrix
|This meeting continues the pre-planning process. Parents should be informed of meeting and may be invited.
|Multi-Disciplinary Team Meeting (MDT)||
Initial Referral and Evaluation
The Special Education referral process begins when a teacher, parent, student, and/or other agency identifies a student who may have a disability that adversely impacts their educational progress and be in need of specially designed instruction. Upon written request of a referral the parents must be notified and offered an opportunity to participate in all meetings with respect to the identification, evaluation, educational placement, and provision of free and appropriate public education (FAPE) for the student. In most cases, the student has previously gone through the pre-referral process.
Please review WACs regarding initial evaluations, found here: Referral and timelines for initial evaluations
|Receipt of Special Education Referral||
|Evaluation Consent and Exchange of Information||
|Initial Evaluation Extension||
The purpose of an Assessment Revision is to revise the last evaluation to meet one (or more) of the following functions: (1) to complete a corrective action that does not affect services, (2) to revise an evaluation when important new information is obtained following the completion of an evaluation, (3) to document findings from an Independent Educational Evaluation (IEE), (4) to consider change of placement.
Assessment revisions require all of the same procedural steps as a comprehensive reevaluation including parent notification and consent (or 3 documented attempts) and PWN as noted below.
- Corrective Action:
The team must follow the same procedures as if conducting a reevaluation through the review of existing data. Changes to content of a substantial nature cannot be completed through an Assessment Revision; a reevaluation will need to be completed to make substantial changes. The Assessment Revision for a corrective action can be completed and sent home to the parent with a PWN documenting the reason.
- Adding or Deleting a Single Service:
Supplementing an existing evaluation report through an Assessment Revision may be appropriate when, despite the best efforts of the evaluation team, new information is obtained after the evaluation is completed. In these situations, it might be appropriate to supplement the existing evaluation. If this approach is used, the team should verify with all members of the IEP team, whether there is only one suspected area of service affected or if there are other areas for which there is new information.
- Documenting findings from an IEE:
Teams always need to consider any information in an IEE. An Assessment Revision can be used to document the findings that will result in an IEP amendment.
- Change of placement:
If the team is considering a possible change of placement for a student, they have the choice of completing either a Reevaluation or an Assessment Revision. The choice of format should be selected based upon the evaluation procedures that will be conducted. If the team will simply be supplementing the evaluation with existing information, then an Assessment Revision could be utilized. If evaluation procedures will be more comprehensive in nature and include standardized instruments then a Reevaluation would be the appropriate tool to select.
Restrictions for use of an Assessment Revision:
- An Assessment Revision to add or delete a service can only be conducted within the first 18 months of an evaluation timeline
- Only one Assessment Revision to add or delete a single service can be conducted during a three-year evaluation timeline
- An Assessment Revision cannot be conducted within three months of an upcoming IEP yearly review
- An Assessment Revision cannot be used to exit a student from special education or to change the eligibility category.
|1.||An IEP team member, including the parent, may recommend an area of service that needs to be reevaluated due to new information. If more than one area is being considered, an Assessment Revision cannot be completed. A comprehensive reevaluation should be discussed as an option.||IEP Case Manager, evaluation case manager, and/or IEP Service Provider||As needed||OSPI Technical Assistance Paper 5|
|2.||The Evaluation Case Manager informs the other members of the evaluation team, including the parent, of the recommendation for a revision and verifies this is the only area requiring reevaluation, and sends a Notification of Assessment Revision to the parent.||Notification of Assessment Revision||Evaluation Case Manager||Begin 35 day timeline|
|3.||If the team determines no additional data are needed,
Service Provider or Evaluation Case Manager
Service Provider or Evaluation Case Manager
|4.||If the team determines additional data are needed,
Evaluation Case Manager
Service Provider or Evaluation Case Manager
Service Provider or Evaluation Case Manager
|5.||The copy of the revision paperwork is provided to the parent and IEP Case Manager, including the revision form, copy of consent and PWN.||Immediately following meeting (no more than 2 days)|
|6.||All revision paperwork turned in to Central Office||5 school days after meeting|
|7.||An IEP amendment needs to be created to reflect the necessary changes.||Invitation
|IEP Case Manager
|When Revision is completed|
Reevaluations must occur every three years, when the service needs of the student change (ie: change of placement), or when a parent or teacher requests one. Only one reevaluation must be conducted per year, unless agreed to by the parent and the district. The purpose of the reevaluation is to determine whether the student continues to be eligible for services and whether any modifications to services are needed, and to document the student’s present levels of functioning.
Please review WACs 392-172A-03015 through 392-172A-03080 regarding reevaluations, found here: Reevaluation WACs
|Review Existing Data||
|Waiving Reevaluations||The parent and school district can determine that a reevaluation is not necessary.
Private School and Homeschool Referral Process
Families whose students attend private schools or are home schooled and are interested in accessing special education services should be directed to call the district special education office at 425-456-4149 to initiate the process and obtain an intake packet.
- Special education department obtains a completed intake packet from the family and assigns the evaluation (or transfer review for currently eligible students) to a School Psychologist, who sets up an MDT.
- The MDT determines whether a special education evaluation is warranted.
- If an evaluation is completed and the student is found eligible for special education services, the neighborhood school IEP team writes an IEP with services as if the student were attending BSD full time.
- The parent can then select from the following options:
- Full time enrollment in BSD with services as outlined in the new IEP.
