The Power of Data: Shaping IEPs and 504 plans for Student Success

Posted on March 20, 2025May 2, 2025 by Nicol Walsh

Data plays a crucial role in special education, helping teachers, parents, and support teams create effective learning plans for students with disabilities. By understanding data, students and their families can work together with educators to ensure students successfully reach their educational goals.

Brief Overview

Data includes information on a student’s learning, behavior, and progress from various sources, used to develop Individualized Education Programs (IEPs) or Section 504 plans.
Data helps set learning goals, choose strategies, and decide on accommodations, with regular reviews to adjust plans.
Data helps parents and students advocate for support, track progress, and request extra services if needed.
This article contains descriptions of the various types of data, test scoring systems, and assessments commonly used in special education.
If families and school districts disagree about evaluation data, there are procedural safeguards to help resolve disputes.

What is Data in Special Education?

Data is any information collected about a student’s learning, behavior, and progress. It can come from test scores, classroom performance, teacher observations, and feedback from parents and students. This information is used to develop an Individualized Education Program (IEP) or a Section 504 plan that meets the student’s unique needs.

Types of Data Used in IEPs

Types of Student Data
IEP and Section 504 teams use different types of data to understand a student’s abilities and challenges. These include:

Baseline Data: A starting point that shows where a student’s skills are before new support or interventions begin. This could include initial test scores, observations of classroom behavior, and assessments of academic abilities such as reading fluency or math skills. Baseline data is crucial because it helps educators and parents track how the student progresses over time.
Current Performance Data: Up-to-date information used to measure progress and to determine whether the accommodations, modifications, and services are working effectively. Performance data includes recent test scores, progress and grade reports, class assignments and homework, and observations from IEP or 504 team members. Teachers and staff might also track how often a student completes assignments or engages with the material being taught.
Behavioral Data: Observations on how a student interacts in different settings, both in the classroom and in other school environments. It can include records of behavioral incidents, such as disruptions or outbursts, as well as observations on how the student interacts with peers and follows classroom routines. Behavioral data helps identify patterns and triggers for specific behaviors, which can be addressed with strategic interventions.
Social and Emotional Data: Insights into a student’s emotional well-being and relationships with others. This type of data helps to understand how the student is managing relationships, emotional regulation, and any challenges they may be facing in terms of anxiety, stress, or peer interactions. Information may come from school counselors, social workers, or teacher reports on the student’s ability to work in groups or handle stress in academic settings.
Medical and Educational History: Past records, including medical reports and previous IEPs or 504 plans. These records help educators understand what interventions have been tried before, what worked, and what didn’t. They also give context to the student’s academic performance over the years and may provide insight into any ongoing health conditions that might affect their learning.
Parent and Student Input: Parents often provide important feedback about how their child learns and behaves at home, such as struggles with homework or time management, which can complement academic performance data. Students themselves can share their perspectives on their learning experiences, goals they want to achieve, or accommodations they need, helping ensure the plan aligns with their needs.

Informal observations about a student’s behavior, interactions, or experiences can provide valuable context to all types of data. These anecdotes from parents, students, teachers, or service providers offer personal accounts of how a student responds to situations or interventions. By complementing formal data like test scores, these observations provide insights into social interactions, emotional well-being, and classroom challenges. This helps to understand the student’s strengths and areas for growth. When combined with formal data, anecdotal feedback creates a more comprehensive and effective educational plan tailored to the student’s needs.

Using Data to Customize Student Supports

An IEP or 504 plan is created based on data collected through evaluations and observations. This information helps set learning goals, choose instructional strategies, and decide on accommodations and services. For example, if a student struggles with reading, data can show whether the challenge lies in comprehension, vocabulary, or decoding words.

The IEP or 504 team, including parents, teachers, and specialists, meets regularly to review data and adjust the IEP or 504 plan as needed to ensure they remain effective. Under Washington Administrative Code (WAC 392-172A-03015), students with IEPs must be re-evaluated at least once every three years, though parents or educators can request more frequent assessments if needed. Data for IEPs must be reviewed at least annually to determine whether the student’s goals and services need to be updated (WAC 392-172A-03110(3)).

The Office of Superintendent of Public Instruction (OSPI) has outlined the requirements for review and reevaluation of 504 plans in the Students’ Rights Information Sheet: Section 504, a document available for download in multiple languages on the OSPI website. School districts must re-evaluate a student’s eligibility for a 504 plan at least every three years and review the 504 plan annually to ensure that it continues to be effective. Parents or teachers can request a review at any time.

Understanding Test Scores

Test scores provide important insights into a student’s learning progress. Scoring systems vary, and the results can be presented in different formats. Some common types include:

Raw scores indicate the number of correct answers or tasks completed correctly. For example, if a student correctly answers 35 out of 40 questions, their raw score is 35.
Standard scores compare a student’s performance to others of the same age, with 100 as the average. The mean is the average score, and the standard deviation shows how much the scores vary from that average. With a standard deviation of 15 on the Wechsler Intelligence Scale for Children (WISC-V), most students’ scores will fall between 85 and 115, and scores further from 100 indicate greater differences from the average.
Percentile ranks show where a student’s performance ranks in comparison to their peers. If a student is in the 70th percentile, they scored higher than 70% of their peers statewide. A score in the 30th percentile means the student scored higher than 30% of other students.
Age and grade equivalent scores show how a student’s performance compares to typical expectations for their age or grade. A 5th-grade student with a grade equivalent score of 7.0 is performing at the level expected of an average 7th grader.

Types of Assessments

There are two main types of tests used in special education: norm-referenced and criterion-referenced. Norm-referenced tests compare a student’s performance to other students in the same age group or grade level. For example, an IQ test measures a child’s cognitive abilities compared to others of the same age by assessing areas like verbal comprehension, perceptual reasoning, working memory, and processing speed. Criterion-referenced tests measure how well a student has learned specific skills. Classroom-based assessments are often criterion-referenced tests, like a math test that focuses on a student’s ability to accurately complete addition and subtraction problems. The Smarter Balanced Assessments (SBA) are English language arts (ELA) and math tests given to students in grades 3-8 and 10. The SBA is both a norm-referenced assessment, comparing student performance to state and national benchmarks, and a criterion-referenced assessment, measuring students’ mastery of skills needed for graduation and academic progress.

Using Data to Advocate for Student Needs

Data helps parents and students advocate for the right support. If test scores show that a student is falling behind, families can use this information to request extra services, such as tutoring or assistive technology. Data also helps track progress to see if current strategies are working or if changes are needed.

Asking questions about the data can help parents and guardians better understand their child’s needs and ensure they are getting the right support. By engaging in these conversations, parents can advocate for their child more effectively and make sure their progress is being tracked accurately. Here are some helpful questions to ask during meetings with the IEP or 504 team:

Can you show me the data that supports this change in supports or services?
What specific data or assessments have been used to understand my child’s academic performance?
How do my child’s scores compare with other students in their age group or grade level?
What scoring type was used to determine these evaluation results?
Can you explain how the data indicates where my child might need additional support?
Based on the test scores and data, what are my child’s strengths and how can we use them to improve their weaknesses?
How often will we review the data to see if my child is making progress? Will there be ongoing assessments and, if so, which assessments will be used?

Resolving Disagreements over Evaluation Data

Procedural Safeguards outline the evaluation process and the dispute resolution options when families and school districts disagree about evaluations. Under the Individuals with Disabilities Education Act (IDEA), parents have the right to request an Independent Educational Evaluation (IEE). The IEE must be requested in writing and PAVE provides a Sample Letter to Request an IEE paid for at public expense by the school district. If the request is approved, the school district provides a list of independent evaluators. The school must consider the IEE results when determining the student’s eligibility for special education services. If the school district denies the request for an IEE, it must start a due process hearing within 15 calendar days to justify its evaluation. Parents have the right to request an IEE anytime a student is evaluated and they disagree with the result.

According to Section 504 Notice of Parent Rights, downloadable in multiple languages on the OSPI website, parents have the right to request mediation or an impartial hearing, if they disagree with the school district’s identification, evaluation, educational program, or placement.

Final Thoughts

Data plays a powerful role in shaping IEP and 504 plans for students with disabilities. By using detailed information from various sources, educators, parents, and support teams can create personalized and effective plans that meet each student’s unique needs. Understanding and using data empowers students and parents to take an active role in education, working closely with teachers and specialists to ensure that students receive the right support to succeed in school and beyond.

Does My Child Need a Medical Action Plan?

Posted on February 27, 2025May 1, 2026 by Nicol Walsh

Medical action plans are for situations where a child has a life-threatening illness or condition, when medication needs to be taken on schedule, and/or they need to be monitored for symptoms. This article explains what a medical action plan is, when it’s needed, where to use it, and how it’s separate from but can support Individualized Education Programs (IEPs) or Section 504 plans.

A Brief Overview

Medical action plans are for situations where a child has a life-threatening illness or condition, when medication needs to be taken on schedule, and/or they need to be monitored for symptoms
Medical action plans can be used in school, in community settings, and at home or while traveling.
Your child’s pediatrician or primary care provider and their staff can be good resources to help you create the medical action plan.
In schools, parents and their medically aware children) meet with the school nurse to develop or complete a plan. School staff are responsible for carrying out the plan.
If a child has an IEP or 504 plan, a medical action plan can be referred to in any appropriate section to address limits on physical activities or modified academic expectations when a condition affects a child’s learning or ability to function well at school.
Home, community and travel medical plans are very useful to inform first responders and others not familiar with your child’s needs with essential information about their typical routine and the steps to take in case of an emergency.

What is a medical action plan?

It’s a plan for when a child has a life-threatening illness or condition and/or requires medical monitoring or medication.

In school settings, school staff have responsibility for following the medical action plan. The plan is for the health and wellbeing of the student in the school environment.

Examples of illnesses and conditions might include:

Allergies, like food allergies, that can cause anaphylaxis and need an epi-pen
Diabetes which may require monitoring and insulin injections
Asthma, and a backup inhaler
Seizure disorders
Mental/behavioral health conditions
Complex medical conditions with ongoing needs
Cancer, heart conditions, and any other serious or life-threatening illnesses and conditions

A medical action plan explains important steps like when to give rescue medication if needed, when to call emergency services (911), if the student should use a buddy system when going from place to place if there isn’t a support dog, and other essential actions based on the student’s individual medical needs.

Other items which might need to be on the plan:

what kinds of durable medical equipment might be needed for support at school, and who is responsible for providing them
what kinds of medication and medical interventions could come up day to day
what kinds of emergency situations are possible

The medical action plan is developed to help school, their staff, the family, and student all be on the same page about the impact of an emergency event or a day that might have higher needs.

Here are some plan examples to guide you:

Medical action plans are not IEPs or 504 plans. If a student has an IEP or 504 plan, a medical action plan can be referred to in any appropriate section to address limits on physical activities or modified academic expectations when a condition affects a student’s learning or ability to function well at school.

Here’s more information about 504 plans and Individualized Education Programs (IEPs).

How do I request a medical action plan for my child?

A medical action plan is developed in a meeting or series of meetings with the school nurse and an IEP or 504 plan team, if your child is on a 504 plan or IEP. Parents can prepare for the meeting by drawing up their own list of their child’s medical needs in the school environment, but templates, or pre-made plans you can personalize are also available from the school nurse or your child’s pediatrician and/or specialty provider.

Once your child understands their medical needs and their body’s signals, it is vital to request that the student be a part of this meeting so that they can express what their triggers may be and what it looks like when they have a flare-up, attack, or episode. These points should also be written in the plan.

Some school districts require a doctor’s input or signature, especially if medication is involved. It’s a good idea to schedule a doctor’s visit in late July or August to help fill out the action plan so that you can get any input and signatures you need.

Parents should ideally meet with the school nurse and teachers or teams working with their child before registration or the start of school. If that’s not possible, schedule as soon after the school year begins to avoid potential emergency situations with no plan in place.

For students who already have medical action plans, this timeline is important to update the school nurse and staff about any changes in the student’s condition and adjust the plan accordingly. This may also include changes to the 504 plan and IEP if required.

