FINAL SPS INTERNAL Procedural Guide 4.1.15

8/10/2019 FINAL SPS INTERNAL Procedural Guide 4.1.15

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Special Education

Procedural Guide


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PrefaceSeattle Public Schoolscharge is to effect positive change in the lives of young people by preparing

them with the skills, experiences and knowledge necessary to afford them wide-ranging

opportunities in the future. The goal of the Special Education Department is to actualize this charge

by ensuring that our most vulnerable students can experience high levels of success when provided

with the appropriate levels of support.

Doing so requires a system-wide commitment to enable all students to be successful, regardless of

circumstance, one that can only be realized by meeting the needs of students who have historically

experienced significant opportunity gaps, including students with disabilities and those who have hadaccess to insufficient early intervention efforts. This commitment has been bolstered at various levels

within Seattle Public Schools: from families of students with disabilities to practitioners and leaders,

including the Superintendents Office and the School Board. With the adoption of Seattle School

Board Policy No. 0030, a historic and foundational effort is underway to guide collective efforts to

close the opportunity gap and deliver on our promise to ensure all students are prepared for success

in college, career and life.

The Special Education Procedural Guide operationalizes Seattle Public Schoolspledge to provide high

quality, responsive interventions capable of moving the dial for students with disabilities. The guide

outlines processes and procedures that foster and sustain a culture of organizational excellence and

high expectations, extending on the guidelines provided byBoard Policy No. 0030,Seattle PublicSchools 2013-2018 Strategic Plan andSuperintendent Policies and Procedures 2161.

The following statements serve as a preamble to the Special Education Procedural Guide to set the

stage of Seattle Public Schools(the Districts)deep commitment to every studentsjourney.

MISSIONSeattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and

excellence in education for every student.

VISION

Every Seattle Public Schoolsstudent receives a high-quality, 21st-century education and graduates

prepared for college, career and life.
http://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series0000/0030.pdf?sessionid=4527f84d1d2e098ff9c2d26fa4afb0d1http://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series0000/0030.pdf?sessionid=4527f84d1d2e098ff9c2d26fa4afb0d1http://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series0000/0030.pdf?sessionid=4527f84d1d2e098ff9c2d26fa4afb0d1http://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/strategicplan/2013/Strategic_Plan_2013_2018.pdf?sessionid=c9e3760d7bea2fb1e95959b09a71ba4ehttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/strategicplan/2013/Strategic_Plan_2013_2018.pdf?sessionid=c9e3760d7bea2fb1e95959b09a71ba4ehttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/strategicplan/2013/Strategic_Plan_2013_2018.pdf?sessionid=c9e3760d7bea2fb1e95959b09a71ba4ehttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/strategicplan/2013/Strategic_Plan_2013_2018.pdf?sessionid=c9e3760d7bea2fb1e95959b09a71ba4ehttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series2000/2161SP.pdf?sessionid=a462bf4c393f95e74bfffb815ec214dfhttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series2000/2161SP.pdf?sessionid=a462bf4c393f95e74bfffb815ec214dfhttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series2000/2161SP.pdf?sessionid=a462bf4c393f95e74bfffb815ec214dfhttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series2000/2161SP.pdf?sessionid=a462bf4c393f95e74bfffb815ec214dfhttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/strategicplan/2013/Strategic_Plan_2013_2018.pdf?sessionid=c9e3760d7bea2fb1e95959b09a71ba4ehttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/strategicplan/2013/Strategic_Plan_2013_2018.pdf?sessionid=c9e3760d7bea2fb1e95959b09a71ba4ehttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/strategicplan/2013/Strategic_Plan_2013_2018.pdf?sessionid=c9e3760d7bea2fb1e95959b09a71ba4ehttp://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Policies/Board/series0000/0030.pdf?sessionid=4527f84d1d2e098ff9c2d26fa4afb0d1


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CORE BELIEFSWe believe that the districtwide commitment to these core beliefs is vital at all levels of the

organization and will enable students to succeed and become responsible citizens.

Our students come firstWe believe it is essential to place the interests of students above all others in every

decision we make.

We believe that the core work of the District is supporting student learning.

We believe it is our responsibility to do whatever it takes to ensure that every child,

regardless of race, gender, socioeconomic status, language proficiency, learning style, or

disability, achieves to their highest level.

High-quality teaching and learning are the keys to student success

We believe high-quality instruction is key to our studentssuccess and is built on a rigorous

and relevant curriculum that is aligned to standards, measurable outcomes, positiverelationships, appropriate professional development and equitable access to educational

opportunities.

We believe in high expectations for all students and staff built on a culture that respects

individual differences and includes fair treatment, honesty, openness and integrity.

A safe and orderly learning environment supports student success

We believe schools are the heart of our communities and are committed to providing

healthy and safe school environments.

A high-performing district includes effective leadership, accountability, effective organizationalsystems and an engaged community

We believe in demonstrating a commitment to continuous improvement through

collaboration and integrated decision-making.

We believe effective leadership is vital at all levels of the organization and will create

student success.

We believe it is our public duty to properly steward District resources through ethical

behavior, compliance to the law, transparency of processes and sound fiscal controls.

We believe community partnerships and family engagement are fundamental to achieving

and sustaining student success.

We believe in a District, including the central office and support staff that is dedicated toproviding high-quality service in support of teaching and learning.


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The District Strategic Plan provides the foundation for the Vision and Core Values of the Special

Education Department, ensuring congruence and alignment of the work with the Department and that

of the District as a whole. Together, these serve as the philosophical underpinnings for this Procedural

Guide:

VISION

Special Education in Seattle Public Schools is creating innovative urban practice for excellence, equity,

family engagement and preparing students for a global society.

CORE VALUES

To improve outcomes for students with disabilities

To work proactively to provide a continuum of services for students with disabilities including increasing student capacity for independence, self-advocacy, inclusion and

access to the core curriculum

To educate district and community partners regarding the rights and needs of studentswith disabilities

To collaborate with district and building teams to support effective, evidence based servicedelivery for students with disabilities

To provide relevant, meaningful professional development and coaching to supporteffective service delivery for students with special needs.