- Part time enrollment in BSD following the district guidelines found here. The family must complete the part time enrollment form indicating which services or courses they wish to access (sp ed and/or gen ed). Note that in this option, the family can “pick and choose” services from the IEP, since they are not full time BSD students. The IEP must be revised to reflect the new plan.
- Services through an Individual Service Plan (ISP), if attending a private school and not interested in attending BSD part or full time. Please refer the family to the district special education office for more information about how to access an ISP.
Out Of District Transfer
When a student who had an IEP in effect in another district transfers to Bellevue SD, BSD must provide the student FAPE, including services *comparable to those in the existing IEP, until it: 1) conducts an evaluation of the student, if it determines that an evaluation is necessary; and 2) develops, adopts, and implements a new IEP, if appropriate. Our top priority is to get the student in school promptly. They have the right to attend on day one upon enrollment.
The decisions to accept or reject the IEP and evaluation are done independent of one another (i.e. the team may choose to reject the evaluation while at the same time accepting the IEP)
*Comparable services means services that are similar or equivalent to the ones described in the student’s existing IEP, as determined by the BSD.
|Record Review and Parent Notification||
(Case Manager completes)
Birth to Three Transition
The following procedures describe the evaluation and IEP process for determining if a child needs Part B Special Education services after having been served under Part C of IDEA (Birth to 3).
3-6 months prior to the child’s third birthday
- Bellevue School District receives electronic notification that a student is potentially eligible for Part B services.
- This initiates a referral for special education and the District obligation to determine need for evaluation on or before 25 school days
- The District provides the legal guardian with a Prior Written Notice of initiation of the Referral for special education Part B eligibility, as well as Special Education Procedural Safeguards.
- With legal guardian approval, the Part C agency arranges a transition conference and invites a representative from the District and relevant staff to attend the transition conference.
Transition Conference (at least 90 days prior to third birthday but not prior to nine months before third birthday)
- Transition conference is held at a time and location convenient for the family, and includes the student’s legal guardian, the Part C agency Family Resource Coordinator (FRC), the District Birth to three (B-3) Transition Coordinator, and relevant staff.
- During the transition conference, the District’s B-3 transition coordinator reviews services offered by the District, reviews the transition process with the legal guardian, provides legal guardian a mutual exchange of information form and obtains consent authorizing Part C agency and District to communicate and share relevant data (unless previously obtained at initial or annual IFSP). The District collects developmental health information, collects information from parent regarding student strengths and needs, explains the evaluation process, shares timelines and develops a timeline going forward for a seamless transition.
- If appropriate, a release for medical records is signed by the parents. The District B-3 transition coordinator sends the release and request for medical records to the appropriate healthcare facility.
Within 25 school days from date of referral
- District evaluation team will review all available information about the child and determine need to assess for eligibility for special education Part B services
- If the District determines not to evaluate the child, the District school psychologist sends the parent(s) prior written notice of the decision to that effect.
- If the District determines need to evaluate the child for Part B eligibility, the District B-3 transition coordinator will review plan and consent with legal guardian and team at Transition Conference, seek written consent, provide prior written notice indicating the District will evaluate the child in all areas of suspected disability. Procedural Safeguards will be provided to legal guardian.
- If not completed at the Transition Conference, the District invites legal guardian and FRC to an evaluation plan and consent meeting, documents the assessments the District plans to conduct, and obtains consent for evaluation. The District will consider and implement all relevant and current evaluation information in the comprehensive evaluation of the child.
Within 35 days of obtaining parental consent for evaluation
- The District contacts the family to schedule an evaluation appointment. Parent interview, observations, consideration of medical or other relevant information if appropriate, and additional assessments are conducted at the evaluation appointment. If needed, follow-up evaluation appointments are scheduled with the family.
- On or before the 35 school day, the District invites the legal guardian and relevant members of the Part C agency to an evaluation feedback meeting to determine eligibility for Part B special education and related services. The District provides legal guardian with Prior Written Notice indicating eligibility and Procedural Safeguards.
- If eligible for services, the District shares that legal guardian and FRC will be invited to a meeting to develop an Individual Education Plan (IEP) with the student’s IEP team.
Within 30 calendar days from the date of eligibility meeting or by the child’s third birthday (whichever date occurs first)
- The IEP case manager will contact the legal guardian to schedule an IEP meeting, and follows up with a written invitation to all relevant District IEP members, as well as FRC if requested by parent.
- A meeting is held with legal guardian to develop an IEP aligned to the evaluation and IFSP, and to discuss program placement.
- Legal guardian sign consent for initial special education and related services.
- A transportation form is completed if identified as a related service need on the IEP.
- The IEP case manager sends the legal guardian a Prior Written Notice proposing recommended services and the start date for student services as aligned to the IEP. Procedural Safeguards and relevant school and program information is included.
Late Referral (60-45 days or less)
- When a referral is received by the B-3 agency, the legal guardian will choose to have either the B-3 agency or District complete the initial evaluation for Eligibility for services.
- If B-3 agency completes the evaluation, the Transition conference and initial IFSP are completed at the same time.
- The District will complete the evaluation if legal guardian chooses not to pursue Part C services and prefers to have District evaluation for potential eligibility for Part B services.
- The District follows the referral to evaluation process identified above.
Late Referrals (45 days or less)
- The B-3 agency provides parent with the Child Find contact information and alerts the district to a Child Find potential referral.