Having information on hand for your child/youth when you or they travel or go on field trips can be accomplished through a one-pager or card that can be kept with you or your child. It would have:

Your child’s diagnosis
Medications prescribed and when your child takes them
Any over-the-counter medications used and when your child takes them
Emergency contacts
What a medical emergency looks like for your child, and what steps to take to deal with it.

Essential brief “information at a glance” can be on a single sheet of paper or card and put on the refrigerator for first responders, sitters, and respite workers. You or your child can carry it when visiting or in a community setting. Plastic peel-and-stick “laminating” sheets are handy to protect the paper or card and are available at office supply stores and online. Information on how to create these forms and the templates can be found at the links below.

Family to Family Health Information Center (opens on a new website)

My Child’s Care (PAVE’s articles on Health and Wellness)

Ensuring Safety and Inclusion: Adding an Emergency Action Plan to the IEP or 504 Plan

Posted on January 29, 2025May 6, 2025 by Nicol Walsh

Emergency Action Plans are crucial for ensuring the safety of students with disabilities during crises like earthquakes, fires, or active shooter events. These plans should be integrated into existing Individualized Education Programs (IEPs) and 504 plans, which already provide accommodations for educational and behavioral needs.

Federal laws mandate that schools offer equitable emergency services to all students, including those with disabilities. Washington state law also requires comprehensive safe school plans that include provisions for students with special needs, regular safety drills, and collaboration with local emergency response agencies.

Brief Overview

An individualized Emergency Action Plan prepares students with disabilities for external emergencies.
The Americans with Disabilities Act (ADA) requires schools to provide reasonable accommodations to ensure the safety and participation of students with disabilities, including during emergency procedures.
The Individuals with Disabilities Education Act (IDEA) requires that schools consider the unique needs of students with disabilities when developing and implementing emergency response plans.
Section 504 of the Rehabilitation Act mandates that schools provide reasonable accommodations to students with disabilities to ensure equal access to education, including safety procedures and emergency drills.
Washington State law requires that schools develop and implement comprehensive safe school plans that are inclusive of and accessible to students with special needs (RCW 28A.320.125).
Download the Emergency Action Plans handout to prepare for and share at an upcoming IEP or 504 plan meeting.

Introduction

In Individualized Education Program (IEP) or Section 504 plan meetings, we often discuss accommodations, which can include placement, specially designed instruction, transportation, related services, and more. In some cases, a behavior intervention plan (BIP) accompanies the IEP or 504 plan. While reviewing these documents, we develop accommodations and responses for educational and behavioral purposes in various environments and situations. However, what sometimes gets overlooked is an Emergency Action Plan.

Emergency Action Plans allow us to prepare for external emergency situations and crises, such as earthquakes, fires, or even active shooter events. While these are high stress topics, we also want our families to be aware of real-world events so we can best prepare and protect our children.

We’ll start with a quick reminder of students’ rights and responsibilities, and Washington State Requirements for emergency planning.

Rights of Students with Disabilities

Federal law emphasizes the inclusion and equitable treatment of students with disabilities in school emergency management plans. These laws ensure that students with disabilities receive the same emergency services as their non-disabled peers and are considered during all stages of emergency management planning. This principle is supported by several federal laws, including the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act.

The Americans with Disabilities Act (ADA) prohibits discrimination based on disability in all areas of public life, including schools. This means that schools must ensure their emergency plans are accessible to and inclusive of students with disabilities. The ADA requires schools to provide reasonable accommodations to ensure the safety and participation of students with disabilities, including during emergency procedures.

The Individuals with Disabilities Education Act (IDEA), is a federal law designed to ensure proper education for students with disabilities and guarantees a free and appropriate public education (FAPE) to all students with disabilities. This includes the right to a safe and supportive learning environment, which extends to emergency situations. Schools must consider a student’s Individualized Education Program (IEP) or 504 plan when developing emergency procedures, ensuring that necessary accommodations and supports are integrated into the school’s overall plan.

Section 504 of the Rehabilitation Act, similar to the ADA, prohibits discrimination based on disability in any program or activity receiving federal financial assistance, including schools. This law mandates that schools provide reasonable accommodations to students with disabilities to ensure equal access to education, including safety procedures and emergency drills.

When referring to Emergency Action Plans or evacuation plans for special education students, Wrightslaw emphasizes that schools have a legal and ethical obligation to create individualized plans that cater to the specific needs of each student with a disability, ensuring that no child is left behind in an emergency situation. Individualized plans should consider physical, sensory, cognitive, and mobility impairments. The school should conduct practice drills, training to familiarize staff with individualized plans, and risk assessments to help identify any potential obstacles that could occur in an emergency situation.

Washington State Requirements for Emergency Planning

In addition to the requirements under federal law, Washington state law emphasizes the need to include planning for students with special needs or disabilities in the safe school plan, with provisions for assisting and communicating with staff and students (RCW 28A.320.125). Each school district is required to adopt and implement a comprehensive safe school plan that:

Takes proactive measures to reduce the likelihood and severity of potential emergencies, referred to as emergency mitigation. This might include actions like strengthening school buildings to withstand natural disasters or implementing security measures to prevent unauthorized access.
Prepares for a wide range of emergencies. This includes developing and maintaining a detailed plan, conducting regular safety drills, and training staff and students on established crisis responses. Schools must also collaborate with local emergency response agencies and participate in joint exercises to test and improve their preparedness strategies.
Outlines clear roles and responsibilities for staff and students, communication protocols, and procedures for coordinating with first responders. Emergency drills help to familiarize students and staff with the appropriate actions to take in different scenarios, minimizing confusion and promoting a swift, coordinated response.
Addresses the actions taken to support the school community in the aftermath of an emergency and to restore normal school activities. This may include providing counseling and support services to students and staff, assessing and repairing damage to facilities, and communicating with parents and the community about the situation and recovery efforts.

When developing their comprehensive safe school plans, school districts must consider the guidance and resources provided by the state and regional school safety centers.

The law states, “Schools shall conduct at least one safety-related drill per month, including summer months when school is in session with students” (RCW 28A.320.125(5)(b)). It further specifies that these drills must teach students three basic functional responses, including:

Shelter-in-place: Used to protect students and staff from hazardous materials, like chemicals or radiation, by keeping them inside and away from the exposed outside environment.
Lockdown: Used to protect students and staff from threats of violence, such as intruders.
Evacuation: Used to move students and staff away from dangers, like fires, oil spills, or tsunamis.

These drills must be tailored to the specific threats and hazards most likely to impact the school. For example, schools in mapped lahar or tsunami hazard zones must conduct a pedestrian evacuation drill. Additionally, all schools must conduct an earthquake drill using the state-approved “drop, cover, and hold” technique.

Starting the Conversation with IEP and 504 Plan Teams

To ensure these safety measures are effectively implemented and meet the unique needs of each student, start the conversation with the IEP or 504 plan team by:

Requesting a Meeting: You can request a meeting with the IEP or 504 team through the child’s teacher, special education director, or district staff. Be sure to submit your request via email or hard copy letter to keep for your records.
Requesting an Addendum: If the team has previously had discussions about an Emergency Action Plan or existing accommodations that could be used to support an Emergency Action Plan, you might want to ask for an addendum without a meeting to get these supports written into the IEP or 504 plan.

Developing a Tailored Emergency Action Plan

The IEP or 504 plan provides an ideal framework for incorporating the needs of students with disabilities into emergency planning. The teams can easily gather data about the student’s individual needs, consider the nature of the disabilities, and the potential implications for safety planning. Here’s a few things to consider:

Review the student’s medical files. Ensure that the child’s medical records are current and up to date. In an emergency situation, this medical history will be shared with first responders to ensure the child’s needs are met.
Review the current IEP or 504 plan. Take a look at the accommodations, modifications, and service minutes currently in place and see if they can supplement the Emergency Action Plan.
Write down effective supports. Note interventions and solution-driven supports that are most effective for the student. Share feedback from medical providers, therapists, and other caregivers about what the child will respond to best.

Emergency action plans should build upon the accommodations, modifications, and services already outlined in a student’s IEP or 504 plan. For example, if a student requires mobility support to access their seating accommodation in the classroom, this should be factored into the school’s shelter-in-place procedures. As should a student’s needs for sensory support, such as a fidget, comfort items, or sensory-suppressing device (i.e. headphones, weighted materials). Whether it’s running through drills or happening real-world, familiar and personal comfort items can aid our students in self-regulating as they navigate the established emergency procedures.

Students whose IEP or 504 plan include assistive technology may also need access to such devices during an emergency. If the student requires assistive technology to maintain their ability to communicate and receive instructions, this should be written into their Emergency Action Plan. Devices such as communication boards, speech-generating devices, or specialized software should be readily available and functional during drills and actual emergencies. During emergency planning, the team can identify language and terminology to add to devices for the student to communicate needs arising from the crisis. For example, emotions may be added to a communication board to enable a student to express themselves to the same degree as non-disabled students. Being able to communicate their feelings in that moment can boost their ability to self-regulate and adhere to established protocols.

All stakeholders—students, staff, community partners, and parents—need to be educated about the school’s emergency plan and the specific procedures for supporting students with disabilities. Regular drills and exercises involving community partners can help familiarize students with the plan and ensure a coordinated response. Recognizing that some students may become dysregulated by disruptions to their routines, communication is essential! The IEP or 504 plan may include notice of upcoming drills to allow the team to prepare the student, working within the accommodations or services written into the educational program. For example, speech therapy may include reviewing a social story about how to respond to a fire drill. Similarly, a student with complex healthcare needs may require additional support from the nurse to access medications during the drill, or a student with limited mobility may require assigned personnel to assist with getting into a shelter-in-place location.

Schools must communicate and collaborate with community partners, including first responders, to ensure the safety and well-being of students, especially those with disabilities. If the student has a new medical condition or there are changes in how to respond to a medical incident, it is crucial to inform the school team and update the school nurse’s records. This ensures that any information shared with first responders, with the parent or guardian’s signed permission, is accurate and tailored to the child’s needs during emergencies.

Final Thoughts

The safety and well-being of all students is paramount, regardless of developmental or physical challenges. By proactively addressing their unique needs and ensuring that emergency procedures are inclusive and comprehensive, schools can create a safer environment for all students. Collaboration among educators, parents, and community partners is key to developing and implementing these plans effectively. We can’t always predict life’s unpredictability, but we can certainly have plans in place for whatever presents itself. Start the process today by requesting a meeting with the IEP or 504 plan team to discuss an Emergency Action Plan.

Learn More

The Readiness and Emergency Management for Schools (REMS) Technical Assistance Center provides two related fact sheets: Integrating K-12 Students with Disabilities Into School Emergency Management Planning and Integrating Neurodivergent K-12 Students and Staff Into School Emergency Management Planning.
FEMA’s Office of Disability Integration and Coordination identified 14 Potential Points of Inequity in the Disaster Cycle that can be used to identify specific areas in which the student with disabilities may need help before, during, and after a crisis.

Beyond School Walls: A Guide to Homeschooling in Washington State

Posted on January 29, 2025May 6, 2025 by Nicol Walsh

Homeschooling is a popular and flexible educational option for many families. “Home-based instruction” (HBI), as it’s referred to in Washington State law, must meet specific required subjects and instructional hours (or school days) annually. If you’re considering homeschooling, it’s important to understand the legal requirements and steps involved, including the qualifications that make a parent or guardian eligible to provide home-based instruction. Homeschooled students can access public school resources like extracurricular activities, part-time classes, and even special education services. By understanding and adhering to these guidelines, you can ensure a successful and enriching homeschooling experience for your child.