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PURPOSE OF THE PROCEDURAL GUIDE

The purpose of this document is to address program areas where state and federal regulations

require specific local procedures or permit local discretionary choices, as addressed inWAC

392-172A.This Guide is not intended to replace the state and federal regulations, but is written

as a resource to support District staff, with a focus on managing operations in the day-to-day

implementation of programs, including in the areas of compliance, coordination, and fiscal

management. Furthermore, the Guide aims to articulate Seattle Public Schoolsvision for

special education and ensure that vision meets action through purposeful procedures focused

on increasing system-wide coherence as a strategy for improving services and building trust

with parents and the larger community.

Updates will be regularly made as a result of WAC revisions, changes in legal interpretations of

special education

regulations, and internal decisions about the provision of services. District

personnel should always review the Districts procedures and review questions with their

administrative staff.

In short, the Procedural Guide is designed to:

1.Inspire clear and effective communication and expectations;

2.Maintain continuity of practices and procedures across buildings;

3.Ensure compliance and accountability, including accountability to the vision of Seattle Public

Schools;

4.Promote high quality programs and services by managing operations and ensuring clear

communication;

5.Train new staff and coach existing staff to excellence.

UPDATES TO THE PROCEDURAL GUIDE

This document is meant to be a living document that accurately portrays Seattle Public Schools proceduresas

they exist in real time. As such, it is important to the success of the Procedural Guide as a tool for staff that it is

updated as important changes occur.

The Special Education Department is employing a Special Projects Administrator, who will hold the role of

Procedural Guide lead for the department. When individuals referencing the Procedural Guide have questions,

suggestions or feedback regarding its content, they should contact the Special Projects Administrator withinformation. The Administrator will review all requests as they come in and propose changes to the senior

leadership of the special education department, its Executive Director and Directors. Upon approval, updates to

the Procedural Guide will be incorporated into the latest draft by the Special Projects Administrator and updated

on the Fusion page.

Until a Special Projects Administrator is staffed, please direct all current suggestions or revisions to Sharon

Miyata, [email protected].
http://app.leg.wa.gov/wac/default.aspx?cite=392-172Ahttp://app.leg.wa.gov/wac/default.aspx?cite=392-172Ahttp://app.leg.wa.gov/wac/default.aspx?cite=392-172Ahttp://app.leg.wa.gov/wac/default.aspx?cite=392-172Amailto:[email protected]:[email protected]:[email protected]:[email protected]://app.leg.wa.gov/wac/default.aspx?cite=392-172Ahttp://app.leg.wa.gov/wac/default.aspx?cite=392-172A


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CIVIL RIGHTS LANGUAGE ACCESS REQUIREMENTS

State and federal civil rights laws, including Title VI of the Civil Rights Act of 1964 and Chapter 28A.642 of

the Revised Code of Washington (RCW), prohibit discrimination in Washington public schools on the

basis of national origin or disability. These state and federal civil rights laws apply to all areas contained

in this Guide. This explanatory statement for the Guide is based on the May 31, 2013 Office of

Superintendent of Public Instruction (OSPI) Bulletin No. 021-13 Civil Rights Requirements to Provide

Interpretation and Translation Services for Parents and Guardians with Limited English Proficiency;

OSPIs civil rights guidelines, Prohibiting Discrimination in Washington Public Schools, available on the

Equity and Civil Rights website:http://www.k12.wa.us/Equity/ProhibitingDiscrimination.aspx;and online

information and resources regarding interpretation and translation services at

http://www.k12.wa.us/Equity/Interpretation.aspx.

Under these laws, the districts must communicate vital informationto all limited English proficient

parents and guardians in a language they can understand, to allow them to make well-informed

decisions about their childs education. This often requires the use of translated documents, as well as

in-person or telephonic interpreters. Failure to provide appropriate language access services for limited

English proficient individuals may violate federal and state laws as a form of national origin

discrimination. School districts must provide vital communications in a language that a parent/guardian

can understand. Vital communications include written and oral communications that contain

information that is critical for accessing educational programs and opportunities, or is required by law.

This also includes communications that could have negative consequences for a students education if

the information is not provided in an accurate or timely manner. Vital oral communications that require

an adult interpreter may include, but are not limited to, parent-teacher conferences, special education

meetings, and meetings regarding student discipline1.Vital written communications that require written

translations may include, but are not limited to, program information and applications, discipline

notices, consent forms, complaint forms, notices of rights, and letters or notices that require aresponse2.

The district must also ensure that communications with individuals with disabilities are as effective as

communications with others, including providing auxiliary aids and services, such as accessible

technology or sign language interpreters, for individuals with hearing, vision, or speech disabilities (Title

II of the Americans with Disabilities Act of 1990l,42 U.S.C. 12131 et seq.; www.ada.gov/effective-

comm.htm)

In order to access and coordinate translation and interpreter services when needed refer toSection 9:

Central Office Operationsunder the areas of Meeting Translation and Interpretation Services and

Written Translation and Interpretation Services.

1School districts should never use children or family members to serve as interpreters for vital communications.

2A school district must translate vital documents when a significant percentage of the population in a school district needs

that information in a language other than English to communicate effectively. If there is small number of parents with

particular language needs, or if a school district is unable to translate a document because of undue expense, the district must

still provide the information to parents and guardians in a language they can understand, such as an oral translation of adocument using an interpreter.
http://www.k12.wa.us/Equity/ProhibitingDiscrimination.aspxhttp://www.k12.wa.us/Equity/ProhibitingDiscrimination.aspxhttp://www.k12.wa.us/Equity/ProhibitingDiscrimination.aspxhttp://www.k12.wa.us/Equity/Interpretation.aspxhttp://www.k12.wa.us/Equity/Interpretation.aspxhttp://www.ada.gov/effective-comm.htmhttp://www.ada.gov/effective-comm.htmhttp://www.ada.gov/effective-comm.htmhttp://www.ada.gov/effective-comm.htmhttp://www.ada.gov/effective-comm.htmhttp://www.k12.wa.us/Equity/Interpretation.aspxhttp://www.k12.wa.us/Equity/ProhibitingDiscrimination.aspx


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7 Boldtimelines represent state or federal regulations; non-bolded timelines represent internal district expectations

General

Education

Pre-ReferralResponsibilitie


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0: GENERAL EDUCATION PRE-REFERALL RESPONSIBILITIES

Introduction: The purpose of holding Multidisciplinary Action Team (MAT) meetings is to identify and address student concerns at their earliestincidence. The MAT processwhich may include Student Intervention Teams (SITs) or Multi-Tiered Support and Services Teams (MTSS Teams)

serves as one possible avenue by which students, enrolled in Kindergarten through grade 12 in one of the Districts school and not benefittingfrom general classroom instruction and tiered interventions, are identified for further intervention and monitoring to determine whether their needscan be addressed within the general education context or whether the student should be referred for consideration of other support services (suchas after-school programs, therapy services or a health clinic) and/or a special education evaluation. The MAT does not act solely as a mechanismfor special education referral and may not be used to delay or otherwise inhibit evaluation of a student for Special Education services (see OSEPMemo 11-07).

