Tag: Graduation

Military Interstate Children’s Compact Commission (MIC3), Part 3: How the Compact Protects Academic Progress toward Graduation 

Posted on by Nicol Walsh

The Military Interstate Children’s Compact Commission (MIC3, pronounced “mick three”) is the more commonly used name for the Interstate Compact on Educational Opportunities for Military Children.

A Brief Overview 

  • This is part of a three-part series on this topic of MIC3. This article continues from Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families and Part 2: Supporting Appropriate Placement and Inclusion of Military Families. 
  • Under MIC3, schools must place military children in courses and programs based on placement and assessments performed by the sending school. 
  • Schools and districts may waive course requirements for placement and/or graduation, if a child has met the sending school’s requirements for grade advancement, placement, or graduation. 
  • A child with an Individualized Education Program (IEP) or Section 504 Plan must receive comparable services and reasonable accommodations or modifications until the receiving school can re-evaluate the child. 
  • A child may be allowed additional excused absences for deployment-related activities when approved by the superintendent or school principal. 
  • MIC3 provides guidance for when and how schools must explore alternative means for military children to complete graduation requirements, which may include allowing the student to receive a diploma from the sending school after relocation. 
  • The receiving school shall accept exit exams conducted by the sending school or, if that is not possible, the receiving school must arrange for the child to get their diploma from the sending school. 

Introduction

MIC3’s rules provide consistent guidelines for how public schools address the most common challenges military-connected students experience during a PCS (permanent change of station, the military’s term for “relocation”). MIC3 has been adopted by all 50 states and the District of Columbia. Washington codified MIC3 into state policy as RCW 28A.705.010.  

Placement and Attendance 

MIC3 helps students obtain appropriate placement by addressing: 

  • Course and educational program placement. 
  • Special education services. 
  • Deployment-related absences. 

Course and Educational Program Placement 

Under MIC3, after enrollment, the receiving school must place the child in the appropriate courses or programs based on what they were in at the sending school or educational assessments conducted by the sending school. This includes but is not limited to honors, gifted and talented, advanced placement; vocational, technical, and career pathways; and English as a Second Language (ESL). The receiving school may evaluate the child later to ensure the child meets the receiving school’s criteria for eligibility in specific classes or programs. If the receiving school doesn’t offer a similar course or program but another school in the district does, the district may let the child take part in the courses where they are available. 

The U.S. Department of Education emphasized the need for timely evaluations and eligibility determinations for military-connected children in the Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children (issued November 10, 2022). 

The MIC3 allows receiving schools the flexibility to waive specific course requirements when a student has met the sending school’s criteria for advancing to the next grade level. For instance, if a student completed a 6th-grade Civics class at the sending school, but the receiving school mandates a different course before moving on to 7th grade, the receiving school can waive this requirement if the student has met the criteria from the previous state. Transcripts should reflect the student’s eligibility for the next grade, and if needed, the receiving school can contact the sending school for detailed course descriptions. MIC3 State Commissioners can assist parents in exchanging information between districts for Compact-related issues, including course content. 

However, Department of Defense Dependent Schools (DODDS) overseas are not covered by the MIC3. Families relocating to these overseas schools must request a cross-comparison of credits. The placement of the child in these schools is determined by the DoDDS school system, and it may not follow the same process as state public schools in the United States. 

Special Education Services 

 The Interstate Compact mandates that receiving schools must adhere to laws governing students with special education needs, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. When a child arrives with an Individualized Education Program (IEP) or a 504 Plan specifying accommodations, the new school is required to provide comparable services and support to meet the child’s needs. This includes services like Extended School Year (ESY), and these services should continue until assessments indicate that the child no longer requires them. However, MIC3 does not cover Individualized Family Services Plans (IFSPs) because these plans are state-specific, and the availability of early intervention services varies widely among states. Eligibility for services is determined by the receiving state, and there is no guarantee that the child will receive the same services. 

In cases involving a child with a Section 504 or ADA Title II plan, the receiving school must provide reasonable accommodations or modifications to ensure equal access to education. Regardless of whether it’s an IEP, 504 Plan, or Title II Plan, the receiving school has the authority to evaluate the child later to assess the continued appropriateness of their educational plan. To facilitate this process, parents are advised to maintain paper copies of their child’s educational plans, service agreements, evaluations, progress reports, and records from sources outside of the school. Sharing these documents, along with unofficial records, can help the receiving school better understand what has and hasn’t been effective for the student in the past. 

Deployment

Under MIC3, schools can allow additional excused absences for a child whose military parent is called to duty for, is on leave from, or just returned from deployment to a combat zone or combat support posting. The district superintendent or school principal has the authority to make this decision, as well as to limit the number or length of excused absences to make sure a child doesn’t miss too much school. Often, military families may request this time to celebrate the holiday with a servicemember who was deployed during the calendar event, or to visit family following long separations. 

Graduation 

MIC3 seeks to help students graduate on time with guidance regarding: 

  • Transfers during senior year. 
  • Waiving graduation requirements. 
  • Exit exams. 

Waiving Graduation Requirements 

MIC3 instructs the receiving school to waive courses that would otherwise be required for graduation when the student has completed similar courses that met the graduation requirements at the sending school. For example, if the student completed the two of the three mathematics classes required before graduation at the receiving school but the third class, Everyday Math, wasn’t offered at the sending school. Instead, the student took a class called Applied Mathematics that covered similar content. The receiving school may waive the requirement for Everyday Math when shown proof that the student learned the same or similar content in Applied Mathematics. 

If a child already qualified to graduate from the sending school (all required coursework completed satisfactorily), and the receiving school does NOT waive their own required coursework, the receiving school must give the child an “alternative means” of getting the required coursework so the student can graduate on time. If the child transferred at the beginning of or during their senior year and all alternatives have been looked at but the child is still not eligible to graduate from the receiving school; then, the receiving school and sending school can make sure the child gets a diploma from the sending school. 

Exit Exams

The receiving state shall accept exams from the sending state that are required for graduation, including end-of-course exams, national norm-referenced achievement tests, and alternative testing, in place of testing requirements for graduation in the sending state. If a child transfers to the receiving school in their senior year, and the receiving school can’t accept the exams from the sending school, then the receiving school must arrange for the child to get their diploma from the sending school. 

Learn More about MIC3 

This is part of a three-part series on this topic of MIC3. Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families introduces the scope and purpose of MIC3. Part 2: Supporting Appropriate Placement and Inclusion of Military Children outlines MIC3’s guidelines for how public schools address challenges related to enrollment and eligibility. This article explores MIC3s placement, attendance, and graduation provisions. 

Support with Compact-Related Issues 

Parents can use this Step-by-Step Checklist to resolve issues that fall under the provisions of MIC3 For additional support, parents may contact their School Liaison, Parent Center, or MIC3 State Commissioner. As the parent center of Washington State, PAVE provides training to military-connected families, individuals with disabilities, and professionals through the STOMP program. Parents seeking individualized support may contact PAVE through the Get Help Form. 

Additional Information 

Transition Triangle

Posted on by Nicol Walsh
The transition triangle talks about the relationship between the High School and Beyond Plan , the IEP transition plan and Agency supports from DDA, DVR and DSB. within that triangle of support is the student asking themselves: Who they are, what is their future and their goals.

The planning process to support a student with disabilities toward their adult life plans requires coordination and organization. This graphic provides a visual overview of the work and who is responsible to help.

The center upside down triangle describes key questions for a student as they move through school and toward adulthood:

  1. Who am I? Answers include what the student is interested in, what they are good at, what they struggle with, and how they see themselves.
  2. What’s my future? Students can begin to imagine where they might work, whether higher education will be part of their future, and how they might live.
  3. How do I reach my goals? The answers are a long-term project. A good planning process ensures that work done today is moving the student toward their vision for adult life.