A Brief Overview

Homeschooling or home education programs are called “home-based instruction (HBI)” in Washington state.
A parent or guardian must meet one of four qualifying criteria to homeschool, or register through an approved private school extension program.
Homeschooling must cover 11 required subjects and at least 1,000 instructional hours annually (or 180 school days), but Washington law (RCW 28A.200.020) allows for flexibility in teaching methods and curriculum selection, emphasizing a personalized approach.
Beginning on their eighth birthday, your child must be enrolled in a school or home-based instruction, in accordance with Washington’s compulsory attendance law (RCW 28A.225.010).
If your student was enrolled in school prior to homeschooling and they are 8 years of age or older, they must be withdrawn by written and signed statement, and you must file a Declaration of Intent with your local public school district. The Declaration of Intent must be filed by September 15th annually, or within two weeks of the beginning of the public school year.
Homeschooled children must complete yearly assessments, either through standardized testing or an evaluation by a certificated educator. Parents and guardians must keep the results in their homeschooling files as a permanent record.
Families can request a special education evaluation from the public school district regardless of whether their child is enrolled in public school. If the child is eligible, the district must provide ancillary services unless the family declines them (RCW 28A.150.350).
Homeschooled students can participate in public school resources, including part-time enrollment in virtual or in-person classes, extracurricular activities, and sports.
PAVE provides a downloadable Annual Checklist for Home-Based Instruction to help families maintain compliance with Washington’s homeschool statutes.

Introduction

Whether you are looking for an alternative to public school or continuing a home education program you began before moving from out of state, there are some things you need to know before homeschooling your student in Washington State. Homeschooling, referred to as “home-based instruction (HBI)” in the state statutes, comes with specific guidelines and requirements.

To homeschool, a parent or guardian must:

Meet the qualifications for homeschooling under state law (RCW 28A.225.010(4))
Provide 180 school days or 1,000 instructional hours annually in the 11 required subjects
Formally withdraw the student from public school
Notify the school district of annually with a Declaration of Intent
Have the student complete an annual test or assessment
Maintain homeschool records

Download the Annual Checklist for Home Based Instruction

What qualifications must a parent or guardian meet to homeschool?

A parent or guardian has to meet one of the following qualifications to homeschool their child:

Hire a certified teacher to supervise the instruction.
Complete 45 college quarter credits or the equivalent in semester credits.
Complete a course in home-based education, sometimes referred to as a parent qualifying course, at a postsecondary or vocational-technical institute.
Gain approval from the superintendent as “sufficiently qualified to provide home-based instruction.” Those who have homeschooled in another state and move into Washington may be more successful with this by demonstrating a documented history of homeschooling.

If you do not meet these qualifications, you may homeschool through a private school extension program. Locate an approved private school that allows the homeschooling option and contact the school directly.

What do homeschool students learn?

Washington law mandates that homeschooled children receive at least 1,000 instructional hours annually (or 180 school days), similar to the public school system. There are 11 required subjects, although parents do not have to teach every subject daily, weekly, or even yearly. Some subjects, like social studies, are for younger grades, while others, like history, are for older grades. The homeschool curriculum must include the following subjects:

Occupational education
Science
Math
Language
Social studies
History
Health
Reading
Writing
Spelling
Art and music appreciation

You have full control over your homeschooling curriculum, allowing you to tailor the education to your child’s needs and interests. You are responsible for decisions related to educational philosophy, selection of books, teaching materials, curriculum, and methods of instruction (RCW 28A.200.020).

Washington law acknowledges that “home-based instruction is less structured and more experiential than the instruction normally provided in a classroom setting.” As a result, the nature and quantity of instructional and educational activities are “construed liberally”. This flexibility gives you the freedom to create a personalized educational experience. (RCW 28A.225.010(5))

When and how can I withdraw my student from public school?

Children living in Washington must be enrolled in a school or home-based instruction starting on their eighth birthday. The law requires compulsory attendance from age eight until eighteen (RCW 28A.225.010). Any educational programs your child participates in before age eight are not subject to state requirements for home-based instruction.

If your child is enrolled in a public or private school and you decide to homeschool, you must first formally withdraw your student. This process involves submitting a withdrawal form provided by the school or a written statement including the student’s name, school name, date of withdrawal, your signature, and the date of signing.

If your child is 8 years of age or older, notify the school district of your intent to homeschool on the same day that you withdraw them from public school, even if they have not yet begun classes or an educational program at the school.

How do I notify the school district that I am homeschooling my child?

For every school year that your child is homeschooled, you must file a written statement, called a Declaration of Intent, with the district superintendent. The address of the superintendent is usually the district office, which you can find on the school’s website or by calling your local school. You may retain a district-stamped copy of the Declaration of Intent by including a second copy and a self-addressed envelope with prepaid postage in your mailer. The deadline to file is September 15th or within two weeks of the beginning of the public school year.

A Declaration of Intent is not required for children who begin school before age 8. For example, a 5-year-old who has started kindergarten may be withdrawn for home-based instruction. The child started going to school before compulsory attendance applied. As a result, the parent is not required to file a Declaration of Intent. If you intend to start your student’s educational career in homeschool, submit your first Declaration of Intent when your child turns 8 years old and compulsory education begins.

The Office of Superintendent of Public Instruction (OSPI) has provided a Sample Declaration of Intent that includes all of the required information: the child’s name, age, address, and parent’s name. This documents that the parent is complying with compulsory education requirements, and the student is receiving an education. The Declaration of Intent must also specify whether a certified teacher will supervise the instruction.

What are my options to complete the required annual assessments?

There are two options for the required annual assessments:

Standardized Test: Administered annually by a qualified individual approved by the test publisher. The test must be a standardized academic achievement test recognized by Washington State Board of Education (SBE). For a list of examples of tests, see the SBE Home Instruction FAQs page.
Annual Assessment: Conducted by a certificated person currently working in the field of education. The evaluation must be written. Washington law does not provide as much detail about the criteria for evaluations, but it should include “statements and documents that reflect the child’s progress, or lack thereof” (OSPI).

The purpose of the annual test or evaluation is to provide an external metric to measure a student’s progress. The results are for the parent’s use only, unless the child is later enrolled at a public or private school. Parents can choose either option each year based on what works best for their child. Keep the test results in your permanent homeschool record.

Homeschooled students may take part in standardized testing at the public school. The testing dates for the year are usually available at the school office by late September and parents can call the assessment coordinator at the school district to register their student for these tests. Be sure to request a copy of the test scores for your homeschooling file during registration for the standardized test.

If a homeschooled student performs poorly on a test or assessment and the results indicate that they are “not making reasonable progress consistent with his or her age or stage of development,” the parent or guardian is expected to “make a good faith effort to remedy any deficiency”. (RCW28A.200.010(1)(c))

What records do homeschooled students have?

Maintaining good records is an essential part of homeschooling in Washington state, serving as proof of education and compliance with state laws. While the law does not specify the exact form records should take, there are several types of documentation that are meaningful for homeschooled students:

Attendance records tracking the 180 school days or 1,000 instructional hours required
Curriculum information documenting the textbooks and workbooks used
Student work samples and portfolios demonstrating application of what they’ve learned
Communication with school officials, including the annual Declaration of Intent and proof of mailing, such as the Certified Mail-Return Receipt
Test results, such as annual standardized tests and assessments
Immunization records

These records can be requested by school administrators if your child later enrolls in a traditional school setting. You should permanently keep proof of compliance with home education laws, including the Declaration of Intent and results of the annual assessments. Homeschool Legal Defense Association (HSLDA) recommends keeping all records from your student’s high school years because they may be requested as proof of education by a post-secondary education program, upon joining the military, or as part of an employment-related background check.

Does the public school have to provide special education and related services to homeschooled students?

Families have the right to request an evaluation for special education from the public-school district regardless of whether a child attends public school. If the child is found eligible, the local district is responsible for providing services unless the family does not want them. In some cases, families arrange to have a child attend private or home-based school but receive special-education services through the public school. These special education services are known as “ancillary services” and they are defined in Washington Administrative Code (WAC) as “any cocurricular service or activity, any health care service or activity, and any other services or activities, except ‘courses,’ for or in which preschool through twelfth grade students are enrolled by a public school” (WAC 392-134-005).

Ancillary services include but are not limited to:

Therapies, such as counseling, speech and hearing therapy
Counseling and health services
Testing and assessments
Supplementary or remedial instruction
Tutorial services, which may include home or hospital instruction
Sports activities

According to The Pink Book: Washington State Laws Regulating Home-Based Instruction, available on OSPI’s Home-Based Instruction page, the definition of “course” specifies that a service or activity meets all of the requirements of an ancillary service but is instructional in nature.

Can homeschooled students take part in public school classes or activities?

Students homeschooled in Washington have access to public school resources, including standardized testing, extracurricular activities, and specialized programs. Families can enroll their children as part-time students to access specific classes or services that complement their home-based instruction (RCW 28A.150.350(d)). Homeschooled students can attend virtual and online public school programs on a part-time basis without losing their homeschool status.

Access to extracurricular activities includes participation in sports and other interscholastic competitions through the Washington Interscholastic Activities Association (WIAA). Homeschooled students are considered “regular members” as long as they have met the State’s home-based instruction requirements, and –

Annually file a WIAA Rule 18.6.3 form with the principal’s office where the student is enrolled part-time. This form is available on the WIAA website, on the Student Eligibility Center page in multiple languages.
Do not receive assistance from the school district, and the school district does not receive funding for the student.
Meet both WIAA and the local school district eligibility requirements.
Follow transfer rules if they change schools after registering as a homeschool student.
Provide acceptable documentation of any interscholastic eligibility standards required of all other student participants.
Comply with WIAA and local school district regulations during participation.
Adhere to the same team responsibilities and standards of behavior and performance as other team members.
Participate as a member of the public school in the service area where they reside.

Final Thoughts

Homeschooling in Washington State provides families with a flexible and personalized approach to education while adhering to the state’s legal requirements. By understanding and meeting the necessary qualifications, maintaining proper records, and fulfilling annual assessment obligations, parents and guardians can ensure their child’s education remains compliant and effective. The wide array of resources, from specialized classes to extracurricular activities, further supports a well-rounded learning experience. Whether you are new to homeschooling or continuing from another state, Washington’s supportive framework allows for a rich and adaptable educational journey tailored to each child’s unique needs.

Transitioning Rights and Accommodations from IDEA to ADA and 504

Posted on October 21, 2024May 8, 2026 by Nicol Walsh

The table below outlines the transition from the protections and accommodations provided under an Individualized Education Program (IEP) to the rights and accommodations under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act as students with disabilities move into higher education or the workforce.

Aspect	IDEA	ADA & Section 504
Purpose	To provide a free, appropriate public education (FAPE) in the least restrictive environment to students with disabilities.	To prevent discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public.
Eligibility	Specific categories of disabilities; requires assessment and determination of need for special education and related services.	Broad definition of disability; any individual with a disability who meets general entry or eligibility criteria for education programs or jobs.
Accommodations	Tailored educational services and modifications to curriculum and environment based on individual needs.	Reasonable accommodations in educational settings and workplaces, without significant modification to essential functions or undue burden.
Protections	Ensures FAPE; includes specific procedural safeguards related to educational decisions.	Protects against discrimination; ensures equal opportunity and access but does not guarantee success or outcome.
Transition to Higher Education and/or Work	Transition planning and services must start by age 16, focusing on moving from school to post-school activities.	Individuals must self-disclose their disability and request accommodations; institutions may require documentation to support the need for accommodations.
Accommodations in Education after High School	IEP ends after high school; however, the documentation can be used as part of the evidence to establish disability and need for accommodations under ADA and Section 504.	Students should gather their IEP documents, evaluations, and any other relevant information to present to disability services in higher education or HR/employer to request reasonable accommodations.

Transitional Rights and Accommodations from IDEA to ADA and 504

Transitioning from high school to higher education or the workforce is a significant step for students with disabilities. Understanding the differences between IEP protections and the rights under ADA and Section 504 can empower individuals to advocate for the accommodations and support they need to succeed in their next phase of life. Remember, self-advocacy and knowledge of your rights are key components of this transition.

What is the American with Disabilities Act ADA Video

Procedural Safeguards: Student and Parent Rights in Special Education

Posted on October 16, 2024October 16, 2024 by Nicol Walsh

A Brief Overview:

Procedural safeguards are a legal requirement for schools and must be provided to parents once a year and during specific situations (e.g., initial referral, filing a complaint, change in placement due to disciplinary action).
The Office of Superintendent of Public Instruction (OSPI) issued a statewide procedural safeguards notice, available for download in multiple languages, that outlines parental rights in special education.
The Individuals with Disabilities Education Act (IDEA) requires that each state education agency provide ways to solve disagreements between parents and schools regarding a student’s special education. Procedural safeguards provide information on the formal and informal dispute resolution options available in Washington state.
Specific protections are in place when disciplining students with disabilities, including requirements for conducting manifestation determinations and continuing education services during extended removals.
Section 504 includes its own procedural safeguards to protect the rights of students with disabilities who are not eligible for special education under IDEA. The Section 504 Notice of Parent Rights is available for download in multiple languages from OSPI.

