Evaluations Part 1: Where to Start When a Student Needs Special Help at School

Posted on October 29, 2025October 29, 2025 by Nicol Walsh

When a student is struggling in school and may have a disability, families can request a formal evaluation to explore eligibility for special education services. The process includes submitting a written referral, participating in a team-based assessment, and using the results to guide individualized supports. Even if a student doesn’t qualify for an IEP, other protections and accommodations may still be available.

A Brief Overview

Special Education is provided through the Individualized Education Program (IEP) for students with qualifying disabilities.
Anyone with knowledge of a student’s needs can make a referral for evaluation.
If a student is struggling and has a known or suspected disability, the school must evaluate to determine eligibility for special education.
Referrals must be made in writing, and schools must support families in removing barriers to this process, including providing translation and interpretation.
To qualify for an IEP, a student must meet three criteria: have a disability, experience adverse educational impact, and need Specially Designed Instruction (SDI).
Families are active participants in the evaluation and IEP development process and may request revisions to evaluation summaries and IEP statements.
Eligibility is determined based on how a disability affects learning, not solely on a medical diagnosis, and must fit one of 14 federally recognized categories.
Schools follow specific timelines for responding to referrals, completing evaluations, and developing IEPs.
PAVE provides Sample Letters to Support Families in Their Advocacy, including a Sample Letter to Request an Evaluation.

Introduction

When a student is struggling in school and may have a disability, families have the right to ask for an evaluation to better understand their child’s needs. This process helps identify learning challenges and guides decisions about supports that can make school more accessible. Starting with a referral for evaluation, families and schools can work together to identify what a student needs to thrive with individually tailored school-based supports.

Who Can Make the Referral?

Anyone with knowledge of a student’s learning or developmental needs can make a referral for special education evaluation. This includes parents, guardians, family members, teachers, school staff, counselors, early learning providers, and even community members. Referrals can be made for students ages 3–21 who are suspected of having a disability and may need special education services.

School districts are required to actively seek out and evaluate students who may need support. This responsibility is called Child Find, and it is part of the federal Individuals with Disabilities Education Act (IDEA). Districts must have procedures in place to locate, identify, and evaluate students, including those who are unhoused, in foster care, highly mobile, or attending private schools within district boundaries.

Removing the Barriers to Evaluation

Schools must support individuals who are unable to write by helping them complete the referral in another format. This includes offering assistance in drafting the referral or providing alternative methods such as verbal requests or translated forms. The goal is to remove barriers that might prevent a family from initiating the evaluation process.

Schools are legally required to provide evaluation materials and meeting support in the family’s native language or preferred mode of communication. This includes oral translation, sign language interpretation, Braille, or other formats when written language is not used. During the evaluation process, districts must ensure that parents understand all documents and decisions, and must document that translation or interpretation was provided. For example, prior written notice must be translated orally or by other means, and the district must keep written evidence that the parent understood the content. These protections are outlined in the statewide Procedural Safeguards developed by the Office of Superintendent of Public Instruction (OSPI).

Appropriate Evaluation

The IDEA requires schools to use “technically sound” instruments in evaluation. Generally, that means the tests are evidence-based as valid and reliable, and the school recruits qualified personnel to administer the tests. A single assessment tool, such as an Intelligence Quotient (IQ) test, is not enough to determine eligibility for special education services. Instead, schools must conduct a comprehensive, unbiased evaluation using multiple methods to understand a student’s unique educational needs. This process involves a team approach and includes parents or guardians as active participants. The results help guide decisions about how best to support the student’s learning.

Evaluation Criteria as a 3-part Process

Not every student who has a disability and receives an evaluation will qualify for an IEP. The school district’s evaluation asks 3 primary questions in each area of learning that is evaluated:

Does the student have a disability?
Does the disability adversely impact education?
Does the student need Specially Designed Instruction (SDI)?

If the answer to all three questions is Yes, the student qualifies for an IEP.

Family Role in Evaluation

Keep in mind that a student does not need to meet all three criteria to be evaluated. Under the Child Find Mandate of IDEA, the school district must evaluate a child if there is a known or suspected disability that may have significant impact on learning.

Families are active participants in the evaluation process. After the evaluation is reviewed, the IEP team meets to talk about how to build a program to meet the needs that were identified in the evaluation. Key findings are summarized in the Adverse Educational Impact Statement, which guides the rest of the IEP. Additional findings become part of the present levels statement, which are matched with IEP goal setting and progress monitoring.

Read the Adverse Educational Impact Statement carefully to make sure it captures the most important concerns. The rest of the IEP is responsible to serve the needs identified in this statement. Families can request changes to this statement at IEP meetings. PAVE’s article, Advocacy Tips for Parents, provides information to help families prepare for and participate in meetings.

From Evaluation Results to IEP

Information, or data, collected during the evaluation is essential for developing the IEP. One of the most important outcomes of the evaluation is determining whether the student needs Specially Designed Instruction (SDI), which is the “special” in special education. The evaluation determines whether SDI is needed to help a student overcome barriers and access learning in ways that work best for them.

SDI is tailored instruction that helps a student overcome barriers caused by a disability and access learning in ways that work best for them. This may include changes in content, teaching strategies, or learning environments. For example, SDI might involve breaking tasks into smaller steps, using visual supports, or providing extra time for assignments. These supports are designed to help the student make meaningful progress in school.

Understanding how SDI works can help families participate more fully in IEP development. Asking questions about SDI can lead to more effective planning and collaboration. For example:

What specific instruction will be provided?
Who will deliver it?
How will progress be measured?

These questions can guide meaningful conversations during IEP meetings and ensure that the IEP reflects the student’s strengths, challenges, and learning needs.

To learn more, watch PAVE’s three-part video series: Student Rights, IEP, Section 504, and More.

In What Areas Can a Student Be Evaluated?

When a parent signs consent for an evaluation, looking through the list of areas the school intends to evaluate is important to ensure that all concerning areas are included. Families can request additional areas to include in the evaluation, including a Functional Behavioral Assessment, for example.