OSPI guidance doc:
|Who makes a Referral?||
Prior Written Notice Descriptions and Procedures
Prior written notice (PWN) is a document outlining important school district decisions about a student’s special education program. School districts must provide parents with prior written notice after a district decision is made, but before the decision is carried out. A prior written notice should be issued 2 to 3 days after the decision, and then the changes should be implemented about 3 to 5 days after the parent receives the prior written notice.
|Purpose of the prior written notice:||A prior written notice is used to notify a parent about decisions that affect the:
Even if the decision was made through a series of emails and there was no actual meeting. If a parent has made a request – this is how we inform parents of the team decision.
|When:||Issue a prior written notice after every team decision to:
|Description of the Action:||Explain the items you marked on the prior written notice in a clear statement. Example:
|Reason for Action:||Explain why you are proposing or refusing an action. This feels repetitive, but allows for clarity. Use the sentence from the description of action as your sentence starter. Example:
|Options Considered but Rejected:||Describe with reasonable detail any other options that were considered at the meeting.
(do not list unavoidable options, such as NOT reevaluating every three years, or not offering services to qualified students. If no other options were considered/rejected, state that instead.)
- The team considered but rejected parent request to change Johnny’s qualifying category from Emotional Behavioral Disability (EBD) to Specific Learning Disability (SLD).
- The team considered but rejected the parent’s request for school based equine therapy.
- As the team was in agreement, no other options were considered or rejected.
Reason Those Options Were Rejected:
Explain succinctly the team’s reasoning for rejecting the request using the statement above as a sentence starter:
- The reason the team rejected the parent request to change Johnny’s qualifying category from EBD to SLD is because the evaluation documented that EBD is the most accurate eligibility category.
- The reason the team rejected the parent’s request for school based equine therapy is that the team determined that SDI in emotional regulation would be most beneficial for the student in the school setting.
- As the team was in agreement, no other options were considered or rejected.
Description of Info Used as the Basis for Action:
List the information the team considered when making the decision. Example:
- Review of present levels, team discussion, assessment in cognitive, academic, parent input, student self-report, observations, etc.
Understanding Prior Written Notice – WAC 392-172A-05010
Prior Written Notice v. Meeting Invitations
Prior Written Notice (PWN) must be sent every time a district proposes or refuses to initiate a change to the identification, evaluation, educational placement of or provision of FAPE to a student. Often, but not always, these decisions are made during IEP meetings. Prior written notice is not a meeting invitation; which is how the district notifies the team, including the parent, of the meeting particulars. Prior written notice is a document the district uses to inform the parent of any decisions the team has made that affect the identification, evaluation, educational placement of or provision of FAPE to a student. Prior written notice is sent AFTER a decision is made but PRIOR TO implementing the decision.
|January 1st||January 15th||January 17th||A reasonable time after Parent receives notice prior written notice.|
|Send invitation to meeting (after selecting a mutually agreeable time and place.)||Hold the meeting, at which time options are discussed and decisions are made.||Provide prior written notice with the finalized document to parent explaining the team’s decision(s), the action the District is taking/refusing to take, and the date on which the change will take effect.||Implement changes outlined in prior written notice . Make sure that you allow enough time for the parent to receive the prior written notice before implementation. Depending on issues, (for ex. placement changes), implementation date may need to be later, giving time for parent to exercise due process option.|
Drafting Prior Written Notice
- In the “Description of the proposed or refused action” section:
- List every action discussed during the meeting. Actions will include issues related to the identification, evaluation, educational placement of or provision of FAPE to a student.
- List and identify each meeting participant. This will help you document that you had a properly assembled team for your meeting, if you do not have documentation of the participants elsewhere.
- In the “The reason why we are proposing or refusing to take action is:” section:
- State the action that you are taking/refusing to take.
- State each reason why you are proposing/refusing to take this action.
- In the “Description of any other options considered and rejected” section, describe in detail each of the other options that were considered and rejected.
- In the “Reasons why we Rejected” section:
- State each reason why you rejected the other options.
- Do not list options or reasons that are unavoidable. For example, if you are preparing a prior written notice following an annual IEP meeting, don’t write that you considered and rejected the option of not holding the meeting – You don’t have the option of not holding the meeting!
- In the “Description of Each Evaluation Procedure, etc.” section:
- List each evaluation, test, record or report that the team used in making the decision to take or refuse to take the action.
- If prior written notice is being sent to inform the parent of a reevaluation, list each of the areas in which the student will be reevaluated (eg: cognitive, behavioral, reading, etc.)
Other Requirements and Tips
- Don’t avoid prior written notice because of its awkward name – prior written notice is required. It is a highly effective way to communicate with parents anddocument that you have done your job.
- Describe the facts (who said what and when) of the meeting in a neutral tone; avoid making emotional, judgmental or speculative statements.
- Prior written notice must be in the parent’s native language or other mode of communication used by the parent.
- Check all the boxes and fill in all the blanks – if you don’t, it may appear that you overlooked a section – avoid N/A.
- Prior written notice should be sent following EVERY DECISION even if there was no meeting.
Guidelines for Present Levels of Academic Achievement and Functional Performance (PLAAFP)
|General Education; global performance of student:||Every IEP should contain an introduction that gives a clear global picture of the student (do not describe parents or families), including:
|Adverse Education Impact:||
A clear statement of how the student’s disability affects the student’s involvement and progress in the general education curriculum (the same curriculum as for non-disabled students) for each qualifying area.