During the intervention process, MAT is the forum by which interventions are identified and implemented, and data are collected and analyzed toensure students are making progress in the general education setting.

Note: Screening of a student by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation is notconsidered to be an evaluation for eligibility for special education and related services (WAC 392-172A-03010).

PROCEDURES FORMS RESPONSIBILITY TIMELINE RESOURCES

1. The teacher notifies parent/guardians of academic and/orbehavioral concerns.

General EducationTeacher

As needed

2. The teacher collects data regarding student concern(s). General EducationTeacher

3. If concerns are not addressed by in-class interventions, the teacher

fills out the school-specific MAT form, documenting actions alreadytaken. If the teacher believes that a particular student needs urgentintervention/support due to severity of need, s/he should consultwith a building administrator at the earliest possible point.

MAT

InterventionForm (school-dependent)

General Education

Teacher

BuildingAdministrator

4. MAT chairperson collects completed MAT forms, and sends aconfirmation email to the teacher that the form has been received.

MAT Chairperson

5. MAT Team reviews all MAT forms and decides which students todiscuss next based on urgency and severity of needs. Students arenot necessarily discussed in the order their forms were received.

The MAT

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6. Once it has been decided that a student will be discussed in MAT,teachers and staff who work with the student are notified andinvited to attend and a meeting time is scheduled.

MAT Chairperson

7. The MAT meets. Intervention strategies are developed by the teamand identify:

a. The person responsible for interventionb. The data that will be collected and analyzed to determine

successc. The systems for data collection and progress monitoring

d. Timelines and a follow-up meeting

Parent/guardian,General EducationTeacher, the MAT


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8. The classroom teacher implements identified interventionstrategies, with support from other individuals identified through theMAT process.


9. Student progress is monitored and data collected. General EducationTeacher, the MAT

Every 8weeks atminimum

10. If a student makes progress, s/he remains in the general educationclassroom with consultation from the MAT, as needed.


11. If the student does not make progress, the documentation gained

during the early intervention process is analyzed to determinewhether to make a referral for other support services (ex:afterschool programming, therapy, health clinics) and/or for specialeducation evaluation.

Parent/guardian,

General EducationTeacher, the MAT

As soon as

lack ofprogress isevident

WAC 392-

172A-03005

Note: there are circumstances when alternative processes are used todetermine the appropriateness of evaluation, including but not limited totimes when a student transfers into the district having previously beenreferred or recommended for special education evaluation.
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Child Find

and Referra


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1.1: CHILD FIND AND REFERRALChild Find

Introduction: The purpose of Child Find is to locate, evaluate and identify youth, age birth to 21, who are in need of special education and relatedservices, regardless of the severity of their disability. Activities must be designed to reach students who are homeless, wards of the state, highly

mobile, migrant, and those who are suspected of having a disability and being in need of special education, even though they are advancing from

grade to grade. Child Find activities extend to students residing within the district boundaries whether or not they are enrolled in the public schoo

system; students (Kindergarten through grade twelve) attending nonprofit private elementary or secondary schools located within the school districboundaries shall also be located, identified and evaluated consistent withWAC 392-172A-04005.

For information regarding developmental screenings for children younger than age three, call Within Reachs Family Health Hotline at 800-3222588. Developmental screenings for children ages 3 to 5 years oldmay be scheduled at 206-252-0805.

When District staff members have concerns that a student in Kindergarten through age 21 may have a suspected disability which could result in

eligibility for special education services, they should notify a member of the School/Multidisciplinary Action Team (MAT), or the Special Education

Department Child Find Desk (206-252-0805).


1. The District is responsible for conducting public notification of ChildFind activities to locate children, birth to 21 years of age, withsuspected disabilities who are residing within the boundaries of theschool district, including students not enrolled, attending privateschools or receiving home-based instruction. Methods of finding thesechildren include:

Informational materials at community engagement events including

those events focusing on highly mobile and migrant children;

Notification to parent/guardians about their rights and how to seek

services if they suspect their child is in need;

Posted notices in school buildings describing the availability of

Child Find;

Developmentally appropriate screenings and analysis of results;

Regular review of student-level data;

In-service professional development to staff;

None Special EducationChild Find Desk

BuildingAdministrators

All District Staff

Ongoing WAC 392-172A-02040

SPS Child

Find Website
http://app.leg.wa.gov/WAC/default.aspx?cite=392-172A-04005http://app.leg.wa.gov/WAC/default.aspx?cite=392-172A-04005http://app.leg.wa.gov/WAC/default.aspx?cite=392-172A-04005http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=224928http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=224928http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=224928http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=224928http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=224928http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-02040http://app.leg.wa.gov/WAC/default.aspx?cite=392-172A-04005


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Coordinating distribution of information with other Child Find

programs and efforts within public and private agencies, including

those targeting highly mobile and migrant populations; and

Using internal district child find methods including screening, and

reviewing districtwide and building-wide test results, including data

collected through a systematic intervention-based process within

general education such as the Multi-Tier System of Supports

(MTSS)or the Multidisciplinary Action Team (MAT) process. Please

note: The MTSS may not be used as a method for delaying or

denying an initial evaluation (January 21, 2011 Office of Special

Education Programs (OSEP) Memo 11-07).