Keep in mind that strengths are measured alongside challenges and can provide important details. An IEP should always include statements about what the student does well, and the IEP team uses this information to reinforce and build on strengths throughout the program.

Below is an infographic showing skill areas that are commonly evaluated:

Eligibility Categories for Special Education

Once a student’s evaluation confirms a disability that impacts learning, the next step is to determine whether the disability fits one of 14 federally recognized categories. These categories are outlined in Washington’s Administrative Code (WAC 392-172A-01035):

Autism
Emotional Disturbance
Multiple Disabilities
Specific Learning Disability
Visual Impairment / Blindness
Deaf-Blindness
Hearing Impairment
Orthopedic Impairment
Speech/Language Impairment
Developmental Delay (ages 0-8)
Deafness
Intellectual Disability
Other Health Impairment
Traumatic Brain Injury

These categories are intentionally broad to reflect the diverse ways disabilities can affect learning. The IEP team may discuss which category best fits the student’s unique situation. While a medical diagnosis can help inform the process, eligibility is determined by how the disability impacts the student’s education. This impact can be assessed with or without a formal diagnosis.

There is no such thing as a “behavior IEP” or an “academic IEP.” Once a student qualifies, the school is responsible for addressing all identified areas of need. The IEP is personalized to include programming, services, and placement designed to support the whole child.

In Washington State, children through age 9 may be eligible for services under the category of Developmental Delay. Full definitions for each category are available in WAC 392-172A-01035 and are also reproduced in this PAVE article: Washington Special Education Categories.

Timeline of Evaluation and Development of an IEP

The school follows specific deadlines for an evaluation process. They have 25 school days to respond to the referral in writing. If they proceed with the evaluation they have 35 schools days to complete the assessment. For an eligible student, an IEP must be developed within 30 calendar days.

Track your student’s progress from the point of referral for evaluation to the development of the IEP with the infographic below.

Timeline of Evaluation and development of an individualized education program (IEP)

Sample Letter to Request an Evaluation

Washington law requires that referrals for special education evaluation be made in writing. If a verbal request was previously denied, start again with a formal written letter sent by email, certified mail, or delivered in person.

OSPI provides a downloadable referral form on its Making a Referral for Special Education page. The person making the referral can use this form or any other written format that clearly communicates the request to evaluate.

Address the referral to the district special education director or program coordinator, and include an administrator at the student’s school. Be sure to include the student’s full name and birthdate, a clear statement requesting evaluation in all areas of suspected disability, and specific concerns. Supporting documents or letters from doctors, therapists or other providers may be attached. Include complete contact information and a statement that the parent or guardian is prepared to sign consent for the evaluation to begin.

Options When Families and Schools Disagree

Families can ask school staff to explain their decisions in writing. If a parent or guardian disagrees with something the school decides, they have rights to informal and formal dispute resolution options that are protected by the IDEA. Schools must provide a document called procedural safeguards, which outlines these options and explains the rights of both students and families. PAVE continues this topic in an article: Evaluations Part 2: Next Steps if the School Says ‘No.’

Eligibility for Section 504 Protections

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that helps protect students with disabilities from discrimination in schools that receive federal funding. It applies to individuals whose disabilities significantly affect major life activities—such as learning, breathing, walking, or concentrating. Because the law is broadly written, it can apply to a wide range of conditions and circumstances.

Students who receive services through an IEP also benefit from protections under Section 504, which are built into the IEP process. In some cases, students who don’t qualify for an IEP may still be eligible for support through a Section 504 Plan.

Protections against bullying and discriminatory discipline are aspects of Section 504. PAVE provides articles about Bullying at School: Resources and the Rights of Students with Special needs and What Parents Need to Know when Disability Impacts Behavior and Discipline at School.

Learn More

PAVE provides downloadable toolkits ready for you, including Where to Begin When a Student Needs Help. For the full list of toolkits, type “toolkit” in the search bar at the top of this page.

Click on Get Support at the top of this page to submit a Support Request and receive individually tailored support, training, information, and resources.

PAVE Provides Sample Letters to Support Families in their Advocacy

Posted on October 29, 2025October 29, 2025 by Nicol Walsh

PAVE offers a collection of downloadable sample letters, available in multiple languages, to help families advocate for their children’s educational needs. These letters support clear and effective communication between families and schools, making it easier to request evaluations, meetings, or behavioral support. Whether you’re just getting started or need help with a specific concern, these tools can guide your next steps.

What is an Advocate?

An advocate is someone who works toward a cause or goal. While professional advocates may be trained to support others, family caregivers often become advocates themselves when they speak up for a child’s needs. Sometimes the hardest part of advocacy is figuring out what to do next. When a child has unmet needs at school, students and family advocates can request evaluations, meetings, or behavioral assessments to help improve services. Putting these requests in writing helps formalize the process and ensures that everyone involved is accountable.

PAVE helps families get started with a collection of sample letters, available for download in multiple languages. We’ve bundled links to those letter templates here for easy reference. Each link takes you to a short article with key information to help you understand the process of special education and how your customized letter can move you forward in that process.

Always Keep Your “Why” in Mind

Why are you taking action? Because you want something to improve for your child! PAVE’s short video, Quick Start Your Advocacy in Two Steps, might help you get ready to craft a letter. The video helps you ask two key questions:

What do you want?
Who has the power to work with you and make that happen?

As you write your letter, keep those questions and your “why” top of mind.

Request an Evaluation

Sample Letter to Request Evaluation: Schools are required to evaluate students to determine eligibility for a Section 504 Plan or an Individualized Education Plan (IEP). A referral can come from anyone with knowledge of the student and must be in writing. This article provides a sample letter and a link to an alternative form provided by the Office of Superintendent of Public Instruction (OSPI).

Request an IEP Meeting

Sample Letter to Request an IEP Meeting: Family members can request an IEP team meeting anytime there are concerns about how the IEP is being implemented and whether a student may have unmet needs. This article includes information about who is required to attend an IEP meeting and the rights of parents to participate in educational decision making.

