• We have updated our Shoreline Special Education Website - check out the links on the left navigation bar:

     


     

      

    May 20, 2020

     

    Dear Shoreline Families of Students in Special Education,

     

    As we move into the third week of our Remote Learning plan Phase 4, many students are connecting with classroom teachers, seeing their peers as they participate in classroom Zoom meetings, accessing learning materials and engaging in learning at home in a whole new way. Some students and families are thriving in this situation, while others are struggling. The range of needs, emotions and supports needed during this time is great - staying connected, asking for help, celebrating success where you can and giving everyone a measure of grace during this unusual and stressful time is critical. Please reach out to your student’s providers, teachers, and school staff if you are in need of additional support - we are here to help!

     

    Below are a few updates as we move through spring:

     

    Continuous Learning Plans

    Your student’s provider(s) should have connected with you to collaboratively define the plan for supporting your student’s special education needs during this school closure. If you have not yet responded or connected with your student’s special education provider, please do so. Providers are here to support you and your student in accessing instruction during this time.

     

    Shoreline SPED Continuous Learning Plan

     

    Provision of FAPE during the closure:

    OSPI guidance is clear that there is not an expectation that Individualized Education Program (IEP) services will be delivered exactly as the IEP states during the school closure. IEP Case Managers and providers have been contacting each family to develop a Continuous Home Learning Plan, which outlines the continuous learning resources and activities specific to each student’s needs during the school closure. This Continuous Home Learning Plan is what teams are following for services and outlines the provision of FAPE during this school closure.

     

    Federal guidance is clear that the provision of a Free Appropriate Public Education (FAPE) looks different when schools are closed than it does when school is fully open. We are not set up for and staff are not trained to provide SDI in a remote learning environment at this time. We do not expect staff to provide specially designed instruction while schools are closed.

     

    We continue to update our Shoreline Special Education Website as we learn more and refine our practices and procedures during this time. The pandemic and the resulting implications were not anything that IDEA, OSPI nor Shoreline schools were prepared to address. We are doing the very best we can in light of the current situation we find ourselves in. We appreciate all your collaboration and support as we all learn how to do this together!

     

    Amy Vujovich, Director of Student Services

    Scott Irwin, Director of Secondary Student Services

    Hillery Clark, Director of Early Learning

     


     

    Click here for previous School Closure Family Communication from the Shoreline Special Education Department

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Special Education Overview

  • What if I am concerned about my student?

    First, talk to your student’s classroom teacher about your concerns.  Every school has a process in place to provide help when there are concerns about student learning. You may also talk to the counselor, psychologist, or administrator from your school. One outcome of that process might be a referral for a special education assessment. 

    If you have concerns about a student who is not yet school age, please contact Early Childhood Education at 206.393.4250.

    Accessing Special Education Services

    Birth to Three

    Preschool (Three-Five)

    School Aged (K-12th grade):

    Referral:

    The referral process begins when a teacher, parent and/or agency suspects a student in the general education program has a disability that may be impacting their learning. Members of the SST Team have 25 school days to determine whether to evaluate.

    It is important to note that parent(s) 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 education for the student. Interpreters are available, if needed.

    The Evaluation Process:

    Parent consent is required to conduct an evaluation to determine whether the student requires special education services. The evaluation will be completed within 35 school days from receipt of your written consent.  All areas of suspected disability are assessed using a variety of assessment tools.  The evaluation team, including parents, then meets to discuss the results and determine eligibility.  Eligibility is based on whether the student has a disability, whether it has an adverse educational impact, and whether the student needs specially designed instruction.  Parents will be provided a copy of the evaluation report.  Students eligible for special education are reevaluated at least every three years. A reevaluation occurs to determine continuing need for special education services.

    The Individual Education Plan (IEP):

    An annual Individual Education Plan will be developed for each student determined eligible for special education services.  The IEP team consists of parents, at least 1 general education teacher, special education teacher and other service providers, a school district representative, and the student whenever appropriate. The initial IEP will be developed within 30 calendar days of initial eligibility. Parents will be provided a copy of the IEP.  IEPs are reviewed and updated at least once a year.

    Placement:

    A continuum [insert link to continuum of services] of special education services is available to meet individual student needs.  Students are educated in the least restrictive environment (LRE) in which they will be able to progress toward their IEP goals.  This means that students with disabilities will be educated with students without disabilities to the maximum extent possible given their unique learning needs.  

    Private School Students:

    Students attending a private school can be referred for special education through the  school district in which the private school is located. IEP services are provided in the school district of residence.  Additionally, in certain circumstances, private school students with disabilities can access an ISP (Individual Services Plan).  Please contact the Student Services Coordinator, 206-393-4361 if you suspect your child attending a private school in Shoreline has a disability and may be in need of services.

    Transfer students:

    When you move to Shoreline from another district, please notify your new school if your child has an IEP.  The School Psychologist will request records from your previous district and process the transfer.  The team will determine most appropriate services and placement based on information from the previous school district.