Continuum of Services

Formerly known as the Transition Services Program, the Evergreen Transition Program (ETP) is a community-based program serving young adults with disabilities, ages 18-22. ETP is located on Interlake High School campus. ETP Students have not yet received their diplomas, though they most likely have participated in their high school graduation ceremony.

Student schedules are individualized and planned by the student, family, and school IEP team. Students in their 3rd year, who are found DDA eligible, participate in the King County’s School-To-Work Program. This program helps students gain supported employment upon graduation (and with DDA funding, keep those supported employment services).

Visit the Evergreen Transition Program Page

The Special Education Department in partnership with the Early Learning Program (ELP) within the Bellevue School District (BSD) offers inclusive preschool programming that serves students with disabilities alongside their neurotypically developing peers. These departments provide a continuum of services for students who qualify for special education services based on their individual needs. Program and service options are dependent on each student’s individual needs as identified in their special education evaluation and Individualized Education Plan (IEP). Services vary by student and can include specially designed instruction in adaptive, conceptual development, and social-emotional as well as related services and supports in speech-language pathology, physical therapy, occupational therapy, vision, or mobility services. Services are provided at the students’ neighborhood school to the greatest extent possible within our inclusive preschool classrooms.

Transferring into the Bellevue School District

For more details about transferring into the Bellevue School District (BSD), please visit the FAQ page and you can also e-mail spedpreschool@bsd405.org. You will need to complete a preschool application and check the box that your child has an IEP.

Childfind

If you have concerns in regard to a suspected delay in development for your child, please visit the child find page for more information.

Specially designed instruction means adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction, to address the unique needs of the child that result from the child’s disability; and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

To empower every student to achieve their full potential, the Assistive Technology (AT) team is dedicated to providing innovative, tailored solutions that remove barriers and enhance academic and social participation. These solutions can include software, equipment, and/or systems that are utilized, as needed, to maximize the accessibility to the general education curriculum by students with disabilities.

The AT team provides consultations, coaching, training, and support for special education teams to create an inclusive and accessible educational environment for all students, ensuring equitable opportunities for success. The AT team uses Universal Design for Learning (UDL) principles to make learning environments and activities accessible for all students.

Due to the wide variation in services often required for students who are deaf or hard of hearing, we do not always have an in-district program to appropriately address every student’s needs. Some students with hearing differences may be appropriately served in their neighborhood schools, while others may need more specialized services beyond the district’s capacity to deliver. In those cases, services may be provided through a contract with another local school district or outside agency.

Instructional levels (e.g. signing ability, social, communication, and academic skills) and appropriate placement will be identified through the special education evaluation and IEP team consensus. To determine the services needed, an evaluation for special education needs to be completed first.

Occupational and physical therapists plan, implement, and direct programs for students who have educationally significant fine and gross motor difficulties. In order to receive Occupational and Physical Therapy (OT/PT) services, a student must first be qualified as disabled and must be eligible to receive special education services. Services are designed to support students in the school setting.

Occupational and physical therapy services include:

• Evaluating the student’s motor problems.
• Implementing intervention based on individualized student goals.
• Assessing progress in achieving goals and objectives.
• Helping parents understand, prevent, and remediate motor problems.
• Working with school staff and other professionals to meet the motor needs of children relevant to the educational setting.

Therapy activities are goal-directed, measurable, motivating to the student, and geared toward enabling the student to participate in classroom and school activities. A variety of options are available for the delivery of therapy services. Services may be provided directly by the therapist, or the therapist may consult with classroom staff, who carry out the activities. Therapy may be provided in a group or individually.

A Speech/Language Pathologist (SLP) plans, implements and directs programs for children who have communication disabilities. In order to receive SLP services, a student must first be qualified as disabled, and must be eligible to receive special education services.

An Educational Audiologist specializes in the prevention, identification, and assessment of hearing impairments.

Speech, Language, and Hearing Services Include:

• Identifying communication problems through referral and screening.
• Assessing and diagnosing communicative needs and behaviors.
• Implementing intervention based on individualized student goals.
• Reassessing and evaluating progress in achieving goals and objectives.
• Helping parents understand, prevent, and remediate communication problems.
• Working with school staff and other professionals to meet the communicative needs of children.

Students with significant visual impairments are typically serviced in their neighborhood schools by an itinerant teacher of the visually impaired, in close collaboration with the school team. Services provided include instruction in braille and compensatory skills, assistive technology, independent daily living skills, sensory awareness, self-advocacy, self-determination, vocational skills, alternative technologies, visual efficiency, and orientation and mobility. Orientation and Mobility services are provided by an itinerant and certified Orientation and Mobility Teacher to create access, concept development, travel skills, and understanding to the school, community, and work experiences. Instruction in Orientation and Mobility can include white cane skills, guide dog preparation, power and manual chair skill development, concept development, visual skill development, spatial understanding and awareness, public transportation, GPS and Orientation and Mobility App training, adaptation and landmarking of school environment, and orientation of the school and community.