SPS Continuum of Special Education Services
Links to guides and forms
Guide to Special Education in Seattle Schools
Una guía para la educación especial en las escuelas públicas de Seattle
OSPI referral to Special Education - form
WA Mental Health Referral Services
LEARN Clinic referrals
Una guía para la educación especial en las escuelas públicas de Seattle
OSPI referral to Special Education - form
WA Mental Health Referral Services
LEARN Clinic referrals
Five K-12th Primary Placements
Special Education Programs offered at North Beach are:
Resource Room (offered at all SPS schools)
Where: Room 13
What: Students spend the majority of their school day in general education classrooms, receiving specialized instruction per IEP either within general education classroom (push in), or individual and/or small group instruction (pull out). Examples of curriculum that may be used: Linguistic Remedies, Michelle Garcia Winner Curriculum, and SuperFlex. Currently serves approximately 20 students but can fluctuate
Extended Resource (formerly Access combined with SEL)
Where: Room 12
What: More intensive instruction; students spend majority of day in in general education classroom with support as needed, May receive some instruction in smaller group learning environment, modifications or use of alternative curricula utilized as appropriate but varies per IEP. Currently serves 10 students
Focus
Where: Room 1 and 14
What: Participation in the general education curriculum at present level of performance, but varies per IEP. Majority of instruction provided in small group learning environment with modifications or use of alternative curricula as appropriate but varies per IEP. Currently serves 10 students
- Resource Room
- Extended Resource (Formerly Access and combined with Social Emotional)
- Focus
- Distinct
Special Education Programs offered at North Beach are:
- Resource Room
- Extended Resource (Formerly Access and combined with Social Emotional)
- Focus
Resource Room (offered at all SPS schools)
Where: Room 13
What: Students spend the majority of their school day in general education classrooms, receiving specialized instruction per IEP either within general education classroom (push in), or individual and/or small group instruction (pull out). Examples of curriculum that may be used: Linguistic Remedies, Michelle Garcia Winner Curriculum, and SuperFlex. Currently serves approximately 20 students but can fluctuate
Extended Resource (formerly Access combined with SEL)
Where: Room 12
What: More intensive instruction; students spend majority of day in in general education classroom with support as needed, May receive some instruction in smaller group learning environment, modifications or use of alternative curricula utilized as appropriate but varies per IEP. Currently serves 10 students
Focus
Where: Room 1 and 14
What: Participation in the general education curriculum at present level of performance, but varies per IEP. Majority of instruction provided in small group learning environment with modifications or use of alternative curricula as appropriate but varies per IEP. Currently serves 10 students
Lexicon of Terms and Acronyms:
Individual Education Plan (IEP): is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. The IEP has statement(s) of present levels of performance as well as annual goals and objectives. Reviewed annually
Areas of Qualification for Specialized Services:
- Cognitive/Academic- primary service provider Special Education Teacher
- Social-Emotional-primary service provider Special Education Teacher
- Adaptive/Life Skills: primary service provider Special Education Teacher
- Speech & Language: primary service provider Speech Language Pathologist (SLP)
- Occupational Therapy: primary service provider Occupational Therapist (OT)
- Physical Therapy: primary service provider Physical Therapist (PT)
504 Plan: A student's 504 plan specifies accommodations, which are adaptations and modifications that will help the student be successful academically and in the classroom. Reviewed periodically
Individuals with Disabilities Education Act (IDEA) In the U.S. is a special education law that mandates regulation for students with disabilities in order to protect their rights as students and the rights of their parents.
Free and Appropriate Public Education (FAPE): A cornerstone of IDEA, our nation's special education law, is that each eligible child with a disability is entitled to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child's unique needs.
Least Restrictive Environment (LRE): The least restrictive environment clause states that students with disabilities should be educated with students without disabilities to the maximum appropriate extent. Schools and public agencies are required to have a continuum of alternative placements for students with disabilities.
Para Professional (Para Pro) and Instructional Assistant (IA): Support staff who under direction of special education teacher assist with instruction, implement behavior support systems, assist with progress monitoring (e.g. data collection). May work with students in small group or in larger classroom environment.
INCLUSION in education refers to a model and philosophy wherein special needs students are active members and participants in the school community. They may spend most or some of their school day with general education students with support as needed. Inclusive models may still provide for the use of small group settings to support students with disabilities and best meet individual needs.
Food for Thought
- “People First” Language. (students with special needs vs. special ed students; child with autism vs. autistic child)
- Disability is a form of Diversity
- Embrace and Celebrate our differences (not just Tolerate or Accept)
Benefits of Inclusive Educational Settings for All:
- Studies show that all students can benefit from the resources available in an inclusive educational settings. The special education teacher and/or instructional assistants may help all students in an inclusive classroom, not just special education students.
- Students participating in successful inclusive educational settings have reported or demonstrated increased empathy and respect for others as well as greater appreciation and awareness of individual differences
Diverse and inclusive communities benefit everyone. Our special education programs are a tremendous asset and opportunity for our school community as a whole
Do you have concerns regarding your child's development?
- Make your concerns known to your child's teacher and possibly pediatrician
- Listen to your instincts- You know your child best
- Some of the following may be considered to determine eligibility: Parent information and reports, teacher information and assessments, screenings and/or evaluations conducted by school psychologist or related service provider
- Diagnosis and/or a qualification for special services does not change who your child is. Services and resources are intended to support you and your child
Timelines for Referral, Initial Evaluation, and Initial Individualized Education Program (IEP)
Making a Referral
Referral is the first step leading towards Special Education Services. All referrals are made in writing. They are made either to the District or through a student's existing school.
Each school district has a duty to locate students residing within the district who might be in need of special education. This responsibility is called "child find." In order to meet its "child find" obligations, your district will have procedures in place to locate, identify, and evaluate students between the ages of 3 and 21 who are suspected of having a disability and may be eligible for special education and related services.
If at any time you believe your student may need special education, you should contact someone at your student's school and/or at your school district central office to request that your student be evaluated for special education.
If a student is Enrolled in SPS: Contact staff at your student’s school. Kristine McLane, kemclane@seattleschools.org. District Contact:
If student is NOT Enrolled in SPS contact:
Within Reach (children under the age of 3)
1-800-322-2588 or Within Reach Website
Child Find (children 3–5 years old) 206-252-0805 or
childfind-specialedpreschool@seattleschools.org
District Contact, Special Education Supervisor for North Beach Elementary Teresa Swanson - taswanson@seattleschools.org, 206-252-0876
Referral is the first step leading towards Special Education Services. All referrals are made in writing. They are made either to the District or through a student's existing school.
Each school district has a duty to locate students residing within the district who might be in need of special education. This responsibility is called "child find." In order to meet its "child find" obligations, your district will have procedures in place to locate, identify, and evaluate students between the ages of 3 and 21 who are suspected of having a disability and may be eligible for special education and related services.
If at any time you believe your student may need special education, you should contact someone at your student's school and/or at your school district central office to request that your student be evaluated for special education.
If a student is Enrolled in SPS: Contact staff at your student’s school. Kristine McLane, kemclane@seattleschools.org. District Contact:
If student is NOT Enrolled in SPS contact:
Within Reach (children under the age of 3)
1-800-322-2588 or Within Reach Website
Child Find (children 3–5 years old) 206-252-0805 or
childfind-specialedpreschool@seattleschools.org
District Contact, Special Education Supervisor for North Beach Elementary Teresa Swanson - taswanson@seattleschools.org, 206-252-0876