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    March 11, 2021



    Dear Shoreline Families of Students in Special Education,


    The last couple weeks have brought out what one of our former students used to call “a lot of feels”. It has been fabulous to have students back in classrooms for on-site learning. We have loved seeing the smiles, hearing the stories, and sharing in the excitement.  Also, the ongoing support of those students who remain in remote learning continues to be awe inspiring. Is it working for every student and family?  No.  Are each of us learning, collaborating and striving to do better every day?  Absolutely!


    As students are returning to on site instruction, next steps are for IEP teams to discuss recovery services. Recovery services are separate from ESY services. Per OSPI guidance, recovery services depict a variety of scenarios that may describe supplemental services needed to address gaps in service delivery due to COVID-19 health/safety limitations, of which districts had no control. Recovery services are determined by IEP teams once a student has returned to on-site learning. Recovery service discussions will occur for these students as they are spending the majority of their school week in on-site learning:

    • PreK special education students attending the on-site preschool program 
    • K-12 students attending the on-site self-contained classroom hybrid model 

    At this time, we are not determining if recovery services are warranted for students spending the majority of their school week in remote learning: this includes p-12 students attending in a fully remote instructional model and k-5 students attending the general education hybrid instructional model. 


    In the next couple of weeks, IEP case managers will be reaching out to parents and guardians of preK special education and k-12 self-contained students to discuss current IEP goal progress and whether a meeting to determine recovery services is needed. For students who have made adequate progress on their IEP goals, an IEP team meeting may not be needed. For students who have not made progress on their IEP goals, IEP teams would determine if recovery services are needed.


    As always, we appreciate your partnership in educating your students.  We remain committed to the success of all our students in every learning model!


    Amy Vujovich, Director of Student Services

    Scott Irwin, Director of Secondary Student Services

    Hillery Clark, Director of Early Learning


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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):


    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.