Include these five components for a complete statement:
|Content for Qualifying Areas||
You must report on present levels for every qualifying area as listed on the evaluation. You may not add or delete areas through the IEP process; a reevaluation/assessment revision is required.
Present levels of performance will be listed for every area in which a student qualifies for specially designed instruction. Present levels will be written in objective, measurable terms with easy-to understand non-technical language. Information will be comprehensible to all IEP Team members. Present levels should be linked to your measurable annual goal statement. Use objective language to describe observable behavior using qualitative and quantitative data. Reports should focus on what the student looks like, at this moment in time. Be as specific as you can and use current data. Although the content of present levels of academic and functional performance statements are different for each individual student, present level of academic and functional performance statements will meet the following requirements:
Other important reminders:
Quantitative information about the qualifying areas from the triennial evaluation should be included if it is less than one year old. Note the data source and the date of the evaluation.
When discussing behavior areas for students who have Behavior Intervention Plans, reference progress made towards target behaviors including a description of quantitative data around the target behaviors (i.e., frequency, duration).
Change of Program
What would an IEP team do if they were concerned about a student’s progress and/or program within the Bellevue School District and may be considering a significant change in the student’s program and/or placement to one that is less or more restrictive?
For students who are currently enrolled in the Bellevue School District
|1. The current IEP team should first:||
|2. Conduct a Re-evaluation||
|3. Conduct an IEP meeting||
|4. If a change in placement is recommended, then the IEP team should:||
For students with IEPs who are new to the Bellevue School District
- Complete the enrollment process at the neighborhood school.
- School psychologist reviews the out-of-district evaluation and makes recommendations to the MDT and contacts the appropriate district coordinator.
- Student placement must be made within 3 school days of registration in the school district.
- MDT determines whether a comparable program can be provided at the neighborhood school or another school in the District. If it is determined a comparable program may not be provided at the neighborhood school, the school psychologist from the neighborhood school will contact the supervisor assigned to his/her school to seek assistance in facilitation of placement.
- For Transition specific students contact Transition Services Supervisor.
State Testing and Graduation Requirements
States testing is a requirement for graduating in Washington State. Students must pass one of the state tests or alternative paths for graduation. Specific testing decisions are the responsibility of the IEP team.
|Certificate of Academic
Most Washington state public high school students will fulfill their assessment requirement by taking the general state assessment. If students do not pass, there are retake opportunities. Some students may need an alternate way to demonstrate their skills.
|Certificate of Individual Achievement (CIA)
(For students receiving special education services)
Students receiving special education services will have multiple assessment options in mathematics, English language arts, and science towards earning a Certificate of Individual Achievement (CIA), but a student’s IEP team will make the determination as to which assessment is appropriate for the student based on the student’s learner characteristics, taking into consideration a student’s PLAAFP, post-secondary goals, and previous testing history. Please see IEP Team Guidance document for further direction.
|For more information about state testing:||
Visit OSPI’s Graduation Alternatives Website
Visit OSPI’s State Testing Website
IEP Team Guidance for selecting the appropriate Assessment to earn a Certificate of Individual Achievement (CIA)
To be eligible to graduate in Washington, all students must pass state exams in each of the required content areas to meet requirement to earn a Certificate of Individual Achievement (CIA). There are multiple assessment options available to students with IEPs. A determination as to how a student with an Individual Education Plan (IEP) is assessed to meet the graduation requirement will be made by the student’s IEP team.
When making the determination as to which assessment option is the most appropriate, there are many factors the IEP team should consider. These considerations include:
- The student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP)
- The student’s transition plan and post-secondary goals
- The student’s current course of study, including participation in the general education curriculum
- The student’s previous testing history
|ASSESSMENT OPTION||DESCRIPTORS OF STUDENTS FOR WHOM THE ASSESSMENT MIGHT BE APPROPRIATE|
Basic (L2) Cut Score on a General Assessment:
The student takes one of the general assessments, with or without accommodations, under standard testing conditions. S/he is considered having met standard at a Level 2 (Basic) instead of the Level 3 (Proficient).
The option is available on the following assessments:
All state testing accommodations are applicable if selected as appropriate by the IEP team. This option is available to any student receiving special education services.
Level of Cognitive Development
Abstract Conceptual: Comprehends, interprets, and analyzes grade-level text; understands and applies grade-level mathematics concepts and skills; communicates ideas in writing using elaboration and complex structures.
Concrete Conceptual – on Grade-Level: Reads and comprehends on-grade level text; masters a limited number of on-grade level mathematics concepts and skills; communicates ideas in writing with limited elaboration and simple structures.
Off-Grade Level Assessment:
The student takes a standards based test in a specific content area (mathematics, English Language Arts,
Science) at an elementary or middle grade level. The student must meet the established cut score for proficiency.
This option is available:
Level of Cognitive Development
Concrete Conceptual – on or below grade level: Reads and comprehends below-grade level or modified on-grade level print text; masters below grade level or a very limited of on-grade level mathematics concepts and skills; communicates basic ideas in writing using simple structures.
Locally Determined Assessment:
For mathematics and English language arts, the student takes one of several approved published achievement tests for each content area assessment. For each
content area, specific subtests are designated for each of the approved achievement tests and the selected assessment is administered by a trained professional at the local level and then scores submitted to the OSPI with the appropriate documentation from district administration.