Full Article

The Procedural Safeguards are a written set of legal protections under the Individuals with Disabilities Education Act (IDEA) designed to ensure that students with special needs receive appropriate education. IDEA, implemented under Washington State law, requires schools to provide the parents/guardians of a student who is eligible for or referred for special education with a notice containing a full explanation of the rights available to them (WAC 392-172A-05015). Understanding these safeguards allows for effective advocacy in a child’s education and ensures their rights are protected throughout the special education process. They do not constitute legal representation or legal advice.

A copy of the procedural safeguards notice is downloadable in multiple languages from the Office of Superintendent of Public Instruction (OSPI). School districts must provide this notice once a year and during key times such as:

At the initial referral for special education evaluation and at least once every year after.
Upon receipt of the first special education complaint or due process hearing request filed by a parent or guardian in a school year.
When a school decides to remove a student for more than 10 school days in a year through exclusionary discipline, and that removal constitutes a change in placement.
Any time a parent, guardian, or student aged 18 or older requests them.

In addition to detailing when the procedural safeguards notice must be provided, the procedural safeguards contain information about several key areas, including:

Prior Written Notice

Schools must give prior written notice (PWN) before making any significant decisions about a student’s education, such as changes in identification, evaluation, or placement. This notice must include a detailed explanation of the decision and the reasons behind it. This document is shared after a decision is made and prior to changes in a student’s educational program.

Parental Consent

Schools must get written parental consent (permission) before conducting an initial evaluation or providing special education services for the first time. Parents can withdraw their consent at any time, but this doesn’t undo actions already taken. Once consent is given, the school has 35 school days to complete the evaluation. This consent is only for the evaluation, not for starting services. If the child is a ward of the state, consent might not be needed under certain conditions. When starting special education services under the initial IEP, the school must get consent again, and if refused, they can’t force it through mediation or legal action. Consent is also needed for reevaluations involving new tests, and schools must document their attempts to get it. However, consent isn’t needed to review existing data or give standard tests that all students take.

Independent Educational Evaluation

If a parent disagrees with the school’s evaluation of their child, they can ask for an independent educational evaluation (IEE) that the school district will pay for. The district must give the parent information on where to get an IEE and the rules it must follow. If the district does not agree to the IEE, they have 15 calendar days to either start a file a due process hearing request or agree to pay for the IEE. PAVE provides a downloadable sample Letter to Request an Independent Educational Evaluation.

Confidentiality of Information

Student educational records are confidential. IDEA provides parents and guardians the right to inspect and review their student’s educational records and request amendments if they believe they are inaccurate or misleading. When the child turns 18 years of age, these rights pass from the parent or guardian to the student. The Department of Education provides a website page called Protecting Student Privacy to share resources and technical assistance on topics related to the Family Educational Rights and Privacy Act (FERPA). The procedural safeguards explain terms about educational records from IDEA and FERPA to help parents understand their rights and protections.

Dispute Resolution

IDEA requires that each state education agency provide ways to solve disagreements between parents and schools regarding a student’s Individualized Education Program (IEP). In Washington State, there are both informal and formal options. When parents and school districts are unable to work through disagreements, the procedural safeguards outline the dispute resolution processes available. These options ensure that parents and schools can work towards a mutually agreeable solution while protecting the child’s right to a Free Appropriate Public Education (FAPE). The formal dispute resolution options available through OSPI are mediation, due process hearings, and state complaints.

Disciplinary Protections

When disciplining students eligible for special education, schools must follow specific rules to ensure fair treatment. If a student is removed for more than 10 consecutive school days or shows a pattern of removals totaling over 10 days in a school year, it’s considered a change of placement, and parents must be notified. After 10 days, the school must provide services to help the student continue their education. A manifestation determination must be conducted within 10 days to see if the behavior was related to the student’s disability. If it was, the IEP team must address the behavior and return the student to their original placement unless agreed otherwise. If not, the student can be disciplined like other students but must still receive educational services.

Also, schools must keep providing educational services to students with disabilities even if they are removed from their current school setting for disciplinary reasons. This helps the student keep making progress in their education. Parents and guardians have the right to join meetings about their child’s disciplinary actions and can ask for a due process hearing if they disagree with decisions. These safeguards ensure students with disabilities receive necessary support and fair treatment during disciplinary actions.

In special cases, such as carrying a weapon or using drugs at school, the student can be placed in an alternative setting for up to 45 days regardless of whether the behavior was related to the student’s disability.

Protections for Students Not Yet Eligible for Special Education

The procedural safeguards outline protections for students who have not yet been found eligible for special education but for whom the school should have known needed services. A school is considered to have this knowledge if a parent previously expressed concerns in writing, requested an evaluation, or if staff raised concerns about the student’s behavior to supervisory personnel. However, if the parent refused an evaluation or the child was evaluated and found ineligible, the school is not considered to have knowledge. In these cases, the student may be disciplined like other students, but if an evaluation is requested during this period, it must be expedited. If the student is found eligible, special education services must be provided.

Requirements for Placement in Private Schools

If parents believe the public school cannot provide FAPE and choose to place their child in a private school, there are steps to request reimbursement from the district. If the child previously received special education services, a court or administrative law judge (ALJ) may require the district to reimburse the cost of private school enrollment if it is determined that the district did not timely provide FAPE and that the private placement is appropriate, even if it does not meet state educational standards.

Reimbursement may be reduced or denied if the parent did not inform the IEP team of their rejection of the proposed placement during the most recent IEP meeting, failed to provide written notice to the district at least 10 business days before the removal, or did not make the child available for a district evaluation after prior written notice. However, reimbursement cannot be denied if the district prevented the notice or if the parent was unaware of their responsibility to provide it. The court or ALJ may also choose not to reduce reimbursement if the parents are not able to read or write in English, or if reducing or denying the reimbursement would cause serious emotional harm to the child.

This PAVE article, Navigating Special Education in Private School, explains the rights of students to receive equitable services in private schools, regardless of whether they are placed there by their parents or through an Individualized Education Program (IEP) decision.

Procedural Safeguards under Section 504

The procedural safeguards under Section 504 ensure that parents are informed of their rights before any evaluation or development of a 504 plan begins. These safeguards include the right to request a referral for evaluation, the formation of a 504 team to assess the student’s needs, and the requirement for parental consent before any evaluation or implementation of the plan. Parents must be provided with a copy of their rights at key points in the process. Additionally, the school must review and evaluate the 504 plan annually and re-evaluate the student’s eligibility at least every three years. Parents also have the right to file formal complaints if they believe the school is not following the 504 plan or if their child is experiencing discrimination or harassment. The Section 504 Notice of Parent Rights is available for download in multiple languages from OSPI.

Conclusion

Procedural safeguards are a requirement under the Individuals with Disabilities Education Act (IDEA) that ensure the rights of students with disabilities and their parents are protected throughout the special education process. By outlining the legal protections available, these safeguards empower parents to actively participate in their child’s educational planning and decision-making. Understanding these rights—from prior written notice and parental consent to confidentiality and dispute resolution—allows families to advocate effectively and collaborate with schools. Through adherence to these safeguards, schools and parents can work together to provide a Free Appropriate Public Education (FAPE) tailored to the unique needs of each child.

Additional Resources:

OSPI’s Special Education webpage includes information about data collection, dispute resolution, funding information, guidance for families, legal procedures, program improvement initiatives, resource libraries, and support for secondary transition services.
Special Education Parent & Community Liaison provides non-legal support by phone (360-725-6075) or through an online message portal, Ask OSPI web page.
PAVE provides direct support to parents and guardians, youth with disabilities, adult self-advocates, and professionals. Complete the Get Help request form to be connected with individualized information, resources, and training.

When Parents and Schools Disagree: Navigating Special Education Disputes

Posted on September 19, 2024September 16, 2025 by Nicol Walsh

A Brief Overview:

The Individuals with Disabilities Education Act (IDEA) requires states to provide ways to resolve disagreements between parents and schools about a student’s Individualized Education Program (IEP).
IEP facilitation is a voluntary and informal process where a neutral facilitator helps parents and schools resolve special education concerns collaboratively. This service is provided at no cost by Sound Options Group.
Washington State Governor’s Office of the Education Ombuds (OEO) acts as a neutral guide to help parents and schools resolve disagreements about special education services, without providing legal advice or advocacy.
OSPI provides three formal special education dispute resolution processes: mediation, special education community complaint, and due process hearing.
If parents win a due process hearing or civil lawsuit, the school district might have to pay their attorneys’ fees. Conversely, if the complaint is deemed frivolous, parents might have to pay the school district’s fees.
Protections are in place for children not yet identified as needing special education if disciplinary actions are taken.
Every school district has a process for filing complaints related to harassment, intimidation, and bullying (HIB).
Complaints about discrimination involving students with disabilities can be filed with OSPI or the U.S. Department of Education’s Office for Civil Rights (OCR). OCR will not handle cases already being addressed by another agency or school process unless the process is completed and the complaint is filed within 60 days.

Full Article

The Individuals with Disabilities Education Act (IDEA) requires that each state education agency provide ways to solve disagreements between parents and schools regarding a student’s Individualized Education Program (IEP). These options ensure that parents and schools can work towards a mutually agreeable solution while protecting the child’s right to a Free Appropriate Public Education (FAPE). The Office of Superintendent of Public Instruction (OSPI) offers both informal and formal dispute resolution processes.

These dispute resolution options provide structured processes for addressing and resolving disagreements, ensuring that the rights of students with special needs are upheld and that they receive the education and services to which they are entitled.

Informal Dispute Resolution

IEP facilitation is a voluntary and informal process where parents and school districts can address their special education concerns with the assistance of a trained, neutral facilitator. This process allows both parties to resolve issues collaboratively without the formality of mediation, and it is provided at no cost. OSPI contracts with Sound Options Group to offer free facilitation services from facilitators skilled in conflict resolution to help clarify disputes, set agendas, and work towards mutually agreeable solutions. Participation in facilitation is entirely optional for both families and districts.

The IEP facilitation process starts when either a family or a school district contacts the Sound Options Group to request help. A parent can request facilitation by contacting Sound Options Group directly by phone at 800-692-2540 or 206-842-2298 (Seattle) to request a mediation session. For Washington State relay service, dial 800-833-6388 (TDD) or 800-833-6384 (voice). Sound Options Group gathers initial information about the student and the needs of both parties, confirming that both the family and district agree to proceed with a facilitated IEP meeting. Once the IEP team sets a date for the 3–4-hour meeting, the facilitator is assigned. The facilitator helps everyone prepare by sharing documents, setting a mutually agreeable agenda, confirming the meeting details, and preparing both parties for the meeting. After the facilitated IEP meeting, a case worker from Sound Options Group and the facilitator review the session and decide if another meeting is needed. A successful facilitated IEP meeting will result in the development of an IEP that is tailored to meet the unique needs of the student.

Another option for informal dispute resolution is Washington State Governor’s Office of the Education Ombuds (OEO), which helps parents and schools resolve disagreements about special education services. Acting as a neutral and independent guide, the OEO helps parents and educators understand special education regulations, facilitates problem-solving, and advises on communication strategies to support a team approach to a student’s education. The OEO does not provide legal advice, act as an attorney, conduct investigations, or advocate for any party. OEO can be contacted through their online intake form or by phone (1-866-297-2597) with language interpretation available.

Formal Dispute Resolution

When informal methods are unsuccessful, families and schools can turn to formal dispute resolution processes outlined in the procedural safeguards and available through the special education system. A copy of the procedural safeguards notice for Washington is downloadable in multiple languages from the Office of Superintendent of Public Instruction (OSPI).