OSEP Memo11-07

2. See Child Find Procedures in Section 8: Private SchoolsParentally

Placed Students in Approved, Non-Profit Private Schools

3. Child find information will be made available in multiple languages. In

the event the district receives a request for interpretation or translation

services, child find information will be provided to parents in a

language they can understand,

Director of SpecialEducation

OSPI BulletinNo. 021-13

SPSTranslationand

InterpretationServicesGuidelines
https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdfhttps://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdfhttps://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdfhttp://www.k12.wa.us/BulletinsMemos/Bulletins2013/B021-13.pdfhttp://www.k12.wa.us/BulletinsMemos/Bulletins2013/B021-13.pdfhttp://www.k12.wa.us/BulletinsMemos/Bulletins2013/B021-13.pdfhttp://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/ell/Translation%20and%20Interpretation%20Services_%20Guidelines.pdf?sessionid=b41ad2290e6750ad67314d5a62d15117http://www.k12.wa.us/BulletinsMemos/Bulletins2013/B021-13.pdfhttp://www.k12.wa.us/BulletinsMemos/Bulletins2013/B021-13.pdfhttps://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdfhttps://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdf


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1.2: CHILD FIND AND REFERRALReferral for Special Education Evaluation (students 3-21 years)

Introduction: The purpose of referring a student for evaluation is to determine eligibility for special education and related services. The referral mabe initiated by any source including parents, teachers, medical personnel, school staff, community agencies, or civil authorities such as case

workers or advocates. Existing school, medical and other records in the possession of the parent/guardian and the district, including the data that

may have been gathered during the Multi-Tiered Support and Services (MTSS) intervention process or other intervention processes and activities,

are reviewed to determine the need for further evaluation. This process should be followed for all resident students, ages 3 to 21, including:

resident students not enrolled;

resident students participating in home-based instruction;

resident preschool age students unilaterally enrolled in private schools inside or outside of the districts boundary; resident or nonresident students attending an approved, non-profit private schools within the district boundary (see Section 8); or

resident students attending a for-profit private school, a non-public school or agency located either inside or outside of the districts

boundary.

Questions regarding the residency of a student should be directed to Enrollment Services.

These procedures are based onWAC 392-172ARules for the Provision of Special Education and the following Seattle Public School District

Memoranda:

May 10, 2007 Mandatory Legal Guidance Regarding the Special Education Referral Process

August 28, 2008 Mandatory Legal Guidance Regarding Completion of Evaluations

September 9, 2011 Mandatory Written Guidance (IEP and evaluation procedures)

December 12, 2012 Mandatory Legal Guidance Regarding Special Education Evaluation Requirements

February 15, 2013 Legal Guidance Regarding Evaluation Timelines, Procedures and Participation

March 22, 2013 SPS Administrative Procedures Role of Occupational and Physical Therapists in the Evaluation of and Development of

IEPs for Special Education Students


1. Any source may initiate a written request for evaluation (unlessthe person is unable to write), to determine if a student is eligiblefor special education.

All SPS Staff andContractors

WAC 392-172A-03005

2. Upon receipt of a referral, district staff will note/datestampthedate the referral was received by the district. The date the Districtreceives the written request for a special education evaluationconstitutes the date of referral, and triggers the districtsobligations to comply with state and federal timelines.

All SPS Staff andContractors

Within 1school dayof receipt ofthe referral
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a. Within twenty-four hours of receipt, referrals are forwardedto the building school psychologist or, in the case ofspeech-language-only concerns, the SLP. The schoolpsychologist or SLP serves as the Evaluation CaseManager throughout the referral process

b. If the referral request was discussed during a face-to-faceconversation, the staff member receiving the request shouldask for a written request and provide assistance in obtainingsaid request as necessary. The person receiving therequest shall inform the school psychologist assigned to the

building of the referral.c. A person who makes a referral through a phone call to a

school staff member should be asked to either make thereferral in writing or to contact the psychologist assigned tothe building. The staff member receiving the referral shouldinform the school psychologist of the referral.

d. Individuals with other communication barriers should bedirected to the principal or building administrator.

Principal orBuilding

Administrator

3. A SpecialEducation Referralis created in the GT tab in IEPOnline.

SpecialEducationReferral (GTTab)

Evaluation CaseManager

25 school-daytimelinebegins fromthe date ofreferral

SPS Decisionto Assess/No

AssessChecklist

4. A meeting will be held to discuss the decision to/not to assess. TheEvaluation Case Manager identifies a meeting date and districtparticipants.

a. The parent/guardian is sent (a) an invitation to the meeting,(b) a copy of the Special Education Referral, and (c) a copyof the Notice of Special Education Procedural Safeguardsfor Students and Their Families (WAC 392-172A-05015)

b. District meeting participants are selected based on area ofexpertise and relationship to the child and are notified of themeeting date, time and location.

MeetingInvitation

Notice ofReferral(PWN)

ProceduralSafeguards

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5. If an interpreter is needed for meetings and/or homecommunication, an interpreter will be obtained.

School-BasedStaff (identified byprincipal)

TranslationandInterpretationServicesProcedures

6. The Evaluation Case Manager facilitates the meeting of the school-based special education team and parent/guardian to review theexisting school, medical and other records/data for the student, Onthe basis of this review and input from the students parents, theteam makes a decision whether or not to evaluate.

a. If the decision is to evaluate the student, the team identifieswhat areas will be assessed and what additional data, ifany, are needed to determine whether the student is eligiblefor special education and what special education andrelated services the student needs.

b. Please note: OT, PT, SLP, DHH, Vision, Audiology,Assistive Tech and/or Adaptive PE specialists should beconsulted or must screen prior to recommending anevaluation in the corresponding area within the 25 schoolday timeline.

c. Note: In the event that the request for evaluation wasgenerated during the MAT process and the parent/guardianwas present, when the MAT team has evidence that adisability exists that adversely impacts a studentseducational program, the MAT team may use itsprofessional judgment to make the decision to evaluatewhile convened, rather than at a later date.

School-BasedSpecial EducationTeam

Within 25schooldays ofreceipt ofthe referral

AssistiveTechnology

AdministrativeProcedures

7. Prior written notice is provided to the parent, documenting theteamsdecision to move forward with evaluation or to refuse toevaluate.