For science, teachers may submit documentation of a student’s academic accomplishments, including assessment experiences and classroom based projects, which are aligned to the biology standards. This option will take the form of a rubric which will be submitted to the state with the appropriate documentation from school and district based personnel.
Level of Cognitive Development
Concrete Conceptual – on or below grade level: Reads and comprehends below-grade level or modified on-grade level print text; masters below grade level or a very limited of on-grade level mathematics concepts and skills; communicates basic ideas in writing using simple structures
**Alternate Assessment: The student takes the alternate assessment for accountability purposes. The student may also retake the alternate assessment for purposes of meeting the CIA requirement.
***Please see guidelines for participating in the Alternate Assessment. ***
Level of Cognitive Development
Abstract Symbolic: Reads sight words and picture symbols; writes using sight words or picture symbols to communicate; counts objects and recognizes symbolic numbers; comprehends modified texts composed of sight words and picture symbols.
Early-Symbolic: Recognizes pictures; may also use a range of picture/objects to communicate ideas.
Pre-Symbolic: Uses objects or gestures to communicate, relies on immediate context and uses objects to communicate.
Awareness: Limited consciousness.
ESY Description and Procedures
|What is it?||
|Who is it for?||
|When is it used?||
ESY services may be provided to students who meet the following specific eligibility criteria:
Reasonable Recruitment Periods Are:
20 – 30 instructional days for a six to eight week break, such as summer vacation.
5 – 7 instructional days for a three week break.
3 – 5 instructional days for a two week break, such as winter break.
2 – 3 instructional days for a one week break, such as mid-winter break or spring break.
Failure to make progress despite appropriate modifications:
The student failed to make reasonable gains over the year.
Data and IEP revisions MUST be in evidence to demonstrate that the IEP was somehow adjusted and in effect for at least one month in order to facilitate student progress (i.e. change of objectives, method, material, placement, reinforcements and/or time).
Goals/objectives (in effect for at least one month in order to see changes) should be reviewed and/or changed with an IEP amendment.
Student has had an acute/regressive/chronic physical/psychiatric health problem which caused excessive absences during the school year and negatively impacted FAPE.
Student is just beginning to progress on a goal/objective from an IEP that has been implemented for the majority of the current school year and is at a critical learning stage.
ESY Service Delivery
For students who will need classroom based services, ESY will usaually be during the month of July for 4 days a week.
Preschool and Elementary are 4 days per week, usually housed in the same location
Secondary is 4 days per week, usually at Interlake High School
Itinerant students will ideally be served in July between the hours of 8:00 a.m. – 12:00 p.m. by appointment.
NOTE: ESY ELIGIBILITY MUST BE DOCUMENTED AND SUPPORTED WITH DATA.
Students must meet eligibility requirements in each service area separately to receive ESY services in that area.
Students do NOT automatically qualify in all areas if they receive service in one area.
Students do NOT automatically qualify for ESY each year.
The IEP team will make this determination at the IEP meeting OR at a later IEP meeting if there is not sufficient data at the first meeting.
Discipline of Special Education Students
The District is committed to reducing the disproportional impact of out-of-school suspensions on any identifiable group of students including those with disabilities. When disciplining students qualifed for special education services, two processes must be followed: 1) general discipline rules and procedures; and 2) special education discipline rules to make decisions about whether to remove a student from his or her current placement, and if so, what services will be provided to the student. A Suspension/Explusion is a removal from any subject, class period, or full schedule for a known period of time. An Emergency Explusion is a remvoal from any subject, class period, or full schedule for a temporary period of time, no longer than 10 school days.
|Background||Protections for IEP students:
If behaviors are a current or increasing concern, intervene early! Consider: Positive behavioral interventions; Developing behavioral IEP goals; Providing modifications; Special support to the child’s teachers; ConductFunctional Behavioral Assessment (FBA) and develop Behavior Intervention Plan (BIP).
|Removal of 10 or Less School Days in a Year||
|Removal for 11+ School Days in a Year||When the 11th day of removal is assigned it is considered a special education Change of Placement (more restrictive) and the district must:
|Conduct Manifestation Determination Review (MDR)||
|Interim Alternative Educational Setting (IAES)||Student may be removed to an IAES for up to 45 days without regard to whether the behavior is determined to be a manifestation of the child’s disability in cases where a child carries or possesses a weapon on school premises or to a school function, knowingly possesses or uses illegal drugs, or distributes controlled substances while on school premises or at a school function, or inflicts serious bodily injury on another person while at school, on school grounds, or at a school function.|
|Protections for Students Not Yet Eligible||If a district knows a student would be eligible for special education, it must follow procedures above. There are three ways to know a student could be eligible:
Grading and Progress Reporting - Elementary
- Enter quarterly/semester progress reports into IEP Online as noted on the student’s IEP.
Adapted Grading Guidelines for Elementary Special Education
Prior to Grading:
- Know for which areas your students have IEP goals. (Please check with the Special Education teacher for status information on students.)
- Understand the difference between Modification and Accommodation:
- Accommodation– A change in the way a student accesses information or shows learning, while meeting Gen. Ed. content objectives. (Example: social studies text read to the student, scribe used to record answers, oral response versus written response accepted, etc. In this example, students would receive a grade, and the accommodations do not count against a student’s grade.)
