2161: Special Education and Related Services for Eligible Students

District Commitment

The District is committed to the provision of a free and appropriate public education for students requiring special education and related services. Specially designed instruction and related services for eligible students will be tailored to meet their identified needs with the goal of developing skills and attaining learning standards needed to access post-secondary education, employment, and independent living. The District is further committed to developing s a culture of belonging in all schools where all aspects of the school community are accessible, equitable and inclusive.

Provision of Services

It is the responsibility of the District to ensure that instruction, extra/co-curricular activities, and school environments are accessible to all students regardless of their support needs.

The District will conduct Child Find activities in compliance with state and federal regulations intended to reach all students with a suspected disability and in need of receiving special education related services.

Specially designed instruction and related services for eligible students will be an integral part of the general educational program of the District and will be provided in compliance with federal and state requirements governing special education. The District is committed to providing a continuum of programs and services for eligible students that support their full participation in learning experiences in the least restrictive environment. . These services will be provided in the general education setting to the greatest extent possible. The District utilizes inclusionary practices aligned with the principles of a multitiered systems of support model.The needs of students with disabilities will be addressed in full compliance with the Americans with Disabilities Act (ADA) and when appropriate students will be provided with accommodations, modifications and/or related services required under. Section 504 of the Rehabilitation Act of 1973 in accordance with District policy and procedures.

Family Collaboration and Support

The district will collaborate with families and students in the development of individualized education plans based on evaluative data. The Superintendent or designee will also create informational resources that support families, students, and community members to understand special education and related services to assist families with students with disabilities to fully access appropriate accommodations, supports, and services.

Training and Resources

The superintendent or designee will create a comprehensive system of required training and additional professional learning and training opportunities as well as informational resources to support all staff in serving the needs of students receiving special education services at each school and program.

Commencement Exercises

To participate, minimum in commencement exercises, students must have met the minimum criteria for participation. The minimum criteria may be adjusted for students with an Individualized Education Program (IEP) whose disabilities have impacted their opportunity to accumulate credits. Each student’s IEP team will determine the student’s graduation plan, including graduation date. Students with an IEP who have attended four years of high school and need additional time to complete IEP goals and/or credits may request participation in commencement exercises. Students with an IEP will receive a certificate of attendance until they complete their credits for graduation.

Mediation or Resolution Agreements

In the event that the District and a family engage in mediation or resolution pursuant to federal and state law and regulations related to special education, the Board authorizes the superintendent or a designee to bind the District to a mediation or resolution agreement subject to the authority provided under District Policy 6210 for the expenditure of District funds and any administrative procedures related to the expenditure of District funds.

Procedures

The superintendent or designee will develop and maintain the procedures necessary to implement this policy.

References

• Board Policy 0130 Equity and Accountability
• 2162 Education of Students with Disabilities under Section 504
• 2163 Multi-Tiered Systems of Support
• 2410 High School Graduation Requirements
• 3231 Student Records
• 3241 Student Behavior, Corrective Actions and/or interventions
• 3246 Restraint, Isolation and Other Uses of Reasonable Force
• 4218 Language Access

Legal References

• Chapter 28A.155 RCW Special Education
• RCW 28A.600.485 Restraint of students with individualized education programs or plans developed under Section 504 of the rehabilitation act of 1973 – Procedures - Definitions
• RCW 28A.600.486 District policy on use of isolation or restraint Notice to parents and guardians of children who have individualized education programs or plans developed under section 504 of the rehabilitation act of 1973.
• RCW 28A.605.020 Parents’ Access to Classroom or School Sponsored Activities - Limitation
• Chapter 49.60 RCW Discrimination — human rights commission
• WAC 392-172A Rules for the Provision of Special Education
• 29 U.S.C. 794 Section 504 of the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1974, Pub. L. 93-516, 29 U.S.C. 794
• 20 U.S.C. 1400 et seq. Individuals with Disabilities Education Act of 2004
• 42 U.S.C. 12131-12133 Americans with Disabilities Act of 1990
• 28 CFR Part 35 Nondiscrimination on the Basis of Disability in State and Local Government Services
• 34 CFR Part 99 Family Education Rights and Privacy Act (FERPA)
• 34 CFR Part 104 Nondiscrimination on the basis of handicap in programs and activities receiving federal financial assistance
• 34 CFR Part 300 Assistance to States for the Education of Children With Disabilities
• 34 CFR Part 303 Early Intervention Program for Infants and Toddlers with Disabilities