The three colored triangles on the corners of the graphic represent three tools that help students ask and answer these questions.

The purple triangle on the bottom left represents the High School and Beyond Plan. Washington State requires schools to begin supporting all students with a High School and Beyond Plan before they leave middle school. The plan includes questions to help the student think about where they might work someday and how much education they will need to get that job. The plan is designed to make sure time spent in school is moving the student toward adult goals. The High School and Beyond Plan addresses the same questions that are listed in the center of our triangle and is often managed by staff in a school’s counseling center.

The blue triangle on the bottom right represents the transition plan, which is required in a student’s Individualized Education Program (IEP) by the school year when they turn 16. Goals in the IEP Transition Plan include further education/training, employment, and independent living as parts of a student’s program. A student with disabilities has the right to a Free Appropriate Public Education (FAPE) until they earn a diploma or turn 21. The IEP includes a target graduation date, determined by the IEP team. The state requires the IEP Transition Plan to align with the High School and Beyond Plan. School staff and the family collaborate to make sure these two tools match up to best support a student’s progress.

The teal triangle on top of the pyramid represents agencies that might provide Vocational Rehabilitation (VR) services. The Developmental Disabilities Administration (DDA) has a variety of school-to-work programs for eligible students: A DDA case manager can provide information about options. The Division of Vocational Rehabilitation (DVR) provides Pre-Employment Transition Services (Pre-ETS) for students still in school as well as vocational rehabilitation services for adults with disabilities. As they transition out of school, members of some Native American tribes may access Tribal Vocational Rehabilitation (TVR) services. The Department of Services for the Blind (DSB) is a separate agency providing Pre-ETS for youth and vocational rehabilitation services for individuals who are blind or low vision. Staff from these agencies may work with an IEP team and counselors at school to make sure everyone is working together to support the student in the center.

Ideally a student with disabilities has people supporting all of the features on this transition triangle. Best practice is for all agencies and supporters to collaborate as they help a student move toward a successful adult life.

PAVE has made a fillable worksheet to help you answer these questions.

Key Questions for Self-Determination and Future Planning Fillable worksheet.
Download the Transition Triangle Worksheet

In addition, PAVE has a college readiness workbook ready for you to use. For direct assistance from PAVE, click Get Help. The Office of Superintendent of Public Instruction (OSPI) provides information about graduation requirements for a student in Washington State

Military Interstate Children’s Compact Commission (MIC3), Part 2: Supporting Appropriate Placement and Inclusion of Military Families 

Posted on by Nicol Walsh

A Brief Overview 

  • This is part of a three-part series on this topic of MIC3, which continues from Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families. The third part of the series is Military Interstate Children’s Compact Commission (MIC3), Part 3: How MIC3 Protects Academic Progress toward Graduation.  
  • MIC3 allows military parents to hand-carry “unofficial” (temporary) school records from the sending school to give to the receiving school for enrollment. 
  • The sending school must provide official records within ten business days of the receiving school’s request. 
  • If students have not been immunized, they have 30 days from enrollment to get the required shots or receive the first shot in a series. 
  • If a child was enrolled and attending kindergarten at the sending school, they must be allowed to enroll and continue at the receiving school, regardless of the school’s age requirement.  
  • A military child can keep going to the school in the school or district they have been attending, even if the person they are living with is in a different school district. 
  • MIC3 allows flexibility concerning extracurricular activities to include military children even if they can’t meet an application deadline. 

Full Article 

The Military Interstate Children’s Compact Commission (MIC3, pronounced “mick three”) is the more commonly used name for the Interstate Compact on Educational Opportunities for Military Children. MIC3’s rules provide consistent guidelines for how public schools address the most common challenges military-connected students experience during a PCS (permanent change of station, the military’s term for “relocation”). Washington codified MIC3 into state policy as RCW 28A.705.010.  

Enrollment 

MIC3 seeks to prevent students from losing academic time with enrollment provisions that address: 

  • Unofficial or hand-carried records. 
  • Official records and transcripts. 
  • Immunization requirements. 
  • Kindergarten and first-grade entrance ages. 

Unofficial or Hand-Carried Records 

MIC3 allows military parents to hand-carry photocopied or “unofficial” (temporary) school records from the sending school to give to the receiving school. Waiting for the original official transcripts can be time-consuming and not beneficial to the student since receiving official documentation from another state or overseas can take weeks. Under MIC3, the receiving school must use the unofficial records for the child’s enrollment. The unofficial records must include attendance records, academic information, and grade placement (part of the primary documents package). 

Official Records and Transcripts 

It is the receiving school’s responsibility to immediately request an official set of records (transcripts) from the sending school. The sending school must send out the official records within ten business days, with extensions allowed for school breaks. After school staff return from a break, the official records must be provided within ten business days.  

Immunization Requirements 

If a child hasn’t already had the immunizations (shots to protect against certain diseases) the receiving school requires, the student has 30 days from enrollment to get the shots. If the child needs a series of shots to be immunized, they must get the first shot within 30 days. The school may require a negative test for tuberculosis, which is not an immunization and, therefore, not covered by MIC3. 

Kindergarten and First Grade Entrance Ages 

When enrolling a child in school, MIC3 enables them to enter the grade they were in at the sending school. Suppose a child was enrolled and already attending kindergarten at their previous school. In that case, the new school must allow the child to enroll in kindergarten even if the age requirement differs. Suppose the child should be starting first grade. In that case, MIC3 says that if the child completed the previous grade in the sending school (including kindergarten), they could enroll in the next grade at the receiving school, even if the age requirements differ. The letter or transcript from the sending school must show the child’s attendance in kindergarten if the concerns is about kindergarten eligibility. 

Eligibility 

Regarding eligibility, MIC3 provides guidance on the issues of: 

  • Special power of attorney with guardianship. 
  • Extracurricular activities. 

Special Power of Attorney with Guardianship 

During deployments and other military mobilizations, children of servicemembers may live with another family member, non-custodial parent, or guardian through a Military Family Care Plan. Under MIC3, a military child can keep going to the school in the school or district they have been attending, even if the person they are living with is in a different school district. The school district cannot charge local tuition for living outside the district under these circumstances, except for optional programs offered by the school or district. The person taking care of the child will be responsible for transporting the student to the school while the child resides out-of-district. At enrollment, if not given to the school earlier, the parent or guardian must be provided with the Military Family Care Plan, Special Powers of Attorney, and/or custody orders. 

Extracurricular Activities 

States and local schools can be flexible so military children can be in sports and extracurricular activities, even if the child can’t meet an application deadline, including tryouts, seasonal conditioning, and other prerequisites instituted by the district or team supervisor. The child will still have to meet the eligibility standards for the activity, such as auditioning for sports or a music program. MIC3 requires that school and district programs make “reasonable efforts” to allow military children to participate in extracurricular activities, but this does not include holding open or creating additional spaces. MIC3 does not apply to state athletic associations, like travel teams or sportsman clubs, which are not a part of state or district education systems. 

Support with MIC3-Related Issues 

Parents can use this Step-by-Step Checklist to resolve issues that fall under the provisions of MIC3. For additional support, parents may contact their School Liaison, Parent Center, or MIC3 State Commissioner. As the parent center of Washington State, PAVE provides training to military-connected families, individuals with disabilities, and professionals through the STOMP program. Parents seeking individualized support may contact PAVE through the Get Help Form. 