- Modification– A significant change in the standards, content, goals or objectives. (Example: student is only required to meet one learning objective instead of all, etc. In this example, students would receive an “A”, for “Adapted”.)
- If the student will receive an Adapted grade for any reason, it should be discussed by the IEP team and included as a modification in the Program Accommodations and Modifications section of the IEP through a progress report on the IEP reporting system.
|Scenario 1: If students are receiving accommodations stated on IEP (see definition above) to the General Ed. Curriculum.||The student would receive a grade. (Example scenario: Student does the science lesson and gives oral answers or has a scribe to show learning.)|
|Scenario 2: Students in Special Ed. Receive an “A”, for “Adapted,” if/when: Students have an IEP goal in a particular subject area.||Students have an IEP goal in a particular subject area. (Example: IEP goals and objectives in reading wouldreceive an A, for Adapted, in reading on the progress report).Responsibility for Written Comments:
The Special Ed. teacher is also responsible for reporting current performance in their educational setting, in relation to IEP goals and/or objectives.
|Scenario 3: Students in Special Ed are receiving a modification (see definition above) to the General Ed. Curriculum in areas in which they do not receive specially designed instruction.||The student would receive an A, for Adapted, in the modified content area and modifications will be recorded in the comment section of the progress report, by the Gen. Ed teacher. (Example scenario: Student participates in science but is only required to meet one of the General Ed. objectives whereas classmates are required to meet all, OR student uses alternative text to access content at their level, etc.)|
|Scenario 4: Students in Special Ed are receiving services during delivery of OTHER subjects.||If students are receiving Special Education support and are missing other curricular areas in the General Ed. classroom then the student would receive an NI, for Not Introduced, in the subject area if they are consistently missing class during this instructional time. This should also be noted by the Gen. Ed. teacher in the progress report’s comment section. (Example scenario: The student receives reading in the resource room during science instruction in the Gen. Ed. room.)|
Grading and Progress Reporting - Secondary
- Enter quarterly/semester progress reports into IEP Online as noted on the student’s IEP.
Below are the grading guidelines for students with IEPs. This designation will change the course objective and grading standard for the course. Having the course objective and grading standards changed will mean the class no longer meets the National Collegiate Athletic Association and College Academic Distribution Requirements. The course will no longer meet the standard and be accepted by colleges, which may impact college access as well as participation in college athletics. Therefore, we want to make appropriate decisions. This is also in alignment with Administrative Procedure 2420. Please keep in mind, per state law no graduation requirement may be waived for Special Education students, but Modified Grading and Course Substitutions are available options for students who the team has determined will be working toward a CIA.
If all of the following statements are true…
- The student is in the general education class/es and has an IEP
- The student’s transition plan and post-secondary outcomes do not include the receiving of a Certificate of Academic Achievement
- Observable, measurable evidence demonstrates the student significantly struggles with the conceptual understandings of the general education curriculum.
Follow the steps below.
- With Special Education Supervisor approval that data supports, move to Step 2.
- Without Special Education Supervisor approval related to the data, the process is stopped. The supervisor should be invited to the upcoming meeting to they can be a part of reviewing and potentially adjusting the accommodations and modifications for the student.
Step 2: If the Case Manager and Special Education Supervisor agree that the “M” course designation is appropriate, then
- The Case Manager gathers the observable, measurable data that have prompted the “M” course designation request.
- Based on the data, the IEP team will convene for the purpose of discussing a Modified Designation specific to the data.
- If the he team determines a Modified Designation is appropriate to access the general education curriculum based on a demonstrated need, then they will update the present levels, appropriately document in the IEP, and obtain a signed parent disclosure form (Attached) that explains the decision and implications of a Modified Designation. Case Manager will set up a meeting with General Education Teachers impacted by the designation to provide guidance and support. Move to Step 3.
- If the team does not determine a Modified Designation, the team should review and adjust accommodations and modifications based on the student’s need. No further action is needed.
Step 3: Based on the team decision, the Case Manager should inform the Special Education Supervisor. The Supervisor is responsible for requesting as the modified course code in the student information system.
Guidelines for IEP Meeting Invitations (Including Protocol for Excused Team Members)
|When to Send Invitation & What to Include||
Send the Invitation to IEP Meeting form to the parent/guardian two weeks prior to the proposed meeting date. The Invitation to IEP Meeting form should include a proposed date and time, location of the meeting, purpose of the meeting, a list of the invited attendees, and your contact information. Allow several days for the parent and/or adult student to confirm the meeting.
|Methods of Contact & Multiple Contact Attempts||
If the parent does not respond to a phone call or notice, make another attempt in a different way to schedule the meeting. Methods of contact may include a phone call, written, notice, home visit, registered letter, electronically, or in-person. Document the attempts to contact the parent(s) in IEP Online and if parent does not attend, reflect that as well on the Prior Written Notice. The case manager must make at least three attempts in two different ways to schedule the meeting, one of which must be in writing (letter or email).
|Excused Team Members||
If a required IEP team member is not able to attend, the parent must agree in advance of the meeting starting. An excusal form must be signed prior to proceeding with the meeting. If the parent does not agree to the excusal, the meeting must be rescheduled for a time when all required participants are able to attend. The IEP case manager and LEA rep may not be excused.