PWNSafeguards


Within 25schooldays ofrequest forreferral
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8. If the team decides to evaluate,

a. On the Decision tab in IEP Online, the Evaluation CaseManager chooses Referto Evaluation Groupas therecommendation, and then creates a Consent Form thatindicates all of the areas that will be assessed identified inStep 6.a. above.

b. A Medicaid permission form is printed.

Decision TabConsent Form

MedicaidPermission


c. Written parental consent must be obtained prior tobeginning the evaluation. Once that consent is obtained, theEvaluation Case Manager enters the date consent wasprovided to the district in the GT tab and locks the Referralin IEP Online.

d. The Evaluation Case Manager creates an initial evaluationunder the Eligibility tab.

SpecialEducationReferral (GTTab)

Eligibility Tab


35 school-daytimelinebegins fromthe dateconsent isreceived bythe district

ParentalConsentSection

e. If parent/guardian consent for evaluation and Medicaid hasnot been received within 10 school days, follow the consentcontingency plan detailed in the Consent Section.


ParentalConsentSection

9. If the team determines that evaluation is not necessary(orrequires additional information to determine the need for anevaluation), the Referral in IEP Online is locked, and the referralpaperwork is sent by the Evaluation Case Manager to the CentralOffice Compliance Team. A PWN and Procedural Safeguards aresent to the parent/guardian to document the decision.

GT TabReferralpaperwork

PWNSafeguards


Within 5school daysof decision
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Evaluation

and Eligibilit


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2.1: EVALUATION AND ELIGIBILITYEvaluation Planning Process

Introduction: The purpose of the evaluation planning process is to ensure that the approach to evaluation is balanced, multi-disciplinary andinclusive of a students diverse needs so as to ensure results that accurately reflect the students strengths and potential need areas.Once a Determination to Assess (DTA) has been reached, the Evaluation Case Manager is responsible for preparing the referral packet forparent/guardian consent and engaging the evaluation team in planning for the evaluation process.


1. Upon a DTA, the assigned Evaluation Case Manager consultswith the teacher, family, and/or building administrators todetermine potential evaluation team composition based on theareas to be assessed identified in Step 7 in the Child Find andReferral: Referral for Special Education Evaluation (ages 3-21).


Upon DTA

2. The student shall be assessed in all areas related to thesuspected disability, including, if appropriate, health, vision,hearing, social and emotional status, general intelligence,academic performance, communicative status, and motorabilities.

Evaluation Team WAC 392-172A-03020

3. If the team determines evaluation is warranted in an area (withthe exception of audiology), the Evaluation Case Manageridentifies and engages required related service personnel thathave the training and knowledge to complete the identified areasof the evaluation with consideration for the developmental stageof the student. (OT/PT/SLP/APE/Vision/DHH/Assistive Tech).

If the team determines a need for evaluation in audiology, or if ahearing evaluation is required through the regularly scheduledschool screening process, then the SLP will be notified and willmake a referral to the audiologist. The audiologist will thencomplete necessary assessments within the 35 school daytimeline and will participate in the eligibility determinationmeeting as a member of the evaluation group.


Speech andLanguage

Pathology

Audiologist

Upon DTA

35 school days
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4. Considerations when creating an evaluation plan include:a. whether the student is an English Language Learner

(ELL)b. what language or communication mode is most

appropriate for assessmentc. whether an interpreter is requiredd. what additional modifications might be necessary for

successful evaluation such as to account forimpaired sensory, manual, or speaking skills that

may contribute assessment results that do notaccurately reflect the student's aptitude orachievement level or whatever other factors the testpurports to measure

Translation andInterpretationServicesProcedures

5. Should modifications be considered in order for evaluation toproceed, the Evaluation Case Manager collaborates withbuilding-based staff and/or their Team Lead or, for second-language interpretation needs, the ELL Department. TheEvaluation Case Manager is then responsible forcommunicating this information to the evaluation team.


Building Staff

Team Lead

Upon DTA

6. Once parental consent is received, evaluators in each areabegin their assessment of the student, with the aid of identifiedresources or supports as determined and using tools that are:

Technically sound instruments that may assess the relativecontribution of cognitive and behavioral factors, in addition tophysical or developmental factors.

Selected and administered so as not to be discriminatory ona racial or cultural basis;

Provided and administered in the student's native languageor other mode of communication and in the form most likelyto yield accurate information on what the student knows andcan do academically, developmentally, and functionallyunless it is clearly not feasible to so provide or administer;

Evaluation Team Evaluations tobe completedwithin 35 schooldays of receiptof consent

WAC 392-172A-03020
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Used for the purposes for which the assessments ormeasures are valid and reliable. If properly validated testsare unavailable, each member of the group shall useprofessional judgment to determine eligibility based on otherevidence of the existence of a disability and need for specialeducation. Use of professional judgment shall bedocumented in the evaluation report;

Administered in accordance with any instructions providedby the producer of the assessments.


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2.2: EVALUATION AND ELIGIBILITY: Initial Evaluation

Introduction: The purpose of the initial evaluation is to determine whether a student is eligible for special education services. The referral processbegins with a teacher, parent, student, public agency and/or other persons knowledgeable about the child identifying a student who is suspected ohaving a disability which significantly impacts his/her educational progress according to the process described in Section 1 under Referral. Theparents must be notified and offered an opportunity to participate in all meetings with respect to the identification, evaluation, educationalplacement, and provision of free and appropriate education (FAPE) for the student. In most cases, the student has previously gone through thereferral process. Any student between the ages of birth and 21, who has not graduated from high school and who resides within the school distric(including non-resident students unilaterally enrolled in Kindergarten through grade 12 in one of the approved, non-profit private schools locatedwithin the Districts boundary), may be referred for an initial evaluation.