Learn More about MIC3 

This article is part of a three-part series on the topic of MIC3. Military Interstate Children’s Compact Commission, Part 1: The Impact of MIC3 on Military Families introduces the scope and purpose of MIC3. This article outlines MIC3’s guidelines for how public schools address challenges related to enrollment and eligibility. Part 3: How MIC3 Protects Academic Progress toward Graduation explores MIC3’s placement, attendance, and graduation provisions. 

Additional Information 

Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families 

Posted on by Nicol Walsh

A Brief Overview 

Full Article 

The Interstate Compact on Educational Opportunities for Military Children was created to provide a smooth transition for military children as their families relocate from installation to installation during a permanent change of station, or PCS (the military’s word for “relocation”). Often referred to as the MIC3 (“mick three”) for Military Interstate Children’s Compact Commission. MIC3 was created to address the most common challenges military-connected students experience while relocating. MIC3 helps students keep from losing academic time during military-related relocation, obtain appropriate placement, and be able to graduate on time. All 50 states and the District of Columbia participate. Washington State implements MIC3 as a state policy under RCW 28A.705.010. 

Applicability of MIC3 

MIC3’s rules provide consistent guidelines for how public schools address the most common challenges military-connected students experience when relocating. MIC3 rules only affect students in public schools and Department of Defense Dependent Schools (DODDS) from kindergarten to 12th grade if their parent falls into one of these categories: 

  • An active-duty service member, including members of the National Guard and Reserve activated under Title 10. 
  • A veteran for one year following medical discharge or retirement. 
  • A service member who died on active duty for one year after the death. 
  • A uniformed member of the Commissioned Corps of the National Oceanic and Atmospheric Administration (NOAA), and the United States Public Health Services (USPHS). 

MIC3 State Representation 

The MIC3 operates through a network of state commissioners, and each U.S. state and territory has its own MIC3 State Commissioner. These commissioners are typically appointed or designated by the state or territory governor and serve as the point of contact for military families, educators, and other stakeholders within their jurisdiction.  

The Commission ensures that Member States adhere to the Interstate Compact on Educational Opportunity for Military Children (MIC3). Its primary responsibilities encompass three main areas: 

  1. The Commission ensures that each Member State establishes a state commissioner, a designated authority responsible for overseeing MIC3 compliance within their respective state. 
  2. It ensures the establishment or development of a state council in each state, facilitating communication and coordination among key stakeholders. 
  3. The Commission ensures Member States’ compliance with MIC3 rules, regulations, and by-laws, as well as their state statutes, to ensure uniform educational opportunities for military children across state lines.  

In 2009, Washington State adopted MIC3 and appointed the current Washington Commissioner. 

Key Provisions of MIC3 

MIC3 doesn’t address all issues military families encounter, but it provides clear and consistent guidance for critical issues related to: 

  1. Enrollment, 
  2. Eligibility, 
  3. Placement and attendance, and 
  4. Graduation. 

Support with MIC3-Related Issues 

Parents can use this Step-by-Step Checklist to resolve issues that fall under the provisions of MIC3. For additional support, parents may contact their School Liaison, Parent Center, or MIC3 State Commissioner. As the parent center of Washington State, PAVE provides training to military-connected families, individuals with disabilities, and professionals through the STOMP program. Parents seeking individualized support may contact PAVE through the Get Help Form. 

Learn More about MIC3 

This is part of a three-part series on this topic of MIC3, which continues in Military Interstate Children’s Compact Commission (MIC3), Part 2: MIC3 Supporting Appropriate Placement and Inclusion of Military Children, and Part 3: How MIC3 Protects Academic Progress toward Graduation. 

Additional Information 

MIC3 Step-by-Step Checklist-Resolve School Issues with the Interstate Compact

Posted on by Barb Koumjian
Download the MIC3 Step by Step Checklist

This resource shows you specific steps to take to resolve school issues for your child, using the Interstate Compact on Educational Opportunity for Military Children.  It gives you contact information for people who can help you with different situations covered by the Compact. 

The Interstate Compact on Educational Opportunity for Military Children (“the Compact”) is an agreement among all 50 States and the District of Columbia to address certain school transition issues for military children consistently, from State to State. It’s often known by the acronym MIC3 (“mick-three”), which stands for Military Interstate Children’s Compact Commission, after the commission responsible for designing it and getting it passed as legislation. The Compact applies to a student if he or she is a school-aged child enrolled in kindergarten through 12th grade, when their parent is a(n):

  • Active-duty member of the uniformed services, including members of the National Guard and Reserve on active-duty orders (Title 10)
  • Member or veteran for one year following medical discharge or retirement
  • Member who died on active duty, for one year after the death
  • Uniformed member of the Commissioned Corps of the National Oceanic and Atmospheric Administration (NOAA), and United States Public Health Services (USPHS)

What Does the Compact Helps With?

The Compact provides uniform policy guidance for how States respond to the most common challenges highly mobile military families experience, including:

  1. Temporarily accepting unofficial school records for enrollment and conditional placement
  2. Requiring schools to transfer official school records within ten (10) business days with adaptations in specific situations
  3. Starting ages for kindergarten and first grade
  4. Continuing Special Education, Accommodations and Modifications following a move
  5. Waiving State-specific course requirements to avoid repeating courses
  6. Getting the right program or course placement
  7. Accepting specific testing alternatives in place of those required for graduation in the receiving state
  8. Allowing a student to complete their diploma through the sending school while finishing their education at the receiving school
  9. Requiring that schools make a reasonable effort to ensure that eligible students can take part in extra-curricular activities
  10. Excusing absences related to deployment activities

What are My Responsibilities as a Parent?

Make sure you have completed your responsibilities under the Compact before you try to apply it to your student’s situation.

  1. Gather and provide a copy of your student’s basic document package, including:
  2. Birth certificate
  3. Shot record (immunizations)
  4. Letter or transcript from the sending school showing attendance, academic information, and grade placement
  5. Official military orders
  6. Family Care Plan or proof of guardianship if the child lives with another family member or legal guardian
  7. Add any extra records related to a specific issue. If your child has an Individualized Education Program (IEP), or a Section 504 or ADA Title II plan, include this in the documents package.  Keep paper copies of the plan or program, service agreements, evaluations and progress reports, and records from non-school sources.
  8. Make copies of all documents and never give away your last copy. Hand-carry the entire documents package to the receiving school.
  9. Read the Compact to understand what it does and does not do.  The Parent Guide provides an overview of the Compact and the Compact Rules contain the full policy document to guide how the Compact applies to a situation.
  10. Know who to contact for help resolving a conflict with an issue covered by the Compact. (See Steps 2 and 3, below)

Step-by-Step Suggestions for Using the Compact

Step 1: Try to resolve the issue at the school level. 

Contact your child’s school principal or other top-level school administrator.  You can usually find email information on your child’s school or district website, or you can call the school’s front office.

Keep a written record of what happens. To have a record, either contact by email, or if you speak to them in person or by phone, send a follow-up email or letter (keep a copy of the letter). When you get a response, keep the response email or letter. Keep all emails or letters about this issue in the folder or binder where you keep all your child’s school records and information.

Here are some things to include in the letter or email:

  • Describe the issue
  • State that your child is covered by the Interstate Compact on Educational Opportunity for Military Children
  • Describe what you have already done (provided documents, called the school, etc.)
  • Ask the school to resolve the issue
  • Ask for a response by email or by letter
  • Attach a copy of or link to the Compact rules document
  • Attach copies of your child’s basic document package and any additional information needed

Step 2: If the issue is not fixed by the school’s principal or top administrator, contact either your Parent Center (for issues about special education, supports and services, Section 504, or ADA Title II Plan) or School Liaison for help. They are familiar with the process and can connect with the most useful staff to resolve your child’s situation.