If an interpreter is needed and is not available through the school, fill out the Interpreter Request Form two weeks prior to the IEP meeting. Once the Interpreter Request Form is complete, send it to the Special Services office for an interpreter to be assigned. Once an interpreter is assigned, the IEP team will be notified. (For more information on interpreters: )
|Initial IEPs (Parent MUST attend)||
For an initial IEP, the parent must sign approval of the IEP and initial placement. The team must continue to contact the parent(s) to schedule the meeting and obtain parent attendance (three attempts in two different ways).
|Continuing IEPs (Annual IEP reviews)||For continuing IEPs, if the parent agrees to the IEP meeting but does not attend or request another meeting, the team may hold the IEP meeting without the parent. The team may also hold the IEP meeting without the parent if three attempts, in two different ways, have been made to reach the parent, with no response. After the meeting, a copy of the completed IEP must be sent to the parent(s) and to each service provider.|
|Explanation||When a student’s current IEP is amended changes are made either by the entire IEP team at an IEP team meeting or by making changes to part of the IEP.|
|Explanation – Amending with a Meeting||
A student’s current IEP can be amended at any time but the “Duration of this IEP” does not change.
One way to amend an IEP is to convene the IEP team and hold a meeting.
|Preparing for the IEP Amendment Meeting||Before the IEP Amendment Meeting the person leading the meeting must:
|During the IEP Amendment Meeting||
Follow the IEP process for the areas to be amended.
For example, if a goal is being amended be sure that:
|Explanation – Amending without a Meeting||
In making changes to a child’s IEP after the annual IEP team meeting for a school year, the parent of a child with a disability and the district may agree not to convene an IEP team meeting for the purposes of making those changes and instead may develop a written document to amend the child’s current IEP. These changes can be made via email or phone call.
The district must be clear about:
|Follow-up/Implementation of the Amended IEP||IEP Team members need to be informed of and see the changes in writing. The purpose of written changes is to assure that:
Measureable Annual Goals
Annual goals shall reflect the needs described in the present levels of academic and functional performance statements. Measurable academic achievement, developmental, and functional annual goals are designed to meet the student’s needs that result from the student’s disability, to enable the student to be involved in and make progress in the general education curriculum, and to meet each of the student’s other educational needs that result from the student’s disability.
a. A goal is a written, measurable statement, developed from the baseline data, describing what a student is reasonably expected to accomplish within the time period covered by the IEP, generally one year.
b. Goals are written to enable the student to be involved in and make progress in the general education curriculum and to meet other educational needs that result from the disability.
c. A goal shall include the behavior, the performance criteria, and the evaluation procedure.
(Bateman, B. D. & Herr, C. M. (2003). Writing Measurable IEP Goals and Objectives. Verona, WI: Attainment.)
Types of Criteria
• the expected accuracy or frequency of a performance
• rate compares the number of correct behaviors, trials, or units of time with the total number
• time segment in which the behavior must be performed
• sets parameters for completing the performance
• used when speed of performance is important
the number of correct responses compared to the total number of possible responses
• must define and be able to measure the whole
|Descriptive Statement||• description of the expected characteristics or quality of the final product/behavior in clear, objective language|
• use specific, clear information
• align goal to student need
• use quantifiable or descriptive information
• use vague terms (i.e. about, sometimes, approximately)
• site specific curricula or tests
For students taking Alternate Assessments based on Alternate Achievement Standards objectives are required in the areas being assessed.
IEP Meeting and Document Procedures
When is an IEP meeting necessary?
|Initial IEP||IEP meetings must be held within 30 calendar days after the student is found to be eligible for services.|
|Annual Review IEP||Each IEP must be reviewed at least prior to the one-year anniversary date.|
|Other reasons IEP meetings might be necessary:||
• The IEP needs to be revised because of changes to program, services or placement changes, reevaluation results, mastery of goals, lack of progress, or other reasons.
• The parent(s) or other team members request an IEP meeting.
• Following a Manifestation Determination that requires a Functional Behavior Assessment or development of a Behavior Intervention Plan.
How do I schedule an IEP meeting and what is the appropriate documentation?
IEP Invitations in Procedural Handbook
Who are required team members and how I document their attendance?
|Required Team Members||The IEP Team includes
*IEP Team Members are different from required Evaluation Team Members.
Complete the identifying information section of the signature page of the IEP. The IEP team members on the signature page should match the IEP invitation. Signatures are required of all IEP team members who are present at the meeting.
This signature indicates presence, not consent or approval.
|Excusal of IEP Team members||IEP Invitations in Procedural Handbook|
When do I share Procedural Safeguards and Restraint, Isolation and Other Uses of Reasonable Force Procedures documents?
Procedural Safeguards and Restraint, Isolation and Other Uses of Reasonable Force Procedures documents are share with parents/families at every IEP meeting and documented on the prior written notice section of the IEP.
When do I get Medicaid consent?
Medicaid consent is required once. Medicaid consent is typically received during the initial IEP. Parents/families may give consent, deny consent or not return the form with no consequence to the family or district. The purpose of Medicaid consent is to receive consent to share the necessary information to verify Medicaid eligibility and bill for school-based Medicaid reimbursement with the Washington State Health Care Authority, Health and Recovery Services Administration. Billing HCA does not affect individual benefits under Medicaid or require a co-pay or deductible. Parents/families may give consent or deny consent.
What documents do I complete after the meeting?
