• Accessing Services

    Birth to Three

    Preschool (Three-Five)

    School Aged:


    If you suspect your child may have a disability, contact your school’s School Psychologist.  The Student Study Team (SST) will meet to discuss your concerns.

    The Student Study Team is a group that meets to discuss the needs of an individual student and devises a plan of action to better meet those needs based on data.  The SST is more than a group; it is a process that promotes understanding and cooperative effort to provide the best possible education for each student.  Interventions are provided for all students within general education through a Response to Intervention framework (RTI).

    An SST meeting is scheduled to discuss information (i.e. school history, developmental/health history, social/emotional development, and/or other pertinent data), and develop a plan of action.  A special education evaluation may be recommended at this time.

    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.

    The Individual Education Plan (IEP):

    An annual Individual Education Plan will be developed for each student eligible for special education services.  The IEP team consists of parents, 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.


    A continuum 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 their neighboring school district.  In Washington, evaluation is conducted in the school district of attendance, and 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 Cassie Porter, Student Services Coordinator, 206-393-4361 if you suspect your child attending a private school in Shoreline has a disability.

    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.