Parent Centers are federally funded organizations in each State, District of Columbia, and US Territories. They work with families of infants, toddlers, children, and youth with disabilities, birth to 26. They will provide you with state-specific training and information, so you can resolve issues relating to your child’s disabilities. Parent Centers can help you whether your child attends a public school or a Department of Defense Education Activity (DoDEA) school.

School Liaisons connect students and families with information, resources, and people. They are the point of contact between an installation’s military families and local schools and school districts. They are experts in the complications that can come up during a PCS to a new duty station.

Step 3: If the issue continues despite involving your Parent Center and/or School Liaison, contact your MIC3 State Commissioner.  The State Commissioner is responsible for knowing their state’s compact statute.  They assist in informal dispute resolution between military families, school districts, and others involved.  To locate your State Commissioner’s contact information, click on your state in the interactive map. 

More Assistance and Information:

Military Onesource searchable database (School Liaison contact information)

The MIC3 Parent Toolkit is a downloadable pdf with all the links you need related to using the Compact.

Learn about the role of School Liaisons

MIC3 contact form to request help with a school issue

Find Compact legislation in your state

OSEP (Office of Special Education Programs) Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children (Policy Support 22-02)

Download the MIC3 Step by Step Checklist

Myth and Misunderstanding in Special Education

Posted on by Nicol Walsh

A Brief Overview

  • Everyone has moments when they hear something and pause to wonder, Is that true? This article and its companion videos describe some special education topics that may be misunderstood. Included is an explanation of what is fact.
  • Topics relate to special education eligibility, placement, support personnel, bullying, student discipline, and more.
  • Read on to see if there are things you haven’t quite understood about your student’s rights or educational services. PAVE hopes to empower families with information to make sure students with disabilities have their best chance for an appropriate and meaningful education.
  • The final myth described in this article is that PAVE provides advocacy on behalf of families—we don’t! But we can help you learn to be your child’s most important advocate. Click Get Help at wapave.org to request 1:1 assistance.

Full Article

Everyone has moments when they hear something and pause to wonder, Is that true?

Parents/caregivers in meetings with their child’s school can feel particularly confused when something doesn’t sound right. They might wonder whether it’s appropriate to question school authorities. They might not understand all the words being spoken. Fear of not knowing something can make it uncomfortable to speak up.

At PAVE, we encourage families to ask questions and make sure they understand the words school staff use. Ask for important answers in writing, and plan to research explanations that are confusing.

For example, if you ask for something and the school says no because of a law or policy, ask for a written copy of the relevant parts of that law or policy. Try to understand the school’s reason for saying no. Write down what you understand and send a reflective email to school staff to make sure you understand their position correctly.

Having everything in writing is important, especially if filing a complaint is a possible next step.

This article describes myths and misunderstandings some people might experience when navigating school-based services for students with disabilities. These topics apply to students with Individualized Education Programs (IEPs), students with Section 504 Plans, and students with possible disability conditions impacting their educational access.

Parent Participation

MYTH: The school must hold a meeting without a parent if the parent is unavailable before an annual renewal deadline because the student’s IEP, 504 Plan, or eligibility will expire or lapse.
FACT: Parent participation is a higher priority than deadlines. Schools are required to accommodate parents/caregivers to ensure their attendance and participation at meetings where their child’s special education services are discussed. Those rights are affirmed in a court decision from 2013: Doug C. Versus Hawaii. If a meeting is delayed because a family member is temporarily unavailable because of illness, work, travel, or something else, services continue uninterrupted until the meeting. PAVE provies an article: Parent Participation in Special Education Process is a Priority Under Federal Law.

Evaluation

MYTH: The school is not required to evaluate a student who gets passing grades.
FACT: If there is a known or suspected disability condition that may be significantly impacting a student’s access to any part of their education—academic, social-emotional, behavioral, or something else—then the school district is responsible under Child Find to evaluate the student to determine eligibility for services and support. Child Find is an aspect of federal law, the Individuals with Disabilities Education Act (IDEA).

MYTH: Section 504 doesn’t apply for a student without a plan or program.
FACT: Section 504, which is part of the federal Rehabilitation Act of 1973, includes protections for students with suspected or known disability conditions that warrant evaluation. For example, if a student consistently misses school for reasons that may be connected to disability, the school may be accountable under the civil rights protections of Section 504 if an evaluation referral isn’t initiated.

MYTH: Section 504 eligibility does not involve an evaluation.
FACT: An evaluation process is required to determine whether a student has a disability condition impacting a major life activity. That evaluation process may include a review of grades, test scores, attendance, health room visits, parent and student input, teacher observations, medical or psychological evaluations, special education data, medical information, and more. If the student meets criteria, evaluation documents are used to support the design of accommodations and other individualized supports to ensure equity. The state provides a family-friendly handout, downloadable in multiple languages, to describe 504 eligibility, evaluation process, plan development, and civil rights complaint options.

Medical Diagnosis

MYTH: A student cannot be identified as eligible for services under the autism category unless they have a medical diagnosis of autism.
FACT: If there is a suspected disability condition and reason to believe there is a significant educational impact, the school is responsible under Child Find to evaluate the student to determine eligibility for services. Schools have evaluation tools to determine characteristics of autism, its possible educational impacts, and student needs. Medical information might help an IEP team design interventions, but families are not required to share medical information with the school, a medical diagnosis is not required, and doctors may not “prescribe” an IEP.

Placement

MYTH: Special Education is a location within the school.
FACT: Special Education is a Service, Not a Place, and PAVE provides an article by that title to further explain a student’s right to educational services in general education—the Least Restrictive Environment (LRE)—to the maximum extent appropriate.

MYTH: The school district is in charge of placement decisions.
FACT: The IEP team determines a student’s placement. If placement in general education, with support, is not meeting the student’s needs, the IEP team is responsible to locate or design a placement that best supports the student in accessing their Free Appropriate Public Education (FAPE). Placement might be general education, a segregated classroom setting where special education services are provided, day treatment, alternative learning environment, residential, home-based, something else, or a combination of any of these options. Once an IEP team designs a placement, the school district has some leverage in choosing a location. For example, if an elementary-age student who is struggling to read needs individualized services from a reading specialist, the district might bus them to a school in another neighborhood where a specially trained teacher provides reading instruction in a smaller classroom. The district doesn’t have to offer every placement or service within every building, but it does need to serve the IEP as written by the IEP team.

MYTH: Preschool IEPs are not required to serve students in the Least Restrictive Environment to the maximum extent appropriate.
FACT: An IEP is required to serve a student with a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), to the maximum extent appropriate, regardless of age or grade level. WAC 392-172A-02050 provides specific language about state requirements for LRE, including for preschool students.

Adult Aids at School

MYTH: A 1:1 creates a “restrictive environment” for a special education student.
FACT: Least Restrictive Environment (LRE) refers to placement. A helper is an aid, not a placement. Supplementary aids and services, including 1:1 support from an adult staff member, may support access to the Least Restrictive Environment (LRE) for some students. If having a 1:1 enables a student to appropriately access learning in the general education setting, then that support is provided to ensure FAPE (Free Appropriate Public Education). FAPE within LRE is required by federal special education law, the Individuals with Disabilities Education Act (IDEA).

MYTH: Support personnel should regularly rotate in their roles to ensure a student does not become “dependent” on specific individuals or relationships.
FACT: Healthy interpersonal relationships enable humans of any age to feel safe and secure. Because of the way our brains work, a person doesn’t learn well when a fight/flight nervous system response is activated. Connecting to trusted adults and receiving consistent help from safe, supportive people enhances learning. PAVE provides a collection of articles about Social Emotional Learning (SEL) and Washington State’s SEL Standards.