In Washington state, the formal dispute resolution options are:

1. Mediation

Mediation is a voluntary process provided at no cost to parents and schools. It is designed to resolve disputes related to the identification, evaluation, educational placement, and provision of FAPE. Both parties must agree to participate in mediation. Mediators are trained, impartial individuals knowledgeable about special education laws. OSPI contracts with Sound Options Group to provide trained, neutral mediators to facilitate effective communication and problem-solving between parents and school districts. This brochure, Mediation in Special Education, outlines the services provided by Sound Options Group. Discussions during mediation are confidential and cannot be used in due process hearings or civil proceedings. If an agreement is reached, it must be documented in writing and is legally binding. Parents can contact Sound Options Group directly to request mediation.

2. Special Education Complaint

Any individual or organization can file a special education complaint if they believe a school district or public agency has violated Part B of the Individuals with Disabilities Education Act (IDEA). Complaints must be filed within one year of the alleged violation. OSPI investigates the complaint, gathering information from both the parent or guardian and the school district. OSPI then issues a written decision addressing the complaint and any corrective actions required within 60 days of receiving the complaint. PAVE has developed this training video, Procedural Safeguards: How to File a Special Education Complaint, that walks through OSPI’s community complaint form with a pretend scenario.

3. Due Process Hearing

A due process hearing is a formal meeting to resolve disputes about a child’s identification, evaluation, placement, or FAPE. Either parents or the school district can request this hearing, but they must do so within two years of the issue, unless there was misrepresentation or withheld information. The request for a due process hearing must be in writing, signed, and include:

the name, address, and contact information of the student (even if homeless)
the name of the student’s school
the school district responsible for the IEP
a description of the issue, the facts, and related events
your proposed resolution

The original request must be provided to the other party – the parent or guardian must send it to the superintendent of the student’s school district, and the school district must provide the original to the parent or the guardian of the student. In addition, a copy of the request must be sent to the Office of Administrative Hearings by mail (PO Box 42489, Olympia, WA 98504-2489), fax (206-587-5135), or email (oah.ospi@oah.wa.gov). The party asking for a due process hearing must have proof that they gave their request to the other party.

Before the hearing, the school district must meet with the parents and relevant IEP team members within 15 days to try to resolve the issue at a resolution session. OSPI provides a direct to download form, Information and Forms on Resolution Sessions. During the hearing, both sides present evidence and witnesses. Parents have the right to bring a lawyer, present evidence, and question witnesses. An administrative law judge (ALJ) makes a decision, which can be appealed in state or federal court. The decision is final unless it is appealed and the decision is overturned. If an agreement is reached before the hearing, it must be written down in a settlement agreement.

For disputes about disciplinary actions that change a student’s placement, expedited due process hearings are available. These hearings happen faster than regular ones to resolve urgent issues quickly.

Dispute Resolution Outside of Special Education

If parents disagree with the decision made in a due process hearing, they have the right to file a civil lawsuit in state or federal court. This must be done within a specific time period, often 90 days, after the due process hearing decision. The court will review the administrative record, hear additional evidence if necessary, and make a ruling (decision) in the case. The civil lawsuit is not a part of the special education dispute resolution process and there are additional costs associated. Please note that PAVE is not a legal services agency and cannot provide legal advice or representation. Washington State Office of Administrative Hearings has compiled this Legal Assistance List for Special Education Due Process Disputes.

If parents win a due process hearing or lawsuit, the school district might have to pay their attorneys’ fees. But if the court decides the complaint was frivolous or filed for the wrong reasons, parents might have to pay the school district’s attorneys’ fees.

Additional Considerations

If a child hasn’t been identified as needing special education but parents think they should be, there are protections if the child faces disciplinary actions. If the school knew the child might need special education services before the behavior happened, they must follow special education disciplinary procedures.

Every school district has a process for filing a formal complaint related to harassment, intimidation and bullying (HIB). PAVE has compiled information and resources to address bullying in this article, Bullying at School: Resources and the Rights of Students with Special Needs.

Complaint Processes Related to Discrimination

OSPI’s Complaints and Concerns About Discrimination page states, “Each student must have equal access to public education without discrimination.” This page contains Discrimination Dispute Resolution Information Sheets that contain definitions of key terms, information about the role of district Civil Rights Compliance Coordinators, and instructions and requirements for filing different types of complaints, available for download in different languages. Anyone can file a complaint about discrimination involving students with disabilities in a Washington public school, which is prohibited by Washington law (RCW 28A.642.010). Formal discrimination complaints must be written, and the complaint must contain:

a description of the incident
why it is allegedly discriminatory
proposed corrective action the district or charter school can take

The formal discrimination complaint must be hand carried, mailed, faxed, or emailed to district superintendent, administrator of the charter school, or Civil Rights Coordinator. When a school district or charter school receives a complaint, it must investigate and respond within 30 days, unless an extension is agreed upon. The civil rights coordinator provides the complaint procedure and ensures a thorough investigation. If exceptional circumstances require more time, the school must notify the complainant in writing. The school can also resolve the complaint immediately if both parties agree. After the investigation, the school must respond in writing, summarizing the results, stating whether they complied with civil rights law, explaining appeal options, and detailing any corrective measures, which must be implemented within 30 days unless otherwise agreed.

Students with disabilities in public schools are also protected against discrimination by federal laws, including Section 504 of the Rehabilitation Act of 1973 and IDEA. The U.S. Department of Education’s Office for Civil Rights (OCR) accept complaints with overlapping civil rights concerns, such as racism and disability discrimination. An OCR complaint must be filed within 180 calendar days of the alleged discrimination. If the school district’s dispute resolution process is already handling the case through a means like what OCR would provide, OCR will not take on the case. Once the school district’s process is completed, individuals have 60 days to file their complaint with OCR, which will then decide whether to accept the result from the other process. OCR provides step-by-step instructions for filing a discrimination complaint.

Some families are anxious about questioning actions taken by the school. Parents have protections under the law. The Office for Civil Rights maintains specific guidelines that prohibit retaliation against people who assert their rights through a complaint process.

Additional Resources:

OSPI’s Dispute Resolution page
OSPI’s Students’ Rights Information Sheet: Discriminatory Harassment (available in multiple languages)
OSPI’s Students’ Rights Information Sheet: Section 504 (available in multiple languages)
PAVE’s Quick Start Your Advocacy in Two Steps (video)
TeamChild civil legal services provided to youth (King, Pierce, Spokane, and Yakima counties only)

From Birth to Three Toolkit

Posted on August 15, 2024July 15, 2025 by Nicol Walsh

Diverse faces of toddlers of all abilities

From Birth to Three Toolkit

A Guide to Washington Services for Infants and Toddlers (ages 0-3 with disabilities)

New parents have a lot to manage. Concern about whether a child’s growth and development are on track can be confusing. This toolkit provides places to begin if caregivers suspect that a baby or young child may need services due to a developmental delay or disability.

Presenting our newest resource –From Birth to Three Toolkit. This toolkit encompasses a collection of our informative articles, and serves as a guide to services for infants and toddlers (ages 0-3) with disabilities.

Download the Complete Birth to Three Toolkit for Ages 0-3

A user – friendly toolkit for families, Each section is detailed below:

Understanding Developmental Milestones and Delays – Developmental Screening (Birth to Three and Medically Needed Developmental Screening)
IDEA Part C: Early Intervention Services for Young Children with Disabilities – IDEA: The Foundation of Special Education
What Happens During an Early Intervention Evaluation?
Next Steps When Your Child is Found Eligible for Early Intervention Services (EIS) including: a timeline that describes the timeline from Referral to Action: Getting started with Early Intervention Services (EIS)
Getting to Know the Individualized Family Service Plan (IFSP)
Preparing for Productive and Effective Conversations with Education and Service Providers: Our top three tips for effective communication and productive conversations
What You Need to know About my Child : A one-pager sharing your child’s strengths, challenges, effective strategies, and red flags
Pathways to Support: Where to Begin : Accessing services through the transition from an IFSP, or beginning with evaluation for an IEP
What to Expect at the transition Conference Going from Part C to Part B: A guide to help you prepare for the transition planning process
Who’s Who of the IEP Team: An easy to implement form for identifying members of the IEP team and organizing their contact information
Differences Between Part B and Part C Services: A cheat sheet to the major differences in eligibility, delivery and maintenance of IFSPs and IEPs
How and Who to Tell When Your Child is Exceptional: A guide to enrollment in the Exceptional Family Member Program (EFMP) for dependent children of active – duty servicemembers – Found on PAVE’s article Exceptional Family Member Program (EFMP) Part 1: What Makes a Military Family Exceptional?
Your Child’s Application for Supplemental Security Income (SSI): A step-by-step guide to submitting an application for SSI on behalf of your child
Your Child’s Application for Developmental Disabilities Administration (DDA): A step-by-step guide to submitting an application for DDA on behalf of your child
Resources to Help You Be the Best for Your Child: Emotional and respite support programs designed for caregiving family members
Communication Log : A tool for tracking your conversations with members of the IEP team
Abbreviation Cheat Sheet and Glossary of Terms
Frequently Asked Questions

Early Learning Articles:

Planning my Path – A User-Friendly Toolkit for Young Adults

Posted on August 15, 2024September 19, 2024 by Nicol Walsh

excited high school students with arms outstretched outdoors

Planning My Path

Practical Tips and Tools for Future Planning

Presenting our newest resource – the Planning My Path Practical Tips and Tools for Future Planning. This toolkit encompasses a collection of our informative articles, complemented by easy to understand timeline charts to provide you with a solid foundation as you navigate through this crucial transition period.

Download the Complete Transition Toolkit for Young Adults

A user – friendly toolkit for young adults, Each section is detailed below:

Seven Factors Linked to Post-High School Success -Prepare for future challenges and opportunities by focusing on these identified factors from the 2012 National Longitudinal Transition Study
What’s Next? High School Transition Timeline – Follow this timeline to make each step count towards a bright and fulfilling future.
Key Questions for Self-Determination and Future Planning – A self-reflection tool to aid you in identifying your future goals.
Your Future, Your Life: Person Centered Planning – An overview of person-centered planning to build a system of support to help you identify and reach your goals for the future.
Transition Triangle: Accessing Vocational Rehabilitation Services – A visual overview of the systems responsible for coordinating employment-related training, services, and support.
Self-Advocate Tips for a Successful First Meeting with Vocational Rehabilitation Service Providers – Tips to help you make the most out of your first meeting with vocational Rehabilitation and guide you through the process.
Transitioning Rights and Accommodations: From IDEA to ADA and 504 – A comparison of your rights under IDEA and the transition of rights and protections afforded by the ADA and Section 504.
Including Health Considerations in the Transition Plan – Identify what you need to work on to manage your health independently.
Abbreviation Cheat Sheet and Special Education Terms
Glossary of Terms for Future Planning
Glossary of Terms Frequently Asked Questions

Articles to help Young Adults:

School Services That Can Be Billed to Medicaid

Posted on August 14, 2024August 15, 2024 by Nicol Walsh

Brief Overview:

This information is good to know for families of students with Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSP) when those students have Apple Health (Medicaid/CHIP) for their health insurance.
Schools can bill Medicaid for many common IEP and IFSP services. When schools do this, they don’t have to spend special education funds on these services and can use that money to pay for other special education needs.
Medicaid billing can be complicated and difficult, and not all schools in WA State do it.
Parents can advocate for their student’s school to join the WA State Health Care Authority School-Based Services Program to bill Medicaid and free up money in the special education budget. Parents and caregivers can learn to advocate and resources for that are listed in the article.

Full Article

Individualized services that children receive through their IEP or IFSP may be covered by Medicaid. Medicaid will pay for health-related services in an Individual Education Program (IEP) or Individual Family Service Plan (IFSP) if they are already Medicaid-covered services, if the student qualifies for Medicaid for health insurance.

The Individuals with Disabilities Education Act (IDEA) requires that Medicaid be the primary payer to schools and providers of services included in an IEP or IFSP. (This means that if a school doesn’t use special education funds to pay for these services, Medicaid should be billed before any other insurance or individual.)

Which individualized services will Medicaid pay for?

An evaluation to see if a student is eligible for special education (if the student is found eligible)
Re-evaluations for special education
Nursing/health services
Physical Therapy
Occupational Therapy
Speech Pathology/Audiology
Mental Health Care
Other health services that schools provide, and Medicaid covers, as long as it’s included in an IEP or IFSP

Will Medicaid pay for services in a 504 plan?