Request a Functional Behavioral Assessment

Sample Letter to Request a Functional Behavioral Assessment: If a child’s behavior is getting in the way of their education, the school is responsible to assess the problematic behaviors and develop a support plan to teach the student what to do instead. In addition to a sample letter, this article provides a link to a video to help families and schools work together through this process.

Request an Independent Educational Evaluation (IEE)

Evaluations Part 2: Next Steps if the School Says ‘No’: If the school evaluates a student and says they aren’t eligible for an IEP or a specific area of service, parents have steps they can take if they disagree. One option is to request an Independent Educational Evaluation (IEE) from an outside provider. This article provides a sample letter for requesting an IEE at school district expense. If the family requests an IEE because they disagree with the school’s evaluation or its conclusions, then the district must pay for the IEE or deny the request through Due Process: IEE denials are evaluated by an Administrative Law Judge.

Final Thoughts

Families who want individualized assistance can reach out to PAVE by completing the Get Support form. Check out the PAVE Calendar for upcoming trainings and events.

Disability History Month Provides Opportunities for Reflection

Posted on October 29, 2025October 29, 2025 by Nicol Walsh

The history of disability rights shows how people with disabilities have worked hard to get equitable access, fair treatment, and meaningful inclusion. Key laws and strong community voices have helped shape education and civil rights. Today, it is as crucial as ever to learn, speak up, and work together to build a more inclusive society.

A Brief Overview

October is Disability History and Awareness Month in Washington State (RCW 28A.230.158). This month helps people learn about disabilities, raise awareness, promote respect and acceptance, and build pride among individuals with disabilities.
Federal and state laws, along with court decisions, have helped students with disabilities go to public school, get the services they need, and be included in general education whenever possible.
State law requires public schools to teach students about disability history and help them understand what it means to live with a disability.
Parent Centers like PAVE help families and individuals understand disability rights. To find a Parent Center outside of Washington State, visit Find My Center on the Center for Parent Information and Resources (CPIR) website.

Celebrating the History of Disability Rights

Disability History and Awareness Month in October is a time for students, families, teachers, and community leaders to remember and learn about the disability rights movement. Equity and access are protected by law, but there is still work to be done to make sure that laws are followed so that everyone has fair access to opportunities.

Organizations like PAVE help families and individuals understand disability rights. They also explain how history has shaped today’s laws, including the words we use when we talk about disability rights.

Below is a timeline of key actions at the state and federal level.

Please note that this article is an overview and does not include every law or court case from the long history of disability rights.

1954: Brown v. Board of Education of Topeka

This landmark Supreme Court case was brought by families who challenged racial segregation in public schools. In Brown v. Board of Education of Topeka (1954), the Court ruled that separating students by race was unfair and violated the 14th Amendment’s promise of equal protection under the law.

‘Separate but equal’was outlawed, and equal educational opportunities became a right of all citizens.

The decision helped establish the principle that all students deserve equal educational opportunities. It became a foundation for future disability rights cases. Advocates used this ruling to argue that students with disabilities also have the right to attend public schools and receive a fair education.

1964: Civil Rights Act

The Civil Rights Act of 1964 was a major law that helped protect people from discrimination. It made it illegal for state and local governments to deny access to public places, like schools, parks, and libraries. This law confirmed that equality is a legal right, and that discrimination is against the law.

It also helped desegregate public schools and gave the U.S. Attorney General the power to take legal action against schools or other public agencies suspected of breaking the law. It also stated that agencies that didn’t follow the law could lose their federal funding.

1971: Washington guarantees special education rights

In 1971, the small but fierce Education for All Committee — Evelyn Chapman, Katie Dolan, Janet Taggart, Cecile Lindquist — worked with two law students to craft and advocate for passage of legislation (House Bill 90) to mandate public education for all children with disabilities age 3–21. HB 90 became Chapter 66 of the Laws of 1971, entitled Educational Opportunities for Handicapped Children, generally referred to as the Education for All Act. Washington’s special education law is now codified at RCW 28A.155.

1972: Key precedents are established in other states

In P.A.R.C. v. Commonwealth of Pennsylvania (1971)*, a group of parents went to court to fight for their children’s right to go to public school. At the time, some schools didn’t allow children with disabilities to attend. The court decided that all children, no matter their abilities, have the right to a free public education.

A few months later, Mills v. Board of Education of the District of Columbia (1972) built on the P.A.R.C. decision. In Mills, the court found that education should not only be free and accessible to all students, but also suitable for each child’s needs. These two cases helped establish the principle that all children, regardless of ability, have the right to attend public school and receive an education suited to their individual needs.

To learn more about how individuals with intellectual disabilities gained education rights through these landmark cases, visit Disability Justice.

*Note: PAVE recognizes that past terminology has contributed to stigma. We are committed to using inclusive, disability-affirming language that reflects the preferences of individuals and communities, including identity-first and person-first approaches.

1973: The Rehabilitation Act

The rights of people with disabilities to get the help they need in order to be successful in school, at work, and in any public place or program was firmly established by the federal Rehabilitation Act of 1973. This federal law that is still active today and enforced by the Office for Civil Rights at the U.S. Department of Education. Part of it, Section 504, defines a disability as any condition that seriously affects a major life activity. If a student has a physical or mental condition that meets this definition, the school must follow the law and provide support to help the student access their education and participate in school activities.

1975: The Education for All Handicapped Children Act

In 1975, the U.S. passed the Education for All Handicapped Children Act, the first federal law focused on the education of children with disabilities. It required public schools to give students with disabilities equal access to free educational programming, along with evaluations, a specific learning plan, and input from parents. The law said that special education should emulate the learning experiences of students without disabilities as closely as possible. This means that students with disabilities have the right to a school experience that looks as much like a typical student’s program as possible. It also introduced the idea of the Least Restrictive Environment (LRE), encouraging schools to work harder to include students of many abilities in general education classrooms. To help families resolve disagreements with the school, the law outlined required dispute resolution procedures. Parents are given information about their rights through Procedural Safeguards that are shared at IEP and other official meetings.