Section 504

MYTH: A 504 Plan is a watered down IEP.
FACT: Section 504 is part of a civil rights law called the Rehabilitation Act, passed by the US Congress in 1973. The anti-discrimination protections of Section 504 apply to any person identified as having a disability condition that impacts their life in a significant way. Public agencies, including schools, are responsible to provide individualized accommodations and support to enable the person with a disability to access the service, program, or building in a way that affords them an equitable chance to benefit from the opportunity. A 504 Plan at school ensures the right to a Free Appropriate Public Education (FAPE). Section 504 FAPE rights are upheld by the US Department of Education’s Office for Civil Rights. PAVE provides a video series: Student Rights, IEP, Section 504 and More.

MYTH: Section 504 doesn’t apply to a student with an IEP
FACT: Section 504 protections apply to students with IEPs and those with Section 504 Plans. The civil rights protections of Section 504 are threaded throughout the IEP, especially within sections that describe accommodations and modifications. Section 504 includes specific provisions to ensure students are not discriminated against within student discipline, by unmitigated bullying, or through denial of support that is needed for access to what non-disabled students access without support. All aspects of school are protected, including athletic events, field trips, enrichment activities, specialized learning academies, and more—everything the school is offering to all students. PAVE provides a comprehensive article about Section 504 and its protections for all students with disabilities.

MYTH: If the student has found ways to cope with their disability, they don’t need support.
FACT: Section 504 forbids schools from using “mitigating measures” to justify denial of evaluation or support. A mitigating measure is a coping mechanism—for example, a deaf student who reads lips or a student with an attention deficit whose symptoms are improved by medication. PAVE’s article about Section 504 provides more detail about mitigating measures.

Bullying

MYTH: The best way to help a student with a disability who is being bullied is to remove them from the bully’s classroom.
FACT: Section 504 protects a student with disabilities in their right to be protected from bullying. That means the school must stop the bullying and support the victim to feel safe again. Schools may not punish or disadvantage the victim. OCR says: “Any remedy should not burden the student who has been bullied.” PAVE provides a video: Bullying at School: Key Points for Families and Students with Disabilities.

MYTH: An informal conversation is the best way to address bullying.
FACT: The best way to hold a school accountable to stop bullying and support the victim is to file a formal HIB Complaint. HIB stands for Harassment, Intimidation, and Bullying. Washington State’s 2019 Legislature passed a law that requires school districts to write formal HIB policies and appoint a HIB Compliance Officer to spread awareness and uphold the laws. Families can contact their district’s HIB Compliance Officer for support with a complaint and to ensure student civil rights are upheld.

IEP Goals and Process

MYTH: An IEP provides education to a student with a disability.
FACT: An IEP is not the student’s education. An IEP provides educational services to enable a student to access their education. IEP goals target areas of learning that need support in order for the student to move toward grade-level curriculum and learning standards. Included are services for academics, adaptive skills, social-emotional skills, behavior—all areas of learning that are impacted by disability.

MYTH: If an IEP team agrees to change something about a student’s services or placement, the team must submit that idea to the district for approval or denial.
FACT: An IEP team has decision-making authority. The team is required to include a person knowledgeable about district resources (WAC 392-172A-03095) so decisions about program and placement can be made at the meeting. If a required IEP team member is not in attendance, the family participant must sign consent for the absence. The family can request a new meeting because a key team member, such as a district representative, is missing. PAVE provides more information and a Sample Letter to Request an IEP meeting.

Behavior and Discipline

MYTH: A Functional Behavioral Assessment (FBA) is used to figure out how to discipline a student more effectively.
FACT: An FBA is an evaluation focused on behavior. It helps IEP teams understand the needs behind the student’s behavior. A Behavior Intervention Plan (BIP) is built from the FBA to provide positive behavioral supports, teach new or missing skills, and reduce the need for discipline. PAVE provides a video about the FBA/BIP process.

MYTH: A school isn’t responsible to track exclusionary discipline if a parent agrees to take the child home and no paperwork is filed when the school calls to report a behavior incident.
FACT: “Off books” or informal suspensions count as exclusionary discipline for students with disabilities. If a student with a disability misses more than 10 cumulative days of school because of their behavior, the school is responsible to hold a manifestation determination meeting to decide whether the behaviors are directly connected to the disability and whether school staff are following the IEP and/or behavior plan. If services or placement need to change, this formal meeting is a key opportunity to make those changes. PAVE provides a video: Discipline and Disability Rights: What to do if Your Child is Being Sent Home.

Privacy

MYTH: A parent or provider who visits school to support or evaluate an individual student is violating the privacy rights of other students just by being there.
FACT: Federal laws protect private medical or educational records. Visiting a classroom or other school space should not expose student records for inappropriate viewing. 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 confidentiality of medical records is protected by the Health Insurance Portability and Accountability Act (HIPAA). Understanding HIPAA and FERPA can help parents /caregivers ask their school for documented explanations whenever these laws are cited as reasons for a request being denied.

Literacy

MYTH: Schools cannot provide individualized instruction in reading through a student’s IEP unless the student is diagnosed by a medical provider as having dyslexia.
FACT: No medical diagnosis is needed for a school to evaluate a student for any suspected disability that may impact access to learning and school. An educational evaluation might show that a student has a Specific Learning Disability in reading, with characteristics of dyslexia. When a disability that impacts education is identified through evaluation, the school is responsible to provide services to meet the identified needs and enable appropriate progress. PAVE provides an article: Dyslexia Screening and Interventions: State Requirements and Resources and a video: Supporting Literacy for Students with Learning Disabilities.

Graduation

MYTH: The school has to withhold credits for a student to receive services beyond a traditional senior year.
FACT: Credits do not need to be withheld, and a student doesn’t automatically earn a diploma by reaching the required number of credits. The IEP team determines the target graduation date for a student receiving services through an IEP and how transition programming for a student ages 18-21 might support learning and life planning. Receiving the required number of credits is only part of what a student needs to earn a diploma, and the IEP team individualizes a plan for the student with a disability to earn their diploma within the state’s options for graduation pathways. PAVE provides a Toolkit for life after high school planning.

Private School and Home School

MYTH: Public schools do not have to do anything for students with disabilities who are home schooled or enrolled in private schools by parent choice.
FACT: Child Find applies to all students with known or suspected disabilities who live within a district’s boundaries, including those who are home schooled or enrolled in private schools. Child Find means the public district is responsible to seek out and evaluate all students with known or suspected disabilities. If the student is found eligible for services, parents/caregivers can choose to enroll the student in the public school to receive special education services, even if the primary educational setting is a private or home placement. If the student is fully educated in the private setting, by parent choice, the private school provides equitable services.

Parent Support from PAVE

MYTH: PAVE gives the best advice and advocates on behalf of families.
FACT: PAVE does not give legal advice or provide advocacy. We support families in their work.  Staff from our Parent Training and Information (PTI) program provide information and resources to empower family advocates. Our goal is to ensure that family advocates have knowledge, understand options, and possess tools they need to work with schools to ensure that student rights are upheld and the needs of students with disabilities are met. Click Get Help at wapave.org to request 1:1 assistance. Help us help you by reading your student’s educational documents and having those documents handy when you connect with us!

How to Navigate School for Youth with Mental Health Concerns

Posted on by Nicol Walsh

Staff from PAVE’s Parent Training and Information (PTI) program provided a workshop as part of the statewide virtual conference hosted by NAMI Washington October 16, 2021.

This recorded training provides a general overview of student rights in education. Some information is specific to students impacted by mental health conditions.

The formal content begins about four minutes into the video and ends at about 46 minutes.

