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    September 1, 2020



    Dear Shoreline Families of Students in Special Education,


    As we enter the 20-21 school year, we want to acknowledge that this is not the school reopening that any of us envisioned. We look forward to the day we can return to in-person teaching and learning as much as you do! As all students start this year in the remote instructional model, we wanted to share specific special education considerations with you.


    Unlike last spring’s emergency closure, this fall staff are providing instruction through a scheduled school day. It will look different than last spring and different than traditional school - and that can be unsettling and raise lots of questions. The hardest part about this shift to remote learning is not knowing exactly what it means - in special education, we are used to knowing what will happen, having it written down, receiving feedback on exactly what is happening. We will still have IEPs, we will still be communicating, will still have schedules and specially designed instruction we can count on. And - there will be a lot of unknowns as we move through this new way of schooling. 


    Here is what we know about the 20-21 school year:

    • Elementary Learning Schedule (English)/(Spanish)
    • Middle and High School 3 x 3 Learning Schedule (English)/(Spanish)
    • Students will be receiving Specially Designed Instruction (SDI) in both synchronous (live, educator-led online learning together at the same time) and asynchronous (educator-directed individual student learning) teaching and learning opportunities.  Learn more about Remote Learning here on the Remote Learning Resources website
    • The way IEP services are provided in this remote environment will look different than what you are used to and case managers will contact you to discuss and clarify these changes. If the changes required result in material changes to the IEP, the team will meet to document those changes through the IEP process. 
      • Secondary 3x3 Model - With the change from 6 periods per day to 3 periods per day, the IEP team will be discussing what impacts this will have on a student’s IEP program and how to document those changes through the IEP process.


    Know that we continue to learn and work hard on providing the very best education we can for your individual student. Your priorities are our priorities - student safety, student learning, rigorous expectations, and positive engagement in learning. We will continue to leverage what is, in our opinion, the best part of special education - the team. Please know your student’s case manager will reach out to you to talk through the plan, to work as a team on what that will look like, to discuss how we can leverage your student’s strengths and needs, and how we can partner with you in the same and in different ways. 


    Thank you for your continued partnership and support as we reopen schools this fall!


    Amy Vujovich, Director of Student Services

    Scott Irwin, Director of Secondary Student Services

    Hillery Clark, Director of Early Learning


    Comments (-1)

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):


    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.


    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.