1979: PAVE began as one of the country’s first six parent centers

Pierce County was among six locations across the country to receive training in Special Education rights. In 1979, thirty Washington parents received training on Special Education law. The goal was for those parents to share information throughout the state. To help this movement, a clearinghouse named Closer Look provided intense training for these pioneering parents about the laws. Closer Look evolved in the National Information Center for Children and Youth with Disabilities (NICHCY), and much of that work has been updated and preserved by the Center for Parent Information and Resources (CPIR), the current technical assistance center for PAVE and other parent centers across the country. CPIR continues to provide free information to professionals and parents about education rights under federal law.

To connect with a Parent Center outside Washington State, visit Find My Center on the Center for Parent Information and Resources (CPIR) website.

1981: Federal waiver program enables more children to get help at home

The federal government created a system through Medicaid to provide a new way to care for children and adults with disabilities in their homes. This system introduced a funding option called a waiver, which helps pay for in-home support. Once the first state Medicaid agency applied for and received a waiver from the federal government, other states began to apply. As a result, thousands of children who might have lived in hospitals or institutions in the past are now able to live at home. PAVE’s Family to Family Health Information Center is part of a nationwide Family Voices community that helps families understand and apply for these waivers and manage other aspects of care for their loved ones with disabilities and complex medical needs.

1988: Washington State recognizes the capacity of all persons

The Washington legislature passed RCW 71A.10.015 to recognize “the capacity of all persons, including those with developmental disabilities, to be personally and socially productive.

“The legislature further recognizes the state’s obligation to provide aid to persons with developmental disabilities through a uniform, coordinated system of services to enable them to achieve a greater measure of independence and fulfillment and to enjoy all rights and privileges under the Constitution and laws of the United States and the state of Washington.”

1990: Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) protects people from disability discrimination by the federal and state governments, including public schools. It also applies to all schools, workplaces, and any public or private place that offers goods or services to the public. The law covers people of all ages, including those who are treated unfairly because they are perceived to have a disability, even if they don’t have one.

Many ADA protections are like those found in Section 504 of the Rehabilitation Act of 1973. Both laws focus on equity and access, and they protect people with disabilities throughout their lifespan.

Understood.org offers resources for parents to learn about ADA protections in schools, including printable fact sheets. The U.S. Department of Justice provides an ADA Information Line to answer questions and help people report possible violations of the law. The Office for Civil Rights also provides guidance for students with disabilities as they plan for post-high school education programs.

1990: Individuals with Disabilities Education Act (IDEA)

The Education for All Handicapped Children Act was renamed and enacted as the Individuals with Disabilities Education Act (IDEA) in 1990. Free Appropriate Public Education (FAPE)came into being, which is still key to how schools support students with disabilities. FAPE means that every child with a disability has the right to an education that helps prepare them for further learning, work, and life. The law also protects the rights of students and their parents or guardians. Schools are required to check if a student’s program is working and make sure the student is making progress.

IDEA is an entitlement law, which means students with unique needs must get support based on their individual situation—not just what’s already available. This federal law guides how each state creates its own special education rules. In Washington State, those rules are found in the Washington Administrative Code (WAC), specifically in chapter 392-172A. Title 34, Part 104, is a federal rule that protects people from discrimination and is enforced by the Office for Civil Rights.

1992: Rehabilitation Act Amendments

Amendments to the 1973 Rehabilitation Act focus on the abilities and choices of persons with disabilities. These changes challenge service systems and communities to support individuals as they work, live, and participate in the community. The Amendments are guided by the idea of a presumption of ability. This means that every person with a disability, regardless of the severity of the disability, can achieve employment and other rehabilitation goals, if they have the right services and support.

The primary responsibilities of the vocational rehabilitation system include:

Help individuals with disabilities make informed choices about jobs that lead to integration and inclusion in the community.
Develop an individualized rehabilitation program with the full participation of the person with a disability.
Match a person’s needs and interests with appropriate services and supports.
Work closely with other agencies and programs, including school districts, to build a strong and unified support system.
Focus on quality services and ensure service representatives honor the dignity, participation, and growth of each person as they explore employment options.

2000: Settlegoode v. Portland Public Schools

In 2000, the case of Settlegoode v. Portland Public Schools helped bring attention to the rights of teachers who work in special education. A former special education PE teacher filed the lawsuit after being fired for speaking up about problems with how IEPs were being followed. The court ruled that appropriate staff training is an important part of FAPE and that school staff have the right to stand up for students without being punished.

2004: IDEA Amendments

Congress updated IDEA by passing the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004. Some parts of the law were changed to match the goals of the 2001 No Child Left Behind Act. Here are a few examples of updates:

IDEIA allowed 15 states to try out 3-year IEPs when parents agreed every year as a pilot program.
Based on a report of the President’s Commission on Excellence in Special Education, the law changed the requirements for evaluating children with learning disabilities.
New rules were added about how schools handle discipline for students in special education. These updates continue to shape discipline policies in Washington State.
The law strengthened the idea of Least Restrictive Environment (LRE), saying students should learn in regular classrooms with extra help and services, “to the maximum extent appropriate.”

2008: Washington schools are required to celebrate disability history each October

Washington State passed a law to create Disability History and Awareness Month (RCW 28A.230.158), which takes place every October. The legislature explained that: “annually recognizing disability history throughout our entire public educational system, from kindergarten through grade twelve and at our colleges and universities, during the month of October will help to increase awareness and understanding of the contributions that people with disabilities in our state, nation, and the world have made to our society. The legislature further finds that recognizing disability history will increase respect and promote acceptance and inclusion of people with disabilities. The legislature further finds that recognizing disability history will inspire students with disabilities to feel a greater sense of pride, reduce harassment and bullying, and help keep students with disabilities in school.”

2012: Employment First in Washington State

The Washington legislature passed Senate Bill 6384 to create Employment First requirements people age 21 and older who receive services through the Developmental Disabilities Administration (DDA). The law states, “The program should emphasize support for the clients so that they are able to participate in activities that integrate them into their community and support independent living and skills.”