Here are a few examples of topics addressed:

  • Does my student have the right to be evaluated for special education if they refuse to go to school because of anxiety?
  • What accommodations are reasonable to ask for?
  • What services might be possible for my student who struggles with emotional regulation?
  • Can counseling be a related service?
  • Are there protections for a student because of suicidal thoughts or attempts?
  • What support is available for a student with a disability condition who isn’t prepared for adulthood because high school got interrupted by the pandemic?

Additional information about mental health education and services at school, the overall layout of youth behavioral health in Washington State, and where to find family support is included in a PAVE article: Mental Health Education and Support at School can be Critical.

To seek education, training, and support from the National Alliance on Mental illness, look for a virtual training or information about a local affiliate near you, listed on the NAMI WA website.

One place to access behavioral health services for children and youth anywhere in Washington is through the Seattle Children’s Hospital Mental Health Referral Service: 833-303-5437, Monday-Friday, 8 a.m. to 5 p.m.

Families and young people can reach out for individualized assistance from PAVE’s Parent Training and Information (PTI) staff at PAVE. Click Get Help or call 800-572-7368.

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Support for Youth Whose Post-High School Plans were Impacted by COVID-19

Posted on by Nicol Walsh

A Brief Overview

  • Students who did not make adequate progress on IEP goals due to COVID-19 may be eligible for Recovery Services. IEP teams are responsible to make individualized, student-centered decisions about this option for additional educational services.
  • Students who turned 21 and “aged out” of their IEP services during the pandemic may be eligible for Transition Recovery Services. Read on for information and resources.
  • Transition Recovery Services are funded through a combination of state and federal sources, including through the American Rescue Plan. Transition Recovery will be an option for several years—beyond Summer 2021.

Full Article

For students with disabilities, getting ready for life after high school can include work-based learning, career cruising, job shadowing, college tours, training for use of public transportation, community networking, agency connections, and much more. A student’s Individualized Education Program (IEP) is built to guide a student toward unique post-graduation goals.

COVID-19 halted the high-school transition process for many students. IEP teams are required to consider Transition Recovery Services to help those students get back on track toward post-secondary goals, including if they “aged out” by turning 21.

Transition Recovery Services are funded through a combination of state and federal sources, including through the American Rescue Plan. Transition Recovery will be an option for years—beyond summer 2021.

Keep in mind that Transition Recovery Services are uniquely designed for a specific student, and the “school day” may look quite different than traditional high school.

Eligibility for Transition Recovery Services is an IEP team decision

To consider Recovery Services, the IEP team reviews what a student was expected to achieve or access before COVID-19. The team then compares those expectations to the student’s actual achievements and experiences. If a service was “available,” but not accessible to the student due to disability, family circumstances, or something else, the team considers that.

Recovery Services are provided to enable students to get another chance on their transition projects and goals. According to guidance from Washington’s Office of Superintendent of Public Instruction (OSPI), IEP teams are responsible to discuss these topics in good faith and not rely solely on specific data measures for decision-making:

“Recovery Services should focus on helping the student achieve the level of progress on IEP goals expected if the pandemic had not occurred. These services should not be based on a percentage or formula calculation; the timeline and amount of recovery services should be an individualized decision for every student with an IEP.”

Keep in mind that schools are required to include family members on the IEP team. OSPI’s guidance also states, “Parents and families are key partners in identifying the need for Recovery Services, as they generally have current information about the student from the time of the school facility closures and since. As with all special education processes, school districts must provide language access supports, including interpretation and translation as needed, to support decisions about recovery services.

“School districts must ensure parents have the information and supports necessary to participate in the decision-making process.”

Here’s a set of questions for IEP teams to consider:

  1. What did we hope to accomplish?
  2. What did we accomplish?
  3. What was the gap, and how can we fill that gap?

OSPI’s guidance was shared with families at a May 26, 2021, webinar. OSPI shares its webinars publicly on a website page titled Monthly Updates for Districts and Schools.

Every IEP team should talk about Recovery Services

OSPI makes clear that school staff are responsible to discuss Recovery Services with every family that is part of an IEP team. “Families should not have to make a special request for this process to occur,” according to Washington’s Roadmap for Special Education Recovery Services: 2021 & Beyond.

The urgency of the discussion depends on a student’s circumstances. IEP teams supporting students at the end of their high-school experiences may need to meet promptly. Other teams may wait until the new school year or until the annual IEP review.

According to state guidance, “To be clear, OSPI is not requiring districts to immediately schedule and hold IEP meetings for every student with an IEP. These decisions may need to take place prior to the start of the 2021–22 school year, prior to the annual IEP review date, or could happen at the upcoming annual review date if the district and parent agree.”

The key question to bring to the meeting

TIP: Families and schools will consider this big-picture question, so write this one down and carry it into the IEP meeting:

“How will the school provide the services that the individual student needs to complete all of the experiences and learning that the IEP team had planned before a pandemic interrupted the high-school transition process?”

Transition Recovery Services are documented with PWN

OSPI guides IEP teams to document a support plan for a post-21 student through Prior Written Notice (PWN), which is a way schools notify families about actions related to a special education program. The school is responsible to provide PWN to family participants after any IEP meeting.

TIP: Review the PWN carefully to ensure that the discussion, decisions, and action steps are accurate. Family members can submit amendments to a PWN.

The IEP document itself cannot be amended to include post-21 services because federal law supports the right to a Free Appropriate Public Education (FAPE) for eligible students only through age 21.

What can families do?

  1. Reach out to the IEP case manager to discuss when to meet to discuss Recovery Services as part of a team meeting. If there is urgency, make that clear in a written request.
  2. Ask for documentation about progress made toward IEP annual and post-secondary goals during COVID-impacted school days. If there is no documentation, ask for a review of pre-pandemic data and an evaluation to determine present levels of performance.
  3. Share observations about what worked or didn’t work during remote or hybrid learning, and any missed opportunities caused by the pandemic. Ask for the school to formally document family and student concerns as part of the IEP team record.
  4. Procedural Safeguards include family rights to dispute resolution, including the right to file a formal complaint when there is reason to suspect a special education student’s rights were violated.

What if my student’s Transition Plan wasn’t fully formed?

An IEP can include transition planning any time the student, family, or teachers decide that life planning needs to be considered as an aspect of IEP services. The IEP Transition Plan aligns with a student’s High School and Beyond Plan, which Washington requires to begin before a student leaves Middle School. Therefore, some IEPs include a transition plan by about age 14.

Federal law (Individuals with Disabilities Education Act/IDEA) requires an IEP to include a Transition Plan by age 16. Although students aren’t required to participate, schools are required to invite students to participate in IEP meetings once transition is part of the program. PAVE provides an article to encourage youth participation on the team.

If the Transition Plan didn’t get built in a timely way due to the pandemic, IEP teams can begin that process and then consider whether Transition Recovery Services are warranted.

How are graduation requirements impacted by COVID?

On March 2, 2021, Governor Jay Inslee signed into law HB 1121, which allows for individual students to waive credit or testing requirements if their ability to complete them was disrupted by the pandemic. Temporary waivers were granted in 2020, and the new law gives the State Board of Education (SBE) permanent authority to grant school districts emergency waivers for cohorts of graduating seniors into the future. Schools are expected to help students meet requirements before falling back on the emergency waiver as a last resort.

To meet graduation requirements in Washington State, students choose from Graduation Pathways. For a student receiving special education services, the IEP team (including student and family) determines which pathway a student will follow and the target graduation date.

All students have the right to participate in Commencement

Students with disabilities have the right to participate in commencement ceremonies with same-age peers regardless of when they complete requirements for a diploma: See information about Kevin’s Law.