A prior written notice should be issued 2 to 3 days after the decision, and then the changes should be implemented about 3 to 5 days after the parent receives the prior written notice.
Finalized copies of the IEP including copies of any accompanying forms (for example; BIP, ERP, ESY IEP, rubrics, etc.) and signature pages should be sent to the ESC, Data Coordinator within five school days from the meeting date.
Exchange of Information with Outside Providers
Exchanging Information with Outside Providers/Exchange of Information
A signed Records Request must be completed prior to connecting with any out-of-district provider. A Records Request is located in IEP.Online. Records Requests are only valid for 90 days.
When creating a Records Request, follow these steps:
- Open IEP.Online and go to the Demograhics section. It is located in the lower left column.
- Create a new Records Request.
- Fill in all the blanks (To, From, Date, etc.).
- Print the form (information may need to be crossed off or added).
- Have the parent (and student if age appropriate) sign the form.
- Scan the signed form and attach the copy to the Record Request in IEP.Online.
Accommodations and Modifications
Guidelines for Accommodations and Modifications WAC 392-172A-03090
Accommodations and modifications are determined on an individual basis through the IEP process. The IEP team is charged with determining the appropriate accommodations and/or modifications that are necessary for the student to:
- Advance appropriately toward attaining their annual IEP goals
- Be involved in and progress in the general curriculum
- Participate in extracurricular and other nonacademic activities
- Be educated and participate with other students with and without disabilities.
Accommodation vs Modification
*There is a significant difference between an accommodation and a modification. Understanding the difference is crucial when developing education plans for students.
Accommodation- Changes in conditions by which the task is performed.
Modification- Changes in task requirement.
|Supports for School Personnel||
Supports for school personnel are supports that would help staff to more effectively work with the student. These supports for school personnel are those that are needed to meet the unique and specific needs of the student. (Examples: training in use of specific positive behavioral interventions; training in the use of American Sign Language; assistance with curriculum modifications; behavioral consultation with school psychologist, social worker or other behavioral consultant; and/or transitional support services.)
IEP Online Processes for Accommodations
- Determine if accommodations and modifications are necessary for the student to access their educational program- Select “Yes” or “No” from the drop down menu next to Accommodations and Modifications Necessary.
- To add accommodations for the student, select the plus sign under the Accommodations heading.
- Select the type of accommodation (Classroom or Testing) and then click the “get”.
- Select the applicable accommodation by clicking the plus sign in the far right column titled Add to Plan
- Enter a Location, Duration, and Frequency for the accommodation: ALL fields are necessary and must be completed!
- Repeat this process for each accommodation required for the student.
- Press cancel to return to the IEP (all previously added accommodations will now populate in the IEP document)
IEP Online Processes for Modifications
- To add modifications for the student, select the plus sign under the Modifications heading.
- Select the type of modification (Access/Use of the Following, Behaviorally Related, Content Area, Environment Modifications, Grading Modifications, Medical, Organization, Testing)
- Select the applicable modification from the drop down menu
- Enter a Location, Duration, and Frequency for the modification: ALL fields are necessary and must be completed!
- Select save to return to the IEP
- Repeat this process for each modification required for the student
FBA & BIP
FBA and BIP Procedures
A Functional Behavior Assessment (FBA) is 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 function to 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.
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.
The FBA and BIP process is a team process and can include, but is not limited to, the following individuals: school psychologist, counselor, special education teacher, general education teacher, administrator, parent, student, related service providers, etc.
Since the FBA is an evaluation, consent must be obtained prior to conducting any FBA. The type of consent depends upon the existing conditions. The following scenarios explain the procedures for the FBA and BIP process.
The following links provide additional information about how to complete FBAs and BIPs
|Initial Evaluation Process- For students that do not currently have an IEP, but have been referred for a special education evaluation.||
|Adding an FBA/BIP when student has an IEP, but no social/emotional and/or behavior goals– This process is for students that already have an IEP, but the student is demonstrating behaviors that are interfering with his or her learning, or the learning of others.||
|Adding an FBA/BIP when student already has an IEP and the student already has behavior goals.||
|Modification of BIP without Change of FBA- This process is used when the IEP team determines that the BIP requires modification, but the FBA has been determined to be current.||
Responding to Formal Parent Requests
A parent or guardian may make a request to make changes to the IEP, ask for an Independent Educational Evaluation (IEE), request a change of service or placement. The following scenarios will provide information on how to respond to these requests.
|Independent Educational Evaluation (IEE)||If you receive parental request for an “Independent Educational Evaluation,” notify your Special Education Supervisor immediately because legal response timelines apply.|
|Substantial Change of Program or Outside Services||If you receive parental request for a change of placement, substantial change in service delivery, or out-of-district placement or services, contact your Special Education Supervisor. The next step will be to hold an IEP team meeting to discuss the request.|
If you receive notification from parents that they plan to bring legal representation to a meeting, contact your Special Education Supervisor. Typically, the district will opt to have legal representation at the meeting as well in this circumstance.
If a parent brings legal representation without prior notice, cancel the meeting and reschedule the meeting on a date when a district attorney can be present
Guidelines for Services Logs, Progress Monitoring and Progress Reporting
|Special Education Service Log Document—one for each student||
The Individuals with Disabilities Education Act (IDEA) requires schools to provide the parents/guardians of a student who is eligible for or referred for special education with a notice containing a full explanation of the rights available to them. Learn more…