The legislation:

Supports employment as the first choice for adults of working age.
Incorporates the right to transition to a community access program after nine months in an employment service.
Clarifies that a client receive only one service option at a time (employment or community access).

A DDA Policy Document describes the history behind the law and the rules for how it would be implemented.

2013: Doug C. v Hawaii

In Doug C. v. Hawaii (2013), the court ruled that parents must be included in the IEP. The lawsuit was filed in behalf of a parent who was not included in a school meeting at which important decisions were made about their child’s IEP. The decision confirmed that families have a legal right to be part of planning their child’s education and that schools must make sure parents and guardians are involved.

2015: Every Student Succeeds Act (ESSA)

In 2015, Congress passed the Every Student Succeeds Act (ESSA) to update the Elementary and Secondary Education Act (ESEA), which had been the nation’s main education law for over 50 years. ESSA says that every child in the United States has the right to a free public education “to ensure that every child achieves.”

The law:

Protects the rights of disadvantaged and high-need students.
Requires for the first time that all students be taught to high academic standards that prepare them for college and careers.
Provides important information to families, educators, and communities through yearly statewide tests that show student progress toward high standards.
Encourages schools to use evidence-based strategies to support learning.
Expands access to high-quality preschool.
Keeps schools accountable when student groups are not making progress or graduation rates are low.

2017: Endrew F v. Douglas County School District

In Endrew F., the Court ruled that schools must offer an IEP that is reasonably calculated to enable a child to make progress, based on their individual circumstances of disability. The decision rejected the old “de minimis standard,” which allowed schools to offer only minimal progress. Trivial progress is no longer enough.

The ruling emphasized:

Grade-level goals for students who can learn in the general education classroom.
Parent participation in the IEP process.
Higher expectations for student growth under IDEA.

Writing for the Court, Chief Justice John G. Roberts explained that a child making only small gains would be like “sitting idly… awaiting the time when they were old enough to drop out.” The case continues to influence how schools and agencies support students with disabilities, and many professionals encourage families to hold schools accountable to these higher standards.

PAVE provides more information about parent and guardian rights to participate in their child’s education in this article: Parent Participation in Special Education Process is a Priority Under Federal Law .

Download the Disability Rights Timeline

A visual version of the timeline is available as a downloadable infographic to support learning and reflection.

Infographic of the Disability Rights Timeline. Visit wapave.org and type disability History on the search bar to read the article and receive accessible information included in this infographic

View this infographic in PDF form

Sample Letter to Request an IEP Meeting

Posted on September 29, 2025September 29, 2025 by Nicol Walsh

Families can request an IEP (Individualized Education Program) meeting at any time—not just during the annual review. A sample letter is available to help parents and guardians formally make this request. Guidance is also provided on who must attend IEP meetings, common reasons for requesting one, and tips for organizing communication and documentation.

A Brief Overview:

Families can request an IEP meeting at any time—not just during the annual review.
Washington state law (WAC 392-172A-03095) requires that the IEP team include specific people and roles.
Common reasons to request a meeting include academic struggles, behavior concerns, new diagnoses, or transition planning.
Students can also request meetings to advocate for themselves or adjust goals and supports.
PAVE offers helpful tools to support families in preparing for IEP meetings, including a fillable Who’s Who on the IEP Team contact form and sample letter to formally request a meeting—both available for download in multiple languages within this article.

Introduction

When a student has an Individualized Education Program (IEP), their IEP team is required to meet and review the program at least every year. The annual review date is listed on the cover page of the IEP document. Family caregivers can request additional meetings, and this article includes a sample letter families can use to formally request an IEP meeting.

Keep in mind that parents have the right to participate in meetings where decisions are made about eligibility or changes to a student’s special education services. A court decision in 2013 further affirmed those rights. More information about that case, Doug C. Versus Hawaii, is included in the PAVE article, Parent Participation in Special Education Process is a Priority Under Federal Law.

An IEP meeting request letter can be submitted to school staff and to district staff. Family participants have the right to invite guests to the meeting for support and to provide additional expertise about the student.

Required Members of the IEP Team

The best practice is for the school and parents to communicate about who will attend the meeting. If required school staff are unable to attend a meeting, parents must sign consent for their absence. Under Washington Administrative Code (WAC 392-172A-03095), a school district must ensure that each IEP team includes:

Parent/legal guardian
At least one general education teacher
At least one special education teacher of the student
District staff qualified in the provision of specially designed instruction (SDI), knowledgeable about the district’s general education curriculum, and knowledgeable about the district’s available resources
Someone (usually a school psychologist) qualified to interpret the instructional implications of evaluation results
At the discretion of the parent or the school district, other individuals who have knowledge or special expertise regarding the student, including related services personnel
Whenever appropriate, the student (required to be invited once a transition plan is added, by age 16 or earlier)

According to Washington state law (WAC 392-172A-03095), the IEP team includes an individual who is knowledgeable about district resources. Sometimes a school principal or other staff member fulfills that role, but families or school staff can request attendance by someone who works in the district’s special education department. If a school administrator says during a meeting, “We’ll have to check with the district and get back to you,” it may mean that a key decision-maker isn’t present. In that case, families or students can request another meeting with all required team members. This is especially important if the team is discussing services that might cost more or involve a change in the student’s educational placement.

The school’s meeting invitation lists attendees and can clarify when the meeting will start and end and the purpose or agenda for the meeting. PAVE provides an article about how students and families can prepare for a meeting by creating a handout for the team, including a Student Input Form.

Who’s Who on the IEP Team

PAVE offers a fillable Who’s Who on the IEP Team contact form to help you organize contact information and roles of the IEP team members.

Common Reasons to Request an IEP Meeting

Parents, guardians, and students have the right to request an IEP team meeting at any time during the school year—not just during the annual review. If there are concerns about a student’s progress, changes in needs, or questions about services and supports, it’s appropriate to ask for the team to come together. IEP meetings can be used to problem-solve, update goals, adjust services, or simply ensure everyone is on the same page. Regular communication helps keep the plan relevant and responsive to the student’s needs.