Map Your Future with Person-Centered Planning

Posted on by Nicol Walsh

A Brief Overview  

  • Person-Centered Planning (PCP) is a method for helping a person map out a future with intention and support.
  • Read on for more information about what Person-Centered Planning is like.

Full Article  

Everyone dreams about what they might do or become. Individuals with disabilities might need additional support to design the plans, set the goals and recruit help. The Person-Centered Planning (PCP) process is a tool that works like a Global Positioning System (GPS) to help a person figure out where they are starting and how to navigate to a planned destination.   

A PCP session is a gathering that can happen in a specific physical location, such as a school or a community center, or in a virtual space online. The people who get together might include family members, friends, teachers, vocational specialists, coaches—anyone who might help brainstorm ways to plan an enriched, full life for a person of honor.

The first step is to celebrate the gifts, talents, and dreams of the person. Then the group develops action steps to help that person move closer to their dreams and goals.  

Throughout the gathering, the attendees listen, ask questions, and draw pictures or write down words that contribute to the process. Respect for the person’s goals and wishes is a priority, and participants withhold judgment to honor the individual completely.  

Person-Centered Planning explores all areas of a person’s life. All people experience various times in their lives that are transitions. High-school graduation is a major example. Job changes, moving to a new home, entering or leaving a relationship: Those transitions happen for individuals with and without disabilities.

Individuals with disabilities have some additional transitions. For example, when a person leaves the special education system of public education at graduation or after age 21, there is a change in disability protections. A student receiving special education is protected by the Individuals with Disabilities Education Act (IDEA). In adult life, the right to accommodations and non-discrimination is protected solely by the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act (ADA).

There are specific transitions that occur for individuals who qualify for support from the Developmental Disabilities Administration (DDA), which in Washington is part of the Department of Social and Health Services (DSHS). Employment and workforce training programs often are part of the transition from high school into what happens next.

During major life transitions, many service agencies focus on a person’s inabilities or deficits.  Person-Centered Planning, on the other hand, focuses on what’s positive and possible, based on the dreams and goals of the individual.

A PCP session includes a set of maps where information is collected in words and pictures. Here are some examples:

People in my Life     

This map names important people and their roles in concentric circles. These are people that the individual trusts for help and support and may include paid and unpaid supporters. Those who are closest to the person are in the circles closest to the center of the map.

Who am I?  My Story, My History    

This map is built during the session to describe the person’s story from birth up until the gathering. This map reflects what is most important to the individual. The facilitator might ask:

  • What parts of your life are important for people to know?   
  • What are some stories of your life that would be helpful for a coworker or a friend to know? 
  • Are you a sibling? A spouse? A parent?
  • How old are you? 
  • What activities do you participate in? 
  • Have you had any jobs?
  • Where do you live? Go to school?  
  • Do you have a medical concern that someone spending time with you might need to know about? 

 Likes and Dislikes  

The “Likes” list includes favorites, things that make the person happy. Favorite colors, foods, activities, places, people are listed. 

The “Dislikes” list includes the opposite of all those things and might also list triggers (bright lights, loud noises, angry voices, bullies) or other sensitivities.

What Works/ Doesn’t work 

The first part of this map asks: When learning a new activity or skill, what are steps and learning tools or activities that work for you? Answers might look like these examples: frequent breaks, accommodations, a written schedule, a list of duties, instructions in larger print, a preferred time of day to start something…. 

The second part asks: When learning a new activity or skill what activities do not work for you? Answers might resemble these examples:  waiting in line, too many instructions, too many people barking out orders, standing or sitting for too long, verbal instructions, unclear expectations….  

Gifts, Talents and Strengths  

This map asks several questions: 

  • What are you good at?
  • What can you do that is easy for you? 
  • What are your best qualities? 
  • What do people like about you?   

Examples for answers:  best smile, cleaning, giving, caring, natural dancer, very social, great with computers, good with numbers, great at sports, good listener, good with animals, etc.   

Dreams /Nightmares 

The My Dreams map asks: Where you would like to see yourself in a few years?  Follow-up questions:

  • What will you be doing?
  • What would your dream job be?  
  • Where are you living? 
  • Do you live on your own or with family or a roommate?  
  • How are you keeping in touch with your friends?   
  • What is an action you can take to move toward your dream or goals?    

The Nightmare Map asks:  What do you want to avoid?  Follow-up questions might include this one: Where do you not want to be in a few years? This is not to make the person feel bad but to make an out-loud statement about what the person doesn’t want to happen. This can include actions or thoughts that someone wants to avoid.  

Needs 

The Needs map asks:  What do you need help with to avoid the nightmare?  A follow up question might include: What areas do you need support with? Answers might look like these examples: budgeting money, learning to drive, training to ride the bus, cooking lessons, looking for a job. The goal is to recruit support to help the person stay away from the nightmare and work toward the dream.   

Action Steps  

A map that show Action Steps includes the specific help that will assist the individual in moving toward the dream. This chart typically details what needs to be done, who will do it, and by when. 

Example:    

Goal: To Write a Resume     
Who: Michele 
What: Call Mark to ask for help.  
By When: Next Monday, April 6, 2020 

This process involves many support people in the person’s life and identifies, in a self-directed way, areas where help is needed to meet personal goals. The gathering involves the important people in someone’s life because they can help through the process and step up to offer support for the action steps. 

How to get a Person-Centered Plan  

Here are places that might help you find a PCP facilitator in your area:  

  • Developmental Disabilities Administration (DDA) 
  • Division of Vocational Rehabilitation (DVR)
  • School District 

Here are a few additional places to seek information about Person-Centered Planning:  

Inclusion.com: All My Life’s a Circle  

Inclusion.com: The Path Method 

Video from PAVE, Tools 4 Success  

Informing Families.org  

Washington’s 2019 Law Adjusts Graduation Requirements

Posted on by Nicol Walsh

The Washington State Legislature passed a law in 2019 that changes graduation requirements and may impact students who receive special education services. House Bill (HB) 1599 changes the rules about which tests students must pass in order to graduate and how they can earn a diploma.  

The new law removes the direct link between statewide assessments and graduation requirements by discontinuing the Certificate of Academic Achievement (CAA) after the graduating class of 2019 and the Certificate of Individual Achievement (CIA) after the graduating class of 2021.

Students in the class of 2020 and beyond will need to demonstrate career and college readiness through one of eight graduation pathway options that align with the High School and Beyond Plan, a requirement for all Washington students. The High School and Beyond Plan (HSBP) is expanded by the new law, and districts will be required to provide an electronic HSBP platform available to students beginning in 2020–21.

After-high-school plans are a critical aspect of the Transition Plan written into a student’s individualized Education Program (IEP) by age 16, and the expansion of the HSBP provides for improved alignment between these future-planning tools.

The Office of Superintendent of Public Instruction (OSPI) is the agency responsible for oversight of all public schools and non-public agencies in Washington State. OSPI maintains a website page with information about graduation requirements. Visit OSPI’s Graduation Requirements page for compete and updated material. The page includes a link to Frequently Asked Questions (FAQ).

This article provides a brief overview of the new requirements, and parents can take this list to an IEP meeting to ask questions and create a plan to ensure graduation success. For more general information about planning for the transition from high school, take a look at a Recorded Webinar on PAVE’s website and/or read an article called Tips to Make a Well-Informed Transition into Life After High School.

Class of 2019, Take Note!

Some students in the Classes of 2014 through 2019 may be eligible to have their assessment graduation requirements waived in English language arts (ELA), math, or both. The Expedited Assessment Appeals Waiver requires that the student show that he/she has the skills and knowledge to meet high school standards and possesses the skills necessary to successfully achieve college or career goals established in the High School and Beyond Plan.