These procedures are based onWAC 392-172ARules for the Provision of Special Education and the following Seattle Public School District

Memoranda:

May 10, 2007 Mandatory Legal Guidance Regarding the Special Education Referral Process

August 28, 2008 Mandatory Legal Guidance Regarding Completion of Evaluations

September 9, 2011 Mandatory Written Guidance (IEP and evaluation procedures)

December 12, 2012 Mandatory Legal Guidance Regarding Special Education Evaluation Requirements

February 15, 2013 Legal Guidance Regarding Evaluation Timelines, Procedures and Participation

March 22, 2013 SPS Administrative Procedures Role of Occupational and Physical Therapists in the Evaluation of and Development of

IEPs for Special Education Students


1. Consent for Initial Evaluation and Medicaid permission is obtainedfrom the parent/guardian and/or adult student.

Consent forInitial

Evaluation

MedicaidPermission


WAC 392-172A-03000

2. Consent is reviewed by the Evaluation Case Manager who dates iton the day it is received and enters the date under the Consenttab in IEP Online and locks the Referral in the Referral tab. Thedate the consent for evaluation is received by the district beginsthe 35 school day evaluation timeline. Evaluation may not startuntil written consent is received; verbal consent does not suffice.

Consent TabReferral Tab


Begins 35school dayevaluationperiod

WAC 392-172A-03005

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3. The Evaluation Case Manager informs the evaluation team,including OT, PT, SLP, Adapted PE Specialist, Audiologist, VisionSpecialist, and/or teachers, of receipt of the parent consent form.


Upon receipt ofparent/guardianconsent

OSPITechnical

AssistancePaper 5

4. If the parent/guardian does not provide consent for the initialevaluation: The evaluation case manager must documentreasonable efforts that were used to obtain consent if aparent/guardian fails to respond, If a parent/guardian does notprovide consent for the initial evaluation and the student isenrolled in the public schools, the evaluation case manager

should notify the Regional Supervisor.a. The Regional Supervisor will inform the Director of Special

Education of the parents failure to respond.b. The Regional Supervisor and Director of Special Education

will, in consultation with the Executive Director of SpecialEducation, decide whether the district will:

i. Ask the parent/guardian to participate inmediation in order to explain the purpose of theevaluation and obtain the parents consentthrough agreement;

ii. Request a due process hearing and ask anadministrative law judge (ALJ) to issue a decisionoverriding the parents refusal to provideconsent; or

iii. Not pursue mediation or due process.iv. NOTE: If the student is enrolled in private school

or receives home-based instructionunder RCW28A.200,the district may not use mediation ordue process procedures to obtain consent oroverride a parents refusal to consent.

IEPODocumentationof attempts

Prior WrittenNotice


Regional

Supervisor

ExecutiveDirector/Directorof SpecialEducation andRegionalSupervisor

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c. If the districts decision is to not pursue mediation or dueprocess, or if the student is enrolled in private school orreceives home-based instruction, the Regional Supervisor willdocument the parents refusal and provide prior written noticeto the parent/guardian that the student will not be evaluated todetermine eligibility and without the evaluation, the districtcannot provide the student with special education and relatedservices.

d. If the districts decision is to pursue mediation or due process,the Executive Director, or designee will notify the Office ofGeneral Counsel and work with the assigned attorney to

schedule a mediation session or file a due process hearingrequest.

RegionalSupervisor

Executive Directorof SpecialEducation or

DesigneeDesignated

Attorney from theOffice of GeneralCounsel

e. If an interpreter or translated materials are needed for theevaluation, meetings and/or home communication, aninterpreter or translated materials will be obtained.


TranslationandInterpretationServicesProcedures

f. Evaluation begins. The evaluation of a student must besufficiently comprehensive to identify all of the studentsspecial education and related service needs, whether or notcommonly linked to the disability category in which thestudent is suspected. Individual assessments will include thedate(s) when each individualassessment/interview/observation occurred and indicate whoconducted the individual assessment/interview/observation sothis information is included in the evaluation report.

Evaluation Team SPSEvaluation/ReevaluationGuidelines

WAC 392-172A-03020

WAC 392-172A-03035(2).

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g. If the need arises to consider an additional area(s) ofevaluation during the course of the process, the evaluationteam, including the parents, will be reconvened by theEvaluation Case Manager to discuss the need and, if anadditional area(s) of evaluation is determined necessary,parent/guardian consent will be obtained and a Prior WrittenNotice sent to the parent/guardian/adult student.

ConsentPWN


h. When an evaluation group is considering whether a studenthas a specific learning disability, the evaluation group mustalso include a general education teacher of the student as

well as the parent. As part of the evaluation, the student mustbe observed in one of his or her general education classes orif not in the school setting, in an environment appropriate forthat student. See the Specific Learning Disability Eligibilityarea in the Special Education Procedures Guide.

SpecificLearningDisability

Procedures

WAC 392-172A-03055

i. The Evaluation Case Manager completes the evaluationreport in the Evaluation Summary section of IEP Online. Theevaluation report shall be sufficient in scope to develop anIEP.

EvaluationSummary WAC 392-

172A-03035

j. The Evaluation Case Manager sets up the eligibilitydetermination meeting with parents and other EvaluationTeam members prior to the 35 school day timeline. TheEvaluation Case Manager informs all members of theEvaluation Team of the date of the meeting. A Notice ofEligibility Meeting is completed and sent to theparent/guardian indicating the date, time and location of theeligibility determination meeting.

Notice ofEligibilityMeeting


Three weeksprior to the 35school dayevaluationtimelineexpiration

WAC 392-172A-03005

WAC 392-172A-03035
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k. Eligibility determination meeting agenda format:a. Introduction of attendeesb. Parent inputc. Discussion of the purposes of the evaluationd. All evaluators share their respective resultse. Recommendations for SDI, related services and

supplementary aids and services are presentedf. Determination of eligibility is madeg. Signatures of evaluation participants are collected

l. An evaluation will be printed in its entirety and available forparents and other team members to read and adjust asneeded during the eligibility determination.

Completeevaluationreport draft


m. During the meeting, each evaluator will interpret their resultsand discuss the significance of findings related to thestudents instructional program, including a specification ofthe factors interfering with performance and therecommended special education and related servicesneeded, if appropriate. If the student does not appear to beeligible in an area, the evaluator will make recommendations,as appropriate, for additional or continued general educationsupports and services needed by the student.Parent/guardian input and requests are considered by theteam.

n. I f a team mem ber is unable to attend the el igibi l i tydetermin at ion meeting, he/she wil l make arrangements to

provide feedback to the parent /guardian and evaluat ion

team 48 hours in adv ance of the meeting. It is the

responsibi l i ty of the team m ember to sign the completed

evaluat ion repor t .