Here are a few examples of reasons parents or guardians might request an IEP meeting:

New diagnosis or information about a student’s disability
Frequent disciplinary actions
Student is refusing to go to school
Academic struggles
Lack of meaningful progress toward IEP goals (PAVE provides an article with a handout about SMART goals and progress monitoring)
Behavior plan isn’t working
Placement isn’t working
Parent or guardian wants to discuss further evaluation by the school or an independent agency

Here are a few examples of reasons parents or guardians might request an IEP meeting:

Feeling unsupported in class
Academic struggles
Trouble with peers or behavior plan
Goals don’t feel meaningful or realistic
Preparing for life after high school (transition planning is required by age 16)
New diagnosis or change in personal circumstances
Practicing self-advocacy or wanting a more active role in the IEP process

PAVE provides a sample letter to request an IEP meeting. You can copy and paste the text of this sample letter into your word processor to build your own letter. If sending through email, the format can be adjusted to exclude street addresses.

Sample Letter to Request an IEP Meeting

You can email this letter or send it by certified mail (keep your receipt), or hand carry it to the district office and get a date/time receipt. Remember to keep a copy of this letter and all school-related correspondence for your records. Get organized with a binder or a filing system that will help you keep track of all letters, meetings, conversations, etc. These documents will be important for you and your child for many years to come, including when your child transitions out of school.

Learn More

Sample Letter to Request Evaluation

Posted on September 29, 2025September 29, 2025 by Nicol Walsh

Anyone with knowledge of a student may request a special education evaluation, and Washington State law requires that referrals be made in writing. Schools must respond within specific timelines and provide language access and support throughout the process. Families have the right to participate in all decisions and may dispute outcomes if they disagree. Special education is a service designed to meet individual needs, not a predetermined placement.

A Brief Overview

Washington State requires special education referrals to be in writing (WAC 392-172A-03005). Schools must assist individuals who cannot write.
Anyone with knowledge of a student can write a referral.
The state provides a Referral for Special Education Evaluation form for making a special education referral, available for download in multiple languages from the Office of Superintendent of Public Instruction (OSPI) website. The form is not required—any written request is valid.
Another option is to write a referral using the sample letter at the end of this article.
Schools are responsible to provide families with a referral form in their native language and to provide qualified interpreters so families can participate in all meetings to discuss their student’s special education eligibility and services.
Schools must respond to a referral within 25 school days and provide a Prior Written Notice (PWN) explaining their decision.
If the school agrees to evaluate, parent consent is required before the process begins. The evaluation must be completed within 35 school days, and an IEP developed within 30 calendar days if the student qualifies.
If a student is found ineligible for an IEP or the school refuses to evaluate, families may dispute the decision using procedural safeguards, request an Independent Educational Evaluation (IEE), or pursue evaluation for a Section 504 Plan.

Introduction

When a student is struggling in school and there is reason to suspect the challenges are disability related, anyone can refer the student for an educational evaluation. If the evaluation shows that the student is eligible, services are provided through an Individualized Education Program (IEP). Washington State requires special education referrals to be in writing, as specified in Washington Administrative Code (WAC 392-172A-03005).

What Schools Must Do After a Referral

If someone who knows the student asks for an evaluation, the school is responsible for:

Documenting the request
Recording the date the referral was made
Providing a referral form in the person’s native language
Responding to the request within 25 school days

If the person asking for the evaluation cannot write, the school is responsible for supporting them to complete the referral.

The school must provide a referral form in the native language of the person making the request. Schools are required to provide qualified interpreters to support parent participation in the referral process and for all meetings where a student’s eligibility and/or educational services are discussed. The Office of Superintendent of Public Instruction (OSPI) provides Parent Rights Information Sheets, downloadable in many languages on the Interpretation and Translation Services webpage.

Evaluation Process and Timelines

When a student is referred for a special education evaluation, the school has 25 school days to decide if they will do the evaluation. These are days when students are actually in school. The school must tell the family their decision in writing. This letter is called a Prior Written Notice (PWN), and it follows rules from WAC 392-172A-05010.

Usually, the school and family meet to talk about the referral and how the student is doing. If everyone agrees to move forward, the parents or caregivers sign a form giving permission for the evaluation to begin. Families can ask questions about what the evaluation will include. The school will look at all areas where the student might need help. This helps them understand the student’s strengths and challenges. If the student qualifies for special education, the results will help create a plan called an Individualized Education Program (IEP).

If the school decides not to evaluate and the family disagrees, the family has the right to take steps to solve the disagreement. These steps are explained in the procedural safeguards.

When the school agrees to evaluate the student, staff must promptly seek parent consent to begin the evaluation process (WAC 392-172A-03005).

Generally, parents sign a form that lists what the school will include in its evaluation. Parents can ask for additional areas to be evaluated to make sure the school gets data for all areas of concern. Families can ask for more information about what the evaluation will look like, where it will take place, how long it will take, and who will participate. The school and family can creatively plan the evaluation process if accommodations are needed. For example, if a student isn’t able to attend in-person school, the evaluation can be done in alternative locations.

After a parent signs consent, the school has 35 school days to finish the evaluation and meet with the family to talk about the results. The deadline may be extended if the family agrees, particularly to accommodate needs of the family or student.

The 35-day deadline does not apply if the student is unavailable for the evaluation or enrolls in another school district before the evaluation is finished (WAC 392-172A-03005).

For students found eligible for services, the school develops an IEP within 30 calendar days and requests parent consent for services to begin. The school and family meet to review a DRAFT version of the IEP and write a final version together before consent is signed. School staff provide a Prior Written Notice (PWN) with a summary of the meeting, agreements, and timelines before services start. PWN requirements are described in WAC 392-172A-05010.

How to Refer a Student for Evaluation for Special Education

The Office of Superintendent of Public Instruction (OSPI) is the guidance agency for Washington State. OSPI provides a Referral for Special Education Evaluation form, downloadable in multiple languages from a website page titled, Model Forms for Services to Students in Special Education. Families may use OSPI’s form, a form provided by their school, or their own choice of format to write their request for a student to be evaluated.