Students may use one of the following to meet the assessment graduation requirements:

  • Graduation standard on Smarter Balanced or WA-AIM (ELA and math)
  • Passing a dual credit course
  • Passing a Bridge to College course
  • ACT or SAT score
  • Advanced Placement score
  • Passing Locally Administered Assessment (COE-Local)
  • Grades Comparison
  • CIA cut-score on Smarter Balanced (“L2 Basic”) (for some students with disabilities)
  • Locally Developed Assessment (LDA) (for some students with disabilities)
  • Off-grade assessment (for some students with disabilities)
  • Expedited Assessment Appeals Waiver

Further information about the waiver is provided in an OSPI Bulletin.

Class of 2020: What will change?

Students will need to demonstrate readiness for post-secondary career or college via one or more pathways. Students in the Class of 2020 will also have access to a waiver. The pathways available to the Class of 2020 are:

  • Graduation standard on Smarter Balanced or WA-AIM (ELA and math)
  • Dual credit
  • Bridge to College
  • C+ in AP, IB, or Cambridge class or achieving certain score on AP, IB, or Cambridge tests
  • ACT or SAT score
  • Also, if completed during the 2018-19 school year: Locally Administered Assessment (COE-Local) This option is not available in 2019-20.

Students must demonstrate skills via a pathway for ELA and math. The above options can be used interchangeably to meet both requirements.

Tips to Make a Well-Informed Transition into Life After High School

Posted on by Nicol Walsh

Tips to Make a Well-Informed Transition into Life After High School

A Brief Overview

  • Students with an Individualized Education Program (IEP) need to have a Transition Plan written into the IEP by the school year when they turn 16, but it’s never too soon to start talking, planning and envisioning the future.
  • Students can stay in school until they are 21—an option for youth who need more time to learn and prepare for adulthood. The IEP team determines a projected graduation date and writes this date into the IEP document.
  • Transition Services in the IEP can support a High School and Beyond Plan, Washington State’s toolkit that is a state requirement for all students to get ready for next steps. Various state agencies serving transition-age youth provide a comprehensive guidebook that describes how to align the HSBP with IEP Transition Planning. Included are career-planning tools and linkages to current information about graduation pathways, which changed in 2019 when the Washington State Legislature passed House Bill (HB) 1599.
  • In Washington, a student takes charge of educational programming at 18 unless other arrangements are designed. Read on for more details.
  • See our companion articles about Student-Led IEP meetings and a new option for pre-employment support through the Department of Social and Health Services (DSHS).

Full Article

Senior year is loaded with projects, planning and a big push to finish requirements and figure out what happens next. For students with special needs, there can be a few extra steps, and it’s never too soon to start thinking and planning for this important transition.

Here are some practical tips and a range of resources to help youth and families make well-informed decisions.

The Individualized Education Program (IEP) must include a Transition Plan with individualized Transition Services by the school year in which a student turns 16. Best practice is to start planning for this in seventh or eighth grade, as outlined in the state-required High School and Beyond Plan. If you are starting later than that, don’t worry! Get started now, and your efforts will certainly reap benefits into the future.

When a Transition Plan is added to an IEP, consider that this life-after-high-school planning now focuses the IEP on post-secondary goals and outcomes. Helping the student engage with the IEP team in conversation around these three questions can help direct planning and school supports that will help the student reach the written Transition Plan Goals:  

  1. Where am I now? (strengths, interests, capacities—the Present Levels of Performance in the IEP)
  2. Where do I want to go? (aspirations, dreams, expectations—Transition Plan Goals in the IEP)
  3. How do I get there? (transition services, courses, activities, supports, service linkages, community connections, help to overcome barriers—Annual Goals, Accommodations and other provisions included in the IEP)

The graduation standards for a student eligible for special education are the same as for all other students. In our state, a district’s flexibility in determining how a student fulfills those requirements comes from the Washington Administrative Code (WAC Section 180-51-115). Each school district will have its own policy for implementing these state rules, and you can request a copy of your district’s policy. If there is any confusion, you can encourage the school to consult the district special education office for guidance.

In short, the student’s IEP team determines how the student will meet graduation requirements and how long she/he will stay in school.

A student doesn’t have to graduate at the end of a traditional senior year. A student remains eligible for special education until graduation requirements are met and the student has earned a high school diploma (WAC Section 392-172A-02000). However, a school does not have to hold back credits for a student to remain eligible. The student’s IEP team determines the student’s graduation plan, including the planned graduation date. The student could potentially meet all graduation requirements, but if the IEP team has determined that the student needs further schooling to receive a Free Appropriate Public Education (FAPE), then the student has a right to stay in school to age 21.

In the meantime, a student can participate in commencement ceremonies at the end of a traditional senior year, with peers, under a Washington provision called Kevin’s Law. Students and families should communicate with a special education teacher, case manager or school counselor to ensure that all information about graduation and senior year events is clearly understood and shared. Plan early for needed accommodations at senior year events.

When assessing the Transition Plan in the IEP you can ask these questions:

  • Is the plan age appropriate?
  • Is information provided by more than one source?
  • Do the post-secondary goals consider all areas of life after high school, including employment, further education, independent living and community engagement?
  • Are the goals SMART: Specific, Measurable, Achievable, Relevant and Timely?
  • Is a target graduation date included in the IEP?

In Washington State, the Office of Superintendent for Public Instruction (OSPI) has provided a guidance document for all students called the High School and Beyond Plan. You can access that plan and the state’s graduation requirements on OSPI’s Website.

For Special Education students, the plan is not replaced but can be further supported by the plan that includes Transition Services in the IEP. Each school district determines the precise guidelines for students to meet the requirements of the High School and Beyond Plan, and some schools use tools with different names. Becoming familiar with the state-recommended format and then comparing this tool to your school’s requirements and the student’s specific IEP programming is a good way to participate in making sure your student has a robust plan.

A student takes charge of educational planning and programming at the Age of Majority, which is 18 in Washington. According to the Washington Administrative Code (WAC Section 392-172A-03090), “Beginning not later than one year before the student reaches the age of 18, the IEP must include a statement that the student has been informed of the student’s rights under the act, if any, that will transfer to the student on reaching the age of majority.”

Parents have a few options if they wish to continue to have rights to participate in their child’s education:

  1. Guardianship (org)
  2. Power of Attorney (Washington State Legislature)
  3. The student can choose to include “other individuals who have knowledge or special expertise regarding the student” on the IEP team (WAC Section 392-172A-03095).
  4. Another option is supported decision-making. Informing Families has a helpful tool for designing this voluntary, informal plan.

Families will want to clarify what specific roles and powers parents will retain under the arrangement designed by your family and the school. The special services office at your school may be able to help with this; without legal guardianship or Power of Attorney your student will need to sign consent for you to attend meetings and participate in decision-making.

Regardless of the arrangement, families will want to have some conversations to help a student envision a future and start to see how to get there. A variety of tools are available, including these:

For youth who struggle with behavioral health challenges, transitions can trigger some additional challenges. These resources may provide some helpful tips:

Another resource that might help with planning is the Division of Vocational Rehabilitation (DVR). Each school is assigned a DVR counselor to assist with pre-employment training. You can look up the name and phone number for your school’s DVR counselor online through a link provided by the Department of Health and Human Services. A new option for youth and families to receive pre-employment counseling is from a program called Foundational Community Supports. Check out PAVE’s companion article about this program.

Good luck with your planning! If you need more specific support unique to your situation, get help from one of our Parent Training and Information (PTI) resource coordinators by filling out a Help Request Form or by calling 1-800-572-7368.

Open Doors for Multicultural Families provides a Transition Resource Guide available in 10 languages