If a student with a 504 plan needs medical services as part of their plan to receive a Free Appropriate Public Education (FAPE), Medicaid will not be the primary payer—but after a school bills any other potential payers (such as private health insurance), a school can bill Medicaid for any remaining costs.

If your student has Medicaid (Apple Health) or CHIP for health insurance, school health services like mental health care, substance use disorder services and monitoring medication can be covered by Medicaid, even if they are not included in a student’s IEP, IFSP, or 504 plan.

If a Local Education Agency (LEA, or school district) runs early childhood programs like Early Head Start, Head Start, or school-based preschool, schools can bill Medicaid for Medicaid-eligible Early and Periodic Screening, Diagnostic and Treatment benefits (EPSDT), even if they are not in a child’s IFSP. This ensures that children in these programs get these essential screening and well-child services.

Why is billing Medicaid important?

When Medicaid pays for services, schools do not have to use special education dollars for those services. Instead, special education dollars can be used for expenses like hiring adequate support staff, adaptive or communication technology, durable mobility supports, and enhanced accessibility supports for inclusive student activities.

How do schools get Medicaid to pay for these services?

Washington State public school districts, educational service districts (ESDs), public charter schools, and tribal schools are all eligible to participate in the School Based Health Services program at Washington State’s Health Care Authority (HCA).

Each school district that wants to bill Medicaid signs a contract with the state Medicaid agency and the Health Care Authority. School districts submit their costs for Medicaid-covered services to the state’s Health Care Authority (HCA), which reimburses their costs while billing Medicaid for those services. School or district staff are responsible to fill out the Medicaid claim forms with the proper billing codes. Staff need to take specific training to do this.

Some schools decide not to bill Medicaid and use special education funds for these services. Why?

Unlike healthcare providers, schools are not set up to bill programs like Medicaid. The billing process can be complicated and time-consuming (for example, the billing guide that HCA provides to schools who want to bill Medicaid is 57 pages long).

In 2023, a new federal law (the Bipartisan Safer Communities Act) required Medicaidto make the billing process easier for schools; in May 2023, the Centers for Medicare and Medicaid Services (CMS) announced new guidance on this topic, which was sent to all states.

The Network for Public Health Law says the law made “important and substantial changes to reimbursement for school-based Medicaid services”. The law requires updates to outdated Medicaid billing guides and gives more help to states and local education agencies (LEAs, or school districts) who want Medicaid to reimburse them for school-based healthcare services. The law also made grants available to states to “implement, enhance or expand school-based programs” for healthcare (HHS) and for programs run by the Department of Education.

One purpose of the new law was to make billing Medicaid simpler and less expensive for schools. A second purpose was to encourage states to allow schools to use Medicaid for more types of healthcare services. The law also provides grants and other funding for mental health services for students.

As of July 2024, the Health Care Authority is still examining the new guidance to see if they want to make changes to the School-Based Health Care Services program.

Parents may think it makes sense to use Medicaid funds rather than special education funds for IEP/IFSP services. This chart from the Health Care Authority lists the schools and districts who have contracted with HCA and get Medicaid reimbursement for school-based health services. (current as of June 2024).

If a school or district is not listed, what are some ways parents can advocate for a school to start billing Medicaid?

Ask the school principal or superintendent about the reasons for not billing Medicaid. Ask what would need to change for the district to start Medicaid billing. This information is useful for gathering support from other parents and school personnel, and for getting policymakers to make the change.
There are national and statewide organizations that want to expand the use of Medicaid to pay for school-based services for all Medicaid-eligible students, not only students with IFSPs/IEPs. Parents may wish to visit their websites, learn about what they want to change, and contact these organizations for information about advocacy and organizing other parents around this topic.
- Washington School-Based Health Alliance Healthy Schools Campaign (partners with HCA)
- Healthy Schools Campaign (partners with HCA)
- Healthy Students, Promising Futures (partners with HCA)
District-wide decisions and policies are often made locally by a district’s administration team, the School Board, or both together. Contact information for district administration will be on the district’s website (and possibly on the school’s website). Contact information for school boards is usually available on a town or city government’s website, and sometimes on the district’s website.
Does the school or district have a Special Education PTA? If so, this group of parents and educators may be a good way to find other people interested in this topic. If not, a school’s Parent Teacher Organization (PTO) is also a useful resource. List of WA State Special Education PTAs.
When parent advocate groups ask for change, it can be very helpful to offer assistance to help make their request a reality. Can parent volunteers be used in any way to make the change easier? What other creative assistance might be helpful? Discussions with district administration and school boards about “why this won’t work” will let you know where and what type of help is needed.
Many organizations which support families, including families whose child or children have disabilities can offer advice or training for parents who want to advocate about the need for services in schools. This list is a starting point—you may find other groups or organizations which are not on the list.
- Family to Family (Family Voices of Washington) has a page with resources on family leadership and advocacy, learning materials, and links to useful organizations, including two for fathers and individuals identifying as fathers.
  There is a similar page for youth to learn to advocate for themselves (self-advocacy).
  PAVE has many resources on advocacy in schools. Here are some to begin with. You can also go to the search bar and type the word “advocate”. That search offers advocacy resources for parents and youth.
- Parent to Parent: The county-level chapters of this peer mentoring program provide support through parent peer groups and Helping Parents, trained parents whose parenting experience matches yours. Both can help with informal, and sometime formal, advocacy training or advice and much more.
- For Pierce County, visit the Pierce Parent to Parent (P2P) page on the PAVE website.
- For all other Parent to Parent Groups, visit the Parent to Parent program page at the Arc Washington.
- Deaf, deafblind, deaf plus, or hard of hearing: Washington State Hands and Voices offers the Advocacy Support and Training Program.
- The Epilepsy Foundation has a program that trains people to be Epilepsy Advocates.
- Washington Family Engagement offers leadership and advocacy trainings to parents and children’s family caregivers who want to be empowered to advocate in schools, community settings, and with policy and decision-makers.

Tips to Help Parents Plan for the Upcoming School Year

Posted on August 14, 2024August 19, 2026 by Nicol Walsh

Summer provides an opportunity to reset for the school year ahead. If your child has a disability, you may want to think about what went well or what could have gone better last year.

A Brief Overview

By getting organized, you can plan for fall and beyond. This article includes tips, resources, and information to help you get ready for a new school year.
Remember, schools are required to engage with families. PAVE provides an article about parent participation in special education process.
If you are tight on time and new to special education, here are the basics in three short videos: Student Rights, IEP, Section 504 and More.
Here is an article for military transplants and anyone new to Washington State: Help for Military Families: Tips to Navigate Special Education Process in Washington State.
You can use the Back to School Checklist to keep on track!

Introduction

By getting organized, you can plan for fall and beyond. This article includes resources and information to help you get ready for a new school year.

The Back to School Checklist from PAVE includes a downloadable picture view (infographic) of essential tasks.

Locate and organize documents

Now is a good time to re-read important documents, such as your student’s Individualized Education Program (IEP), Section 504 Plan, or Behavior Intervention Plan (BIP). Organize a place to store the most current copies. Whether you choose an electronic file or a physical folder, label everything with the school year and renewal dates so you can easily notice when something is due for an update.

PAVE provides an article to help: Steps to Read, Understand, and Develop an Initial IEP.

Do you have concerns about anything that’s included or missing from your student’s program or plan? Write down your concerns and plan to use these notes to organize your top priorities. When you have an organized list of your top concerns, save this list to share with the school so these points will be included in your next meeting’s agenda.

Here are questions to think about as you review your child’s IEP, 504 Plan, or BIP

Do the Present Levels of Performance describe your child in current and accurate ways? If not, you may want to request a new evaluation. PAVE provides a Sample Letter and information to help families seeking an evaluation.
If your child has a 504 Plan but has never been formally evaluated, consider requesting a formal special education evaluation to make well-informed decisions about service needs. The state’s Office of Superintendent of Public Instruction (OSPI) offers family-friendly guidance, downloadable in multiple languages, about Section 504 protections, plan development, and civil rights complaint options.
Do IEP goals sound SMART (Specific, Measurable, Achievable, Relevant, and Time appropriate), based on the annual renewal date listed on the IEP’s cover page? PAVE has an article to help families participate in goal-setting and progress monitoring.
Does the Adverse Impact Statement list all the major ways that the student’s disability affects how they do in school? If not, does that important statement need to be rewritten? Is there enough evaluation information to write an accurate statement? If not, additional evaluations may be needed.
Make sure the highlighted needs and the services match! Each area of need mentioned in the Adverse Impact Statement must have a service or accommodation that applies to the area of need. Services and accommodations can apply to multiple areas of need.
Is the IEP clearly written to show what skills the student is working on to support progress? For example, if a reading disability makes it hard for the student to keep up with their grade-level reading, does the IEP clearly describe the services and goal setting/progress monitoring to make sure the student is getting better at reading?
Will each accommodation or modification work in real time to make sure the student has the support they need to use the classroom and curriculum?

Keep in mind that accommodations and modifications are intended to meet the needs of each specific student in an individualized way. Cut-and-paste, generic accommodations are not best practice. The state’s Office of Superintendent of Public Instruction (OSPI) has model forms for Section 504 Plans and IEP with Secondary Transition and IEP without Secondary Transition. If the accommodations need work, make notes and plan to request a meeting.

If there is a Behavior Intervention Plan (BIP), take a careful look at the target behaviors and replacement behaviors to decide whether you agree that the plan is built to support the student’s learning and skill-building. PAVE has a video to help: Behavior and School: How to Participate in the FBA/BIP Process.
Think about how behavior is going this summer and any insights you may wish to share. PAVE provides an article with Tips to Help Parents Reinforce Positive Behaviors at Home.
You can ask for an IEP or 504 plan meeting anytime you have concerns. During summer you may be able to meet with district staff even if school staff are unavailable. The state’s Office of Superintendent of Public Instruction (OSPI) provides a Special Education Staff directory including local, regional and state level staff.
Many parents want to meet with teachers and other school staff a few weeks into a new school year to see how things are going and make sure services are on track to support good outcomes. Plan to schedule your meeting as soon as school staff are back in the building for the best chance to get a day/time that works well for you and the rest of the team.
Keep in mind that the school is required to support your participation in your student’s special education services program development and implementation. PAVE provides an article about the parent participation requirements of special education process.

Mark your calendar with important dates

IEP Annual Renewal date (usually on the cover sheet of the IEP).

The IEP team, including you, needs to meet before that date to review the IEP and make any necessary changes. Mark the renewal date on your calendar and set yourself a reminder to schedule an IEP team meeting about a month before that.

If something happens and you cannot meet before the deadline, keep in mind that your participation is a higher priority than the deadline. Your student’s IEP will not “lapse” or “expire” because of a meeting delay. That deadline is there to hold the school accountable, not to punish families if they need to delay a meeting.

Keep in Mind: If you want an additional meeting, set a calendar reminder to contact the district and as soon as soon as teachers are back at work to get your meeting on everyone’s calendar.

Is a new evaluation due?

A new evaluation is required every three years to guarantee ongoing eligibility and to make sure that services meet current needs. Note those dates on your calendar.

You can ask for a new evaluation anytime you have concerns about an unmet need that isn’t fully documented or understood. You also have the right to request an Independent Educational Evaluation (IEE) from a provider outside the school district if you don’t agree with the school’s evaluation.

PAVE has more information and a sample letter for requesting an IEE. As you review your student’s documents, think about whether asking for an evaluation is part of what you want to do. Evaluation requests must always be in writing, and schools are responsible for providing forms to support written requests.

Parent Conferences and other important school dates:

Review the school’s calendar and make notes of parent conferences and other important dates.

If your student will be a graduating senior, plan for senior year activities and make sure to allow plenty of time to request any accommodations. You may want to begin this process in early January.

More information to support families of transition-age youth is available from PAVE: School to Adulthood: Transition Planning Toolkit for High School, Life, and Work.

Behavior Intervention Plan (BIP)

A Behavior Intervention Plan (BIP) often needs to be rewritten in a new school year because of changes in staffing and environment. You may want to ask for a fresh Functional Behavioral Assessment (FBA) early in the new school year to make sure your child gets a fresh start on the year with supports designed to match current needs.