Further explanation of the referral and evaluation process is provided on the OSPI website page, Making a Referral for Special Education.

A non-discriminatory evaluation is part of the protections for a student with a known or suspected disability that may significantly impact their access to education (Child Find Mandate). Child Find protections are part of the federal Individuals with Disabilities Education Act (IDEA). Child Find applies whether there are academic and/or non-academic school impacts.

PAVE provides more detail about IEP eligibility and evaluation process: Evaluations Part 1: Where to Start When a Student Needs Special Help at School.

Sample Letter to Request an Evaluation

Below is a sample letter to write a request for a special education evaluation. You can copy and paste the text of this sample letter into your word processor to build your own letter.

The state provides an alternative form, downloadable from OSPI’s website page titled, Making a Referral for Special Education. Your school district is responsible to provide a form, in your language, for you to submit your written request. These formats are your choice—any written request is valid. If you cannot write, you can ask for an evaluation by telling the school and they can write the request with you.

Submit your written request through email, by mail, or by hand delivery, to the special education/special services manager at your school’s district office. You may submit additional copies to school administrators and/or a school psychologist—the person who manages evaluations for your school. Be sure to keep copies of all of your communications with the school in an organized, safe place.

Special Education is a Service, Not a Location

A request for a special education evaluation is NOT a recommendation to remove a student from the regular classroom and move them into an exclusive learning environment. Federal and state laws require that students receive education and services in the Least Restrictive Environment (LRE) to the maximum extent possible to meet their needs. Special Education is a service, while LRE refers to placement. You can read more about this in the PAVE article, Special Education is a Service, Not a Place. Decisions about placement are made by the IEP team, which includes the family. The IEP team is responsible to consider the child’s circumstances and capacities as its top priority—not pre-built programs or district resources. The PAVE article, Parent Participation in Special Education Process is a Priority Under Federal Law, provides detail about parent participation in special education process.

Parents Can Appeal Decisions and/or Seek a 504 Plan

If a student is evaluated and found not eligible for an IEP (or if the school refuses to do an evaluation), the family has the right to dispute the decision using Procedural Safeguards.

If they disagree with the district’s evaluation or its findings, the family may seek an Independent Educational Evaluation (IEE), which is done by an agency outside of the school district. The district must pay for an IEE or deny the request using Due Process. See PAVE’s article: Evaluations Part 2: Next Steps if the School Says ‘No’ to Your Request. The article includes a sample letter to request an IEE.

Another option if a student doesn’t get an IEP is to develop a Section 504 Plan, which accommodates a person with a disability that impacts a major life activity (learning, walking, speaking, writing, socializing…). Section 504 is part of the Rehabilitation Act of 1973, which protects the civil rights of individuals with disabilities against discrimination throughout their lives. See PAVE’s article about Section 504 rights, which also protect students who qualify for an IEP: Section 504: A Plan for Equity, Access and Accommodations.

Final Thoughts

Requesting a special education evaluation is a straightforward process that begins with a written referral. By following the required steps and understanding your rights, you can help ensure your student receives the support they need. Whether you use a formal form or write your own letter, the request must be clear and submitted in writing. This step initiates the evaluation process and ensures the school is legally obligated to respond.

Learn More

Where to Begin Toolkit: A comprehensive guide for families navigating the special education process, including sample letters and timelines.
PAVE Sample Letters to Support Family Advocacy: Provides downloadable sample letters for various special education requests, including evaluations and dispute resolution, to help families communicate effectively with schools.
OSPI – Making a Referral for Special Education: Step-by-step guidance on how to submit a referral, who can refer, what to include, and what happens next.
OSPI – Special Education Resource Library: Searchable library of guidance documents, technical assistance papers, and training materials.

Online – Special Education Workshops

October 16 @ 6:00 pm – 7:00 pm PDT

Present Levels & SMART Goals: Connecting the Dots in the IEP
Discover how to align present levels with meaningful, measurable SMART IEP goals that drive progress.
Presenter: Sherry Mashburn

November 20 @ 6-7 PM
Special Education Eligibility: How Schools Decide / Elegibilidad para Educación Especial: Cómo Deciden las Escuelas
Get a clear look at how school districts determine eligibility, the evaluation process, and what it means for your child’s access to special education services. / Obtenga una visión clara de cómo los distritos escolares determinan la elegibilidad, el proceso de evaluación y lo que esto significa para el acceso de tu hijo(a) a los servicios de educación especial.

January 15 @ 6-7 PM
Accommodations, Modifications, and SDI: What’s the Difference?
Discover how to align present levels with meaningful, measurable SMART IEP goals that drive progress.
Presenter: Marie Kerr

February 19 @ 6-7 PM
Discipline in Schools: What Parents Need to Know
Explore how discipline works for students with IEPs, including suspension rules, manifestation determinations, and how schools must balance safety with your child’s rights.
Presenter: Sherry Mashburn

April 23 @ 6-7 PM
High School Transition Planning: Preparing for What’s Next / Planificación de la Transición en la Escuela Secundaria: Preparándose para lo que Sigue
Learn how transition plans prepare your child for life after high school, college, work, and independent living, and how to make sure the plan reflects your child’s voice. / Aprende cómo los planes de transición preparan a tu hijo(a) para la vida después de la escuela secundaria, la universidad, el trabajo y la vida independiente, y cómo segurarte de que el plan refleje la voz de tu hijo(a).

May 21 @ 6-7 PM
Inclusion & Belonging: What Parents Should Know
Learn how inclusionary practices help students with disabilities access the general education classroom, build friendships, and thrive, while benefiting all students.
Presenter: Marie Kerr

No registration is required!
Click to join via zoom! – Meeting ID: 737 702 3071

Free

Benton Franklin Counties PTA – bfcsepta@yahoo.com for more info!

bfcsepta@yahoo.com

Related Events

Get Ready for School with IEP Essentials

Posted on August 25, 2025August 25, 2025 by Nicol Walsh

Every student deserves a strong start to the school year. For families of children with disabilities, preparing for school includes reviewing the Individualized Education Program (IEP). The IEP is a legal document and a living plan that outlines the supports and services a student needs to access their education. Families play a key role in shaping the IEP and making sure it works for their child.