Evaluation Team At least twodays prior tomeeting


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o. The evaluation team, including the parent/guardian and allidentified team members, discusses evaluation results anddetermines whether the student is eligible for special educationservices. The team must use the three-prong test to determine if,the student is eligible for special education and related services.The student must have (1) a disability which (2) results in anadverse educational impact, such that (3) the student requiresspecially designed instruction.

WAC 392-172A-03040

p. Each professional member of the evaluation team must date and

sign certifying that the evaluation report represents his or herconclusions.

q. While parents are not required to sign an evaluation report, thedistrict needs to document whether the parents attended themeeting or not. Examples of ways to document:

a. Have parent/guardian sign the evaluation report as aparticipant in the meeting (note: IEP Online allows a user toadd additional signature spaces to an evaluation reportsignature page)

b. Document in the prior written notice who attended themeeting.

c. Have all meeting attendees sign a sign-in sheet which can beattached to the evaluation report.

WAC 392-

172A-03035

r. In cases where a District member(s) of the evaluation teamdisagrees about the eligibility decision, the District member of thegroup must include a separate statement representing his or herconclusions. The Evaluation Case Manager should notify aSpecial Education Supervisor, who will assist the team indetermining how to move forward. For disagreements withparents, please reference the Parent Consent procedures andthe IEP Development and Implementation procedures.

Evaluationdocuments


Supervisor

BuildingAdministrator, ifappropriate

As needed ConsentProcedures

IEPDevelopmentandImplementationProcedures

WAC 392-172A-03035
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s. If the student is not eligible for special education, the evaluationgroup should address whether the student may require a 504plan to address his or her disability and access to generaleducation services. This information should be provided to thebuilding 504 Coordinator by the Evaluation Case Manager.


t. If any changes are needed in the evaluation report or eligibilitydecision as a result of the meeting, the Evaluation Case Managerwill make them in IEP Online, print the newest version of thereport and then lock the document. A copy of the revised report

will be provided to the parent.

Finalevaluationreport


u. Complete the Notification of Results describing the decision(s)made by the evaluation team and explaining the optionsconsidered and rejected and send to the parents/guardians/adultstudent. Notification must include the decision, date, and namesof the persons making the decision.

Notification ofResults(PWN)


Within 5school daysof thedecision

v. If the student is eligible for special education and relatedservices, the group may ask for the parents consent for specialeducation services at the same time it makes the eligibilitydetermination. However, the IEP team, including theparent/guardian may wait to obtain the parentsconsent at theinitial IEP meeting.a. REMEMBER, parents consent to the initial provision of

services, not to the IEP.b. If a student is eligible for services, an IEP meeting must be

held within 30 calendar days of the eligibility determination.c. If the parent/guardian refuses to provide consent for the initial

provision of services, a district is not required to hold an IEPmeeting to develop an IEP.


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w. The Evaluation Case Manager sends all original evaluationdocuments to the Central Office Compliance Team, for botheligible and ineligiblestudents including: a copy of the referralpaperwork, the evaluation with original signatures, the EvaluationConsent, and any out-of-district records or reports considered todetermine eligibility(e.g. doctor reports, etc.), any relateddocuments with handwritten corrections and/or signatures notrecorded in IEP Online, and any relevant consent to exchangeinformation forms.

Evaluationdocuments


Within 5school daysof eligibilitydecision

x. If a student withdraws from the district prior to the completion ofthe evaluation, the Evaluation Case Manager should consult withthe appropriate ESA Team Lead regarding completion of theprocess. All paperwork should be completed up to the date thestudent left the district and sent to the Central Office ComplianceTeam.

Evaluationdocuments

Evaluation Team


ESA Team Leads

Within 5school daysofnotificationof transfer


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2.3: EVALUATION AND ELIGIBILITY: Reevaluation

Introduction: The purpose of a reevaluation is to determine continuing or changing eligibility for special education services. Reevaluations areconducted when the district determines the educational or related service needs, including improved academic achievement and functionalperformance, warrant a reevaluation; or if the students parent/guardian or teacher requests a reevaluation. By law, a reevaluation occurs everythree years but not more than once a year unless parents and district agree otherwise. Possible rationale(s) for reevaluation: three-yearrequirement, parent/school request, change of category, consideration of change in placement, or consideration of termination of services. TheDistrict must reevaluate a student before determining that the student is no longer eligible for special education services; however, a reevaluation not required before the termination of a students eligibility due to graduation from high school with a regular diploma or p rior to termination ofservices due to the student exceeding the age of eligibility for special education services. However, reevaluations due prior to the studentgraduating and/or exceeding the age of eligibility, must be conducted in order to determine if the student continues to be eligible for specialeducation services.

All reevaluations due in June through September must be completed prior to the last week of the school year in June.

PROCEDURES FORMS RESPONSIBILITY TIMELINE RESOURC

1. As a reevaluation approaches, the Evaluation Case Managershould invite the parent/guardian to provide input and discuss thereevaluation and needed areas of inquiry. The Evaluation CaseManager is then responsible for contacting all appropriate serviceproviders. Team members must mutually agree upon preliminarytimelines for completion of the reevaluation, but no later than 35school days after consent is obtained, and prior to the 3-yearreevaluation due date.NOTE: If the student is turning age 9 and has been eligibleunder the Developmental Disability category, the reevaluation

must be completed prior to 3 year reevaluation due date or thestudents ninth birthday, whichever comes first.

Evaluation CaseManager/ EvaluationTeam

Three monthsprior to the 3yearreevaluation,or by request.

WAC 392-17203015

OSPI Model E

OSPI TechnicAssistance P5

2. The following are determined by the evaluation team:a. Areas to be evaluated, and/or to be reviewed.b. The date by which all data are to be completed
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3. Written notice of reevaluation and consent form is sent to theparent/guardian from the Central Office Compliance Team.

PWN,Consent form

Compliance Team 3 monthsprior to thereevaluationdue date, orby request.