See PAVE’s training video: Behavior and School: How to Participate in the FBA/BIP Process. Mark your calendar to send a FBA request letter right away if that is something you want to happen when schools reopen in the fall.

If your child has experienced discipline and/or isolation and restraint in previous school years, summer is a good time to review state and district policies about discipline. PAVE provides an article: What Parents Need to Know when Disability Impacts Behavior and Discipline at School.

Ask for a copy of the district’s student handbook so you clearly understand expected student behavior and what might be grounds for a suspension or expulsion. Review the rules with your child and do your best to check that they understand.

If there are rules you don’t think your child will be able to understand or follow, plan to discuss those challenges with school staff.

Keep in mind that if your student is sent home from school because of behavior, they are being suspended. The school is required to file paperwork with the state and share that paperwork with you. PAVE provides an on-demand training: Discipline and Disability Rights: What to do if Your Child is Being Sent Home.

Make notes about summer regression to talk about ESY for next year

If you notice your child’s emerging skills are lagging during summer vacation, write down what you observe. When school starts again, pay attention to how quickly or if those skills return. This information is important for a discussion with the school about Extended School Year (ESY), which is a special education service provided outside of regular school hours for eligible students. See PAVE’s article for more information: ESY Helps Students Who Struggle to Maintain Skills and Access FAPE.

Is your child with disabilities included with non-disabled peers? How they are included is important to know

Special education laws require education in the Least Restrictive Environment (LRE) to the maximum (largest) extent appropriate to meet the needs of each student. LRE requires that students with disabilities get the supplementary aids and supports they need so their inclusion is equitable.

Keep in mind: equity doesn’t mean equal. It means people get the support they need to have the same opportunities.

Parents can support their child’s inclusion by thinking about how services might be given in the general education setting. If you think your child’s inclusion can be improved, bring specific ideas into an IEP meeting. Here are some resources you can review to prepare for those discussions with the school:

The TIES Center at the University of Minnesota partnered with the Haring Center for Inclusive Education at the University of Washington for this resource to support families and schools in writing IEPs that support students in general education classrooms: Comprehensive Inclusive Education: General Education and the Inclusive IEP.
A 15-minute user-friendly video available on YouTube from the TIES Center includes practical examples: Standards-Based Instruction for Students with Significant Cognitive Disabilities.
Learn more about inclusive education by watching the Disability Teaches Us webinar series, and other trainings available from the Family Engagement Collaborative website, fecinclusion.org.
PAVE’s article, Special Education is a Service, Not a Place, has more information on these topics.

Write an informal letter to your student’s teachers

Before the new school year gets going, think about what you most want your child’s teachers to understand or remember.

Is there something you say at home to help your child stay calm or refocus?
Is there a behavioral intervention that’s working well this summer?
Is there something unique about your child that isn’t obvious until you get to know them better?
What do you most want to share to help teachers understand and support your child?
Are there important points in the IEP, 504 Plan, or Behavior Intervention Plan that you want to call attention to?

All these points can be included in a short letter or email you share with teachers at the start of the school year. If you’re not comfortable writing, consider making a short video to share.

Keep in Mind. For a quick guide to keep your back-to-school planning on track,The Back to School Checklist from PAVE includes a downloadable picture view (infographic) of essential tasks.

Enjoy time with your children

Summer can fly by, especially in the Northwest. Getting ready for fall is important, but so is enjoying the sunshine, swimming pools, hiking trails, camping, games, or whatever makes summer special for your family. Relish time to do something that everyone enjoys and notice how you feel. If something feels challenging next year, you can tap back into the feelings you found during a special summer moment to remember what can go well. Teachers want to know those highlights too!

PAVE has an article, with links to self-care videos: Self-Care is Critical for Caregivers with Unique Challenges.

PAVE works all year and is happy to help. If you click Get Help and fill out a request for individualized assistance, we will contact you by phone and/or email and schedule time to discuss your specific questions.

Resources

Here are on demand training videos and articles from PAVE to help parents understand special education rights, the special education process, and family involvement.

Glossary of Key Terms for Life After High School Planning

Posted on April 26, 2024June 10, 2026 by Nicol Walsh

ADA: Americans with Disabilities Act. Prohibits discrimination against individuals with disabilities in all public and private places open to the general public.

Adult Services: Programs available to support individuals after they become legal adults at 18.

Age of Majority: In Washington, 18. An adult is responsible for educational, vocational, financial, and other decisions unless other arrangements are made through legal means.

Aging Out: The process of ending the school year in which a student turns 21 and is no longer eligible for special education (IEP) services.

Compensatory Services: Extra educational services provided because an IEP team or another agency with authority determines that a student with a disability did not receive a Free Appropriate Public Education (FAPE).

DDA: Developmental Disabilities Administration. A state agency that provides a variety of employment, personal care, supportive housing, and other services based on eligibility. Transition-age youth may be eligible for a school-to-work program if one is available in their region.

DSB: Department of Services for the Blind. A state agency that provides vocational services and orientation and mobility training for individuals with visual impairments.

DVR: Division of Vocational Rehabilitation. A state agency that provides employment services to individuals with a wide range of disability circumstances. Students still enrolled in school might receive Pre-Employment Transition Services (Pre-ETS), and young adults also might apply for 1:1 support with an Individualized Plan for Employment (IPE). The agency has a wait list, called Order of Selection, for 1:1 IPE support but not for Pre-ETS.

Educational Evaluation: Used to determine eligibility for school-based services. A wide variety of assessments, questionnaires, and other tools determine how disability impacts a student’s ability to access academic and non-academic areas of education and whether specially designed instruction is needed to access FAPE.

Equity: A quality of fairness that is present when someone with a disability has appropriate, individualized help to enable the same access to opportunities that are available to individuals without disabilities.

ESSA: Every Student Succeeds Act. A 2015 law that reauthorized the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s education law that provides equal opportunity for all students.

FAPE: Free Appropriate Public Education. Learning that is equitable, accessible, and meaningful. FAPE is what a student with a disability is entitled to receive from the school, based on documented, individualized needs.

High School and Beyond Plan (HSBP): a future planning tool that is required for all Washington State students, beginning no later than 8th grade.

IDEA: Individuals with Disabilities Education Act. Federal law that grants funding to states to support educational programming for eligible students with disabilities. IDEA Part B supports children 3-21, and Part C supports children Birth-3.

IEP: Individualized Education Program. A unique school services plan for a student who is eligible based on disability circumstances, managed and documented by a team that includes family members and professionals.

IEP Transition Plan: A component of the IEP that is required by age 16 but can be added any time the student and IEP team are ready to discuss future goals and incorporate them into the student’s program, with goals and progress monitoring that consider life plans.

Inclusion: An environment where individuals with disabilities and without disabilities are learning or working together. The IDEA requires schools to deliver FAPE in the Least Restrictive Environment to encourage the inclusion of all students in general education spaces.

Individualized Plan for Employment (IPE): A service plan with support from a vocational rehabilitation agency.

Kevin’s Law: A Washington State law stating that a student receiving special education services has the right to participate in commencement ceremonies with same-age peers, regardless of when a diploma is earned.

LRE: Least Restrictive Environment. IDEA requirement that students receive special education services in general education settings to the maximum extent appropriate. Schools document why a student is unable to access FAPE within LRE (general education) before placing a student in a restrictive setting.

OCR: Office for Civil Rights. An enforcement agency that manages formal complaints and provides information about civil rights that protect individuals from discrimination based on race, gender, disability, and other factors. The U.S. Department of Education Office for Civil Rights is a federal agency with the responsibility of ensuring equal access to education through the enforcement of civil rights.

OEO: WA Governor’s Office of the Educational Ombuds: State agency that provides free online resources and 1:1 support for families navigating educational systems.

OSEP: Office of Special Education Programs. Federal agency within the US Department of Education that is responsible to administer the Individuals with Disabilities Education Act (IDEA).

OSERS: Office of Special Education and Rehabilitative Services. US Department of Education program with a mission “to provide leadership to achieve full integration and participation in society of people with disabilities by ensuring equal opportunity and access to, and excellence in, education, employment and community living.”

OSPI: Office of Superintendent of Public Instruction. Washington’s educational agency that partners with the state’s nine Educational Service Districts (ESDs) to provide guidance to Local Education Agencies (LEAs) that include 295 districts and 6 state-tribal education compact schools.

PAVE: Partnerships for Action, Voices for Empowerment. A non-profit agency that supports Washington families impacted by disability. A PAVE program is Parent Training and Information (PTI), which provides information, training, resources, and technical assistance to help family caregivers, students and professionals understand rights and responsibilities within education systems.

Person Centered Planning (PCP) : A method for helping an individual explore and celebrate life goals while building specific action steps and gathering people to offer support.

Pre-Employment Transition Services (Pre-ETS): Provided for groups of students by a vocational rehabilitation agency. In Washington DVR provides Pre-ETS for many disabilities, and DSB provides Pre-ETS for students with visual impairment. Included are job exploration, work-based learning experiences, counseling about educational opportunities, workplace readiness training, and instruction in self-advocacy.

Prior Written Notice (PWN): A required document that schools provide families after formal meetings. The PWN summarizes what was discussed and any agreements, disagreements, action items, or amendments to a student’s Individualized Education Program (IEP). A family/school communication plan can be designed at a meeting and documented in the PWN.

Procedural Safeguards: Written description of special education process, student/family rights, and options for dispute resolution.

Recovery Services: Additional educational opportunities considered to support students significantly impacted by the national health emergency caused by COVID-19.

School-to-Work: Programs available in many counties for students eligible for support from the Developmental Disabilities Administration (DDA).

Secondary Transition: Planning for and progressing through the change from high school to adult life.

Section 504: Part of the Rehabilitation Act of 1973. Provides anti-discrimination protections for individuals with disabilities throughout the lifespan.

Self-Advocacy: Ability to share thoughts and feelings, understand rights and responsibilities, make independent choices, and ask for help when needed.

SMART Goals: Specific, Measurable, Achievable, and Relevant goals set within a specific span of Time.

Synchronous/Asynchronous Instruction: Educational methods during distance learning. Synchronous instruction is provided when school staff directly interact with students in “real time,” whereas asynchronous instruction is recorded, independent, or parent-supported learning without school staff directly present.

Transition Services: Programming uniquely designed to support a student in preparation for adult life. Needs, strengths, preferences, and interests are considered for development of specially designed instruction, related services, community experiences, employment and other postschool adult living objectives. If appropriate, services include acquisition of daily living skills and provision of a functional vocational evaluation.

TVR: Tribal Vocational Rehabilitation. TVR is available for people with tribal affiliations in some areas of the state. Each TVR program operates independently. Contact each agency, listed on DVR’s website, for complete information about program access, service area, and eligibility.

You can download this information below:

Click to access Glossary-for-HS-Transition-planning.pdf

Click to access Glossary-for-HS-Transition-planning_Spanish-US_Final_.pdf

Communication Log

Posted on December 11, 2023February 16, 2024 by Nicol Walsh

Download the fillable Communication Log

Maintaining a clear record of who said what and when is simplified with a school communication log. This tool streamlines the organization and retrieval of your notes pertaining to phone calls, letters, face-to-face meetings, emails exchanged with your child’s teachers, and any other interactions involving the school.

For parents of children with an Individualized Education Program (IEP), meticulous record-keeping of all communication with the school or IEP team is particularly crucial. Insert this chart at the forefront of the “Communication” section in your IEP binder. Utilize it to promptly log specifics following discussions or when
engaging in written communication.

Use the printable log to track your conversations with members of the IEP team, as you see in the sample below.

Sample of a filled out communications log, It includes the date, name of contact, role or position summary of conversation, whether the issue is resolved and next steps and follow up dates. Also include what kind of means was used for communicating, such as email, call, etc.

Example of an empty Communications log.

Sample of an empty communications log, It includes the date, name of contact, role or position summary of conversation, whether the issue is resolved and next steps and follow up dates. Also include what kind of means was used for communicating, such as email, call, etc.

For more information, read these Tips for Communicating as an IEP Team.