WAC 392-17203070

FAQs aboutReevaluation

4. To determine whether the student needs additional assessmentsto complete a reevaluation, the IEP team and other qualifiedprofessionals, if appropriate, reviews existing data including:

a. the students most recent evaluation;

b. information provided by the parents;

c. classroom based and other state and local assessments;d. classroom based observations; and,e. observations by teachers or other service providers.

5. On the basis of that review the IEP team, including the parent,and other qualified professionals will determine whetheradditional data are needed to determine the students continuedeligibility, whether the student needs additional services ormodification to meet annual goals, and to what extent thestudent can participate, as appropriate, in the general educationcurriculum.

6. The IEP group may conduct its review without a meeting;however, the review needs to include the data in item 4described above which requires parent/guardian input.

a. If the team and other qualified professionals determinethat no additional assessments are needed to completethe reevaluation, the team must notify theparent/guardian using prior written notice that noadditional data are needed to determine eligibility, thereasons for that determination, and the right of theparents to request additional assessments to determinecontinuing eligibility and special education need.

b. If the reevaluation will be completed by only usingexisting data, the district does not have to obtain writteninformed consent from the parent.

Evaluation Team,including theParent

WAC 392-17203025

SPSEvaluation/

ReevaluatioGuidelines

WAC 392-172A-03000
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7. If the IEP team determines additional assessments are needed,or the parent/guardian requests additional assessment, thedistrict must make reasonable efforts to obtain written informedconsent from the parent/guardian before conducting theadditional assessments. Parent/guardian consent must beobtained unless:

a. Tests administered to the student are administered toother students in the general education context.

b. The team can demonstrate that it has taken reasonablemeasures to obtain that consent (2 attempts, one by

mail), and the studentsparent/guardian has failed torespond. See Section 3: Parental ConsentDelay orRefusal of Consent

Parental ConsProcedures

WAC 392-17203000-03100

8. If the parent/guardian fails to respond and the district candocument its reasonable efforts to obtain informed consent, thedistrict may proceed with the reevaluation without informedconsent. During reevaluation, every area of current SDI orrelated services must be evaluated. However, re-instrumentationmay not be needed in each area. Example of replicationdecisionVision and Hearing: If the student has had three ormore consecutive years of normal vision and hearing screenings,and there are no current concerns, the group can decide to referto past screenings as rationale not to replicate.

Note: The team must finalize the report and approve decisions by

the date the team had previously decided the reevaluation mustbe completed, but no later than 35 school days after consent isobtained, and prior to the 3-year reevaluation due date.

9. If the parent/guardian refuses to provide consent, the EvaluationCase Manager will notify the Regional Supervisor. The RegionalSupervisor will consult with Director of Special Education todetermine which action(s) the district will take which may include:

a. Ask the parent/guardian to participate in mediation toexplain the purpose of the reevaluation and obtain theparents consent through agreement; or

Evaluation Team,including theParent


Reevaluationdue date(but no laterthan 35school daysafterconsent isobtained,and prior tothe 3-year

reevaluationdue date

WAC 392 1703015
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b. Request a due process hearing to ask an ALJ to issue adecision overriding the parents refusal to provideconsent; or

c. Not pursue mediation or due process.

d. NOTE: If the student is enrolled in private school orreceives home-based instructionunder RCW 28A.200,the district may not use mediation or due processprocedures to obtain consent or override a parentsrefusal to consent.

e. If the districts decision is to not pursue mediation or dueprocess, or if the student is enrolled in private school orreceives home-based instruction, the RegionalSupervisor will document the parents refusal and provideprior written notice to the parent/guardian that the studentwill not be evaluated to determine eligibility and withoutthe evaluation, the district cannot provide the student withspecial education and related services.

f. If the districts decision is to pursue mediation or dueprocess, the Executive Director, or designee will notifythe Office of General Counsel and work with the assignedattorney to schedule a mediation session or file a dueprocess hearing request.

Parental ConsProcedures

WAC 392-17203000-03100

10. The evaluation team determines whether the student (a)continues to meet eligibility, (b) whether any additions or

modifications to the special education and related services areneeded to enable the student to meet the measurable annualgoals set out in the IEP of the student and to participate, asappropriate, in the general education curriculum; and (c) thepresent levels of academic achievement and relateddevelopmental needs of the student. If determining eligibility, theteam must use the three-prong test to determine if the studentcontinues to (a) have a disability which (b) results in a significantadverse educational impact, such that (c) the student requiresspecially designed instruction

Evaluation Team SuggestedEvaluation

Meeting Age
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11. A notice of results of the reevaluation and the evaluation reportare sent to the parent(s). Notification must include the followinginformation:

a. If the student continues to be eligible.b. If any additions or modifications to special education

services, and any necessary related services, areneeded to enable the student to meet the measurableannual goals and to participate in the general educationcurriculum.

c. If the student no longer needs special educationservices and will be exited.

Notice ofresults (PWN)

Evaluation Team Within 5school days

WAC 392-172A- 03040

Adverse ImpaGuidanceDocument

12. Send all original evaluation documents to the Central OfficeCompliance Team for both eligible and ineligible students:the referral forms, the evaluation (with original signatures),and the Evaluation Consent, any out-of-district records(doctor reports, etc.) with all relevant signed release forms,and a copy of the Notice of Evaluation Results.

Evaluationdocuments

Evaluation Team Within 5school days

13. When a determination is made that an IEP revision is required inorder to address the student needs identified in the reevaluation,an IEP team meeting shall be convened in a timely manner toeither amend the current IEP or develop a new IEP.

Invitation Evaluation team
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2.4: EVALUATION AND ELIGIBILITY: Assessment Revision

Introduction: The purpose of an Assessment Revision is to revise the last evaluation or reevaluation to meet one (or both) of two functions: (1) to

correct a clerical error that does not affect services, or (2) to revise an evaluation when important new information is obtained following the

completion of an evaluation.

If a clerical error is to be corrected, the team must follow the same procedures as if conducting a reevaluation through the review of existin

data. While no parent consent is needed; the parent does need to be notified that a review of existing data is proposed by the team.

Clerical errors are limited to conventions such as misspellings, grammar, capitalizations or punctuation. Adding, deleting or other types

of content changes are not considered to be clerical errors. The Assessment Revision for a clerical error can be completed and sent

home to the parent with a PWN documenting the reason.

The