This article also forms part of the 3-5 Transition Toolkit

Download the Fillable Communications Log

Exceptional Family Member Program (EFMP), Part 2: How Does EFMP Benefit Military Families?

Posted on October 25, 2023May 8, 2026 by Nicol Walsh

Download the EFMP Enrollment Checklist

A Brief Overview

This is part of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues from Part 1: What Makes a Military Family Exceptional?
EFMP consists of three parts that work together for identification and enrollment, assignment coordination, and family support.
An off-site centralized office within the branch of service determines eligibility for EFMP and level of need.
Enrollment should be updated when there is new medical or educational information, and at least every three years.
EFMP enrollment ensures the family member’s needs are considered in the assignment process, although the military requirements take priority.
EFMP Family Support provides nonmedical case management, information, resources, and support.
Beginning in 2023, eligible families may access 20-32 hours of EFMP respite care per month through their branch of service, depending on level of need and availability of services.
Get the most from EFMP by contacting the installation’s Family Support office for information, resources, and support.

Full Article

The Exceptional Family Member Program (EFMP) is a mandatory program for all branches of the U.S. Armed Forces that helps military dependents with special medical or educational needs. The Army, Navy, Air Force, Marine Corps, and Space Force each have an Exceptional Family Member Program (EFMP). The Coast Guard, which operates under the authority of the Department of Homeland Security, has a similar program called the Special Needs Program (SNP).

EFMP is made up of three parts that work together to provide:

Identification and Enrollment
Assignment Coordination
Family Support

Identification and Enrollment

This is the entry point for EFMP. When the service member turns in the enrollment forms, they are sent for processing to an off-site centralized office within the branch that will determine eligibility and the level of need. The decisions are made by medical document reviewers who do not meet or speak with the dependents. Upon completion, the servicemember will receive a letter of verification from the EFMP program for their branch of service.

The same office will determine eligibility for TRICARE’s Extended Care Health Option (ECHO) supplemental medical insurance plan.

EFMP enrollment should be updated anytime the family member has new medical or educational information, and at least every three years.

Assignment Coordination

Once a family member is enrolled in the program, personnel and medical departments coordinate future duty assignments with consideration of the family member’s medical or educational needs. Although the family member’s needs are considered in the assignment process, military requirements take priority for assignment decisions. Orders that accommodate the family member’s needs may include:

Accompanied assignment only to locations that have services and resources to support the family member’s medical or educational needs.
Unaccompanied assignment, in which the servicemember relocates to the new duty station without the dependents, for a shorter duration than standard duty rotations.

If a service member disagrees with the availability or lack of availability of services at their next duty station, Department of Defense (DoD) Instruction 1315.19 (issued June 2023) provides them up to 14 calendar days from the date of the original assignment notification to request a second review and submit updated medical or educational information. A service being “available” does not mean the family won’t encounter a waiting list for these services, providers who are no longer taking clients or patients, or other interruptions in services.

Families enrolled in EFMP should ensure their paperwork is complete and current before assignment and permanent change of station (PCS) to a new duty station. Get ahead of assignment coordination and allow time for updates to be processed by updating the enrollment forms before the servicemember’s window opens for selecting orders.

Enrollment in EFMP does not prevent the service member from deploying or taking an assignment on unaccompanied orders.

Family Support

This is the department that directly serves families with nonmedical case management and support, including:

Information about local military and community programs, services, and supports.
Partnering with the School Liaison to provide information about early intervention services, special education, and school-based supports for students with disabilities.
Assistance with navigating DoD medical, educational, and counseling systems.
Local programs and activities for the benefit of families enrolled in EFMP, such as support groups, classes, and regional or installation events.
Warm handoffs to EFMP programs and School Liaisons at the next duty station.

Beginning in 2023, EFMP family support providers are required to personally contact each family assigned to their caseload and every family using the respective service’s respite care program at least once annually.

Find your EFMP enrollment or family support. In the drop-down menu for “Program or service”, select “EFMP Family Support” or “EFMP Enrollment”. Then, select your location from the drop-down menu labeled “Location based on”.

Respite Care

Eligibility requirements for EFMP respite care differ by branch of service and availability of services varies by location. The 2023 DoD Instruction 1315.19 standardized the respite care hours to 20-32 hours per month, across all branches of service, depending upon level of need of the eligible family member. It also extended coverage to include adult dependents and added the opportunity for eligible families to request additional services based on exceptional circumstances.

EFMP respite care is not an entitlement program, but a benefit available only to those who qualify. However, families who are ineligible for EFMP respite care may be able to access community-based respite care programs. EFMP respite care is also separate from TRICARE’s ECHO respite and ECHO Home Health Care (EHHC) respite programs, both with their own eligibility requirements.

Getting the most benefit from EFMP

Families enrolled in EFMP can get the most benefit from EFMP by contacting their installation’s Family Support office to:

Connect with the Family Support office at the new duty station to facilitate services and supports prior to a PCS
Locate resources at the state and local levels, such as civilian respite programs and disability-specific events
Identify state and federal benefits for which the enrolled family member may be eligible, such as Medicaid waivers, Vocational Rehabilitation, and scholarships for individuals with disabilities

The DoD developed the EFMP Family Support Feedback Tool as a method for families who have accessed their installation’s EFMP Family Support to provide feedback about their experiences. This information applies to the DoD’s Office of Special Needs’ policy development and program improvements for all branches of services.

Download the EFMP Enrollment Checklist.

Learn More about EFMP

This is part of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues from Part 1: What Makes a Military Family Exceptional?

Military OneSource is an official DoD website and a information hub for all aspects of military life. EFMP & Me, a companion website managed by Military OneSource, organizes hands-on tools, federal and state information, military and civilian services and resources, and related supports and programs in one place.

Additional Resources

Exceptional Family Member Program (EFMP), Part 1: What Makes a Military Family Exceptional?

Posted on October 25, 2023June 4, 2026 by Nicol Walsh

Download the EFMP Enrollment Checklist

A Brief Overview

This is part one of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues in Part 2: How Does EFMP Benefit Military Families?
Every branch of the U.S. Armed Forces is required to have a program for dependents of active-duty service members (ADSMs) with special medical or educational needs called the Exceptional Family Member Program (EFMP).
The Coast Guard is the only branch of service that uses a different name for their program – the Special Needs Program (SNP).
Enrollment is mandatory for all dependents of active-duty service members who have a special medical or educational need, regardless of the dependent’s age.
The two standardized enrollment forms are available on Military OneSource and, where available, on branch-specific websites.
Enrollment support is available on installation at family support centers.

Full Article

Purpose and Intent

The purpose of the EFMP is to –

identify dependents of servicemembers with special education or medical needs,
make sure the family’s needs are considered during the assignment process,
connect families with resources and assistance wherever they are assigned, and
assist with questions, concerns, and resources.

Although the purpose of EFMP and SNP are the same across all branches of service, there are some differences with names, procedures, and forms. There are also differences by installation, such as the availability of respite care providers and services provided by EFMP Family Support.

Eligibility

Enrollment in EFMP is mandatory for eligible dependents of active-duty service members (ASDMs). It is not an age-limited or age-specific program; dependent children and adults, including spouses, incapacitated adults (unmarried adult children with disabilities, parents and parents-in-law, and other adult dependents), must be enrolled in EFMP if they meet one of the following criteria:

Have special medical needs, including chronic and/or mental health conditions, that require ongoing treatment from medical specialists.
Have significant behavioral health concerns.
Are eligible for or receive early intervention services (EIS) through an Individualized Family Service Plan (IFSP) for infants and toddlers (ages 0-3).
Are eligible for or receive special education services through an Individualized Education Program (IEP) for students aged 3 through 21.

National Guard and Reserve personnel with family members who have special medical or educational needs may be eligible during the time period when the service member is called for active-duty orders under Title 10 (10 U.S.C.).

Enrollment

Enrollment in EFMP or SNP begins with two enrollment forms that are available for download from Military OneSource:

DD Form 2792, “Family Member Medical Summary”: This form must be completed by the family member’s TRICARE-authorized primary care provider. This can be either the primary care manager or a specialty care provider.
DD Form 2792-1, “Special Education/Early Intervention Summary”: The instructions state that the child’s IFSP or IEP must also be provided with this form. If the child has an IFSP, is not yet enrolled in school, or is home-schooled, the parents may complete and sign the fields reserved for the educational authority.

Medical providers often require a separate appointment for completing the EFMP paperwork. Ask about the provider’s policy for completing paperwork and how to submit the forms before the visit while scheduling the appointment. The family member’s TRICARE plan and how the provider bills the appointment will determine whether there will be a copay for the visit.

Although all branches of service use the same standardized forms, some of the services have developed website platforms for families to submit the forms electronically.

Army’s Enterprise EFMP (E-EFMP)
Navy Family Accountability and Assessment System (NFAAS),
Air Force My Vector, also available to Space Force families

Save time in the future by keeping a copy of the completed enrollment forms and IFSP or IEP in your home records system. Never give away your last copy!

Help with Enrollment

If this is the first time the family has submitted the EFMP forms, it is a good idea to first take them to the branch-specific military and family support centers on installations for review, including:

Army: Soldier and Family Assistance Center
Navy: Fleet and Family Support Center
Air Force and Space Force: Military and Family Readiness Center
Marine Corps: Marine Corps Community Services
Coast Guard: Health, Safety and Work-Life Service Center

Reserve components also have branch-specific military and family support centers. Learn more about what these programs offer and links to the branch-specific Reserve programs in this article from Military OneSource.

Download the EFMP Enrollment Checklist

Learn More about EFMP

This is part of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues in Part 2: How Does EFMP Benefit Military Families?

Additional Resources

Exceptional Family Member Program (EFMP), Part 2: How Does EFMP Benefit Military Families?
The Navy’s MyNavy HR website and Navy EFMP smartphone app provide information about EFMP, including both branch-specific procedures and resources to support exceptional families from all branches.
The Marine Corps provides information about the EFMP program at each of its installations on the Marine Corps Community Services (MCCS) website.
Benefits of the School Liaison Program from Military OneSource
Learn about how School Liaisons support military children from Military Interstate Children’s Compact Commission (MIC3)

About

Programs

Welcome to the area of our website for and from young adults with disabilities!

What is Data in Special Education?

Types of Data Used in IEPs

Using Data to Customize Student Supports

Understanding Test Scores

Types of Assessments

Using Data to Advocate for Student Needs

Resolving Disagreements over Evaluation Data

Final Thoughts

A Brief Overview

What is a medical action plan?

How do I request a medical action plan for my child?

Introduction

Rights of Students with Disabilities

Washington State Requirements for Emergency Planning

Starting the Conversation with IEP and 504 Plan Teams

Developing a Tailored Emergency Action Plan

Final Thoughts

A Brief Overview

Introduction

What qualifications must a parent or guardian meet to homeschool?

What do homeschool students learn?

When and how can I withdraw my student from public school?

How do I notify the school district that I am homeschooling my child?

What are my options to complete the required annual assessments?

What records do homeschooled students have?

Does the public school have to provide special education and related services to homeschooled students?

Can homeschooled students take part in public school classes or activities?

Final Thoughts

What is the American with Disabilities Act ADA Video

From Birth to Three Toolkit

A Guide to Washington Services for Infants and Toddlers (ages 0-3 with disabilities)

Early Learning Articles:

Planning My Path

Practical Tips and Tools for Future Planning

Articles to help Young Adults:

A Brief Overview

Introduction

Locate and organize documents

Here are questions to think about as you review your child’s IEP, 504 Plan, or BIP

Mark your calendar with important dates

Is a new evaluation due?

Parent Conferences and other important school dates:

Behavior Intervention Plan (BIP)

Make notes about summer regression to talk about ESY for next year

Is your child with disabilities included with non-disabled peers? How they are included is important to know

Write an informal letter to your student’s teachers

Enjoy time with your children

Resources

A Brief Overview

Full Article

Identification and Enrollment

Assignment Coordination

Family Support

Respite Care

Getting the most benefit from EFMP

Learn More about EFMP

Additional Resources

A Brief Overview

Full Article

Purpose and Intent

Eligibility

Enrollment

Help with Enrollment

Learn More about EFMP

Additional Resources