A Brief Overview

The start of a new school year is a great time for families to revisit or begin the IEP process to support their student’s learning.
If a student doesn’t yet have an IEP, requesting an evaluation is the first step to determine eligibility for special education services.
Review the IEP before school starts to prepare questions and suggestions for the team.
Talk with your student about what to expect to reduce anxiety and build confidence.
Learn about the Individuals with Disabilities Education Act (IDEA) to understand your rights and responsibilities in the IEP process.
Communicate regularly with the IEP team to monitor progress and adjust plans as needed.
Gather documents, write questions, and invite support to prepare for IEP meetings.
Follow up after meetings to confirm next steps and maintain communication.
Take small, manageable steps to stay involved and support your student’s success.

Introduction

The beginning of a new school year is the perfect time to revisit your student’s Individualized Education Program (IEP). Whether your child already has an IEP or you’re just starting to explore the special education process, this season offers a fresh opportunity to reflect, plan, and engage.

As you and your student get ready for school, the most important thing is the “I” in IEP. The “I” is for “Individualized”. A thoughtful IEP highlights abilities and helps your student access the supports needed to learn. It helps ensure they receive the support necessary to learn, grow, and make meaningful progress—not just in school, but in life beyond graduation.

IEPs are built by teams, and families are essential members. When parents and students understand the process and actively participate, they help shape a plan that truly works.

What to do before the first day

If your student doesn’t have an IEP and you wonder whether a disability might be affecting their learning, now is a great time to explore the special education process. Understanding how evaluations work is the first step. If you’re unsure whether your child needs one, check out our article on How to Request an Evaluation, which explains how to get started.

Before the school year begins, review the IEP to prepare questions and suggestions for the team. PAVE recommends using their Steps to Read, Understand, and Develop an Initial IEP worksheet to guide this process.

After reviewing your student’s IEP or beginning the process to request one, the next step is ensuring your child is properly enrolled in school. Enrollment procedures vary by district, but they typically include submitting documentation, verifying residency, and understanding school assignment policies. For a clear overview of how and when to enroll your student, read this PAVE article: Starting School: When and How to Enroll a Student in School.

To help ease anxiety and build excitement, talk with your child about what to expect. Discuss new activities, classmates, and what will feel familiar. If your school offers an open house, plan to attend together. During your visit, take pictures and ask your child what they notice or wonder about. You can review the photos later to help them feel more prepared. PAVE’s article, Tips to Help Parents Plan for the Upcoming School Year, provides actionable strategies for easing anxiety, fostering independence, and creating a positive school experience.

What parents need to know about FAPE

At the heart of special education is the right to a Free Appropriate Public Education (FAPE), guaranteed by the Individuals with Disabilities Education Act (IDEA). FAPE means that students with disabilities are entitled to an education tailored to their individual needs—not a one-size-fits-all program. This is what makes IDEA unique: it ensures that every eligible student receives services designed specifically for them through an Individualized Education Program (IEP).

To qualify for an IEP, a student must go through an evaluation process to determine if a disability is impacting their education. If the student meets criteria under IDEA, they become eligible for special education services. These services are not about placing a student in a specific classroom—they’re about providing the right support, wherever the student learns. As you review your child’s IEP or prepare for meetings, ask: Is this plan appropriate and suitable for my child’s unique abilities and needs?

IDEA includes six important principles

The IDEA, updated several times since 1990, outlines legal rights for students with disabilities and their families. This PAVE article, Special Education Blueprint: The Six Principles of IDEA, explores the core principles, including: Free Appropriate Public Education (FAPE), Appropriate Evaluation, Individualized Education Program (IEP), Least Restrictive Environment (LRE), Parent and Student Participation, and Procedural Safeguards.

Effective communication is key to student success

Understanding legal rights is just the beginning—clear, consistent communication with the IEP team is one of the most effective ways to ensure your student’s plan leads to meaningful progress. Consider creating a communication plan with your child’s teachers or case manager. This might include weekly emails, a journal sent home in the backpack, scheduled phone calls, or progress reports. Be sure to have this plan written into the IEP or included in the Prior Written Notice (PWN) so everyone stays on the same page.

Writing down how you’d like to stay in touch helps the team understand what works best for your family. Get creative—what matters most is that the plan supports clear, consistent communication for the whole team. Here are a few ideas for ongoing communication with the school:

A journal that your student carries home in a backpack
A regular email report from the Special Education teacher
A scheduled phone call with the school
A progress report with a specific sharing plan decided by the team
Get creative to make a plan that works for the whole team!

Keep a log of communication with the school district and educational service providers. PAVE provides a downloadable Communication Log to help you track emails, phone calls, and texts.

Ready, set, go! 5 steps for parents to participate in the IEP process

Understanding the laws and principles of special education can help parents get ready to dive into the details of how to participate on IEP teams. Getting organized with schoolwork, contacts, calendar details, and concerns and questions will help.

This 5-step process is downloadable as an infographic.

5 Steps for Parents to Participate in the IEP Process (English)

1. Schedule

Parents or guardians should receive a written invitation to the meeting. The school and family agree on a date and time, and the school documents efforts to include families at all IEP team meetings. If the proposed time doesn’t work, remember that parents are required members of the team—you can request a different time that works better for you.

Ask beforehand for the agenda and a list of who will attend. This helps ensure there’s enough time to fully address the topics being discussed. If a key team member can’t attend the meeting, you have the option to either provide written consent to excuse their absence or request to reschedule if their participation is important to you. For a list of suggested attendees and a downloadable form to save contact information, PAVE provides a Who’s Who on the IEP Team.

If your student already has an IEP, a re-evaluation occurs at least once every three years unless the team decides differently. A parent can ask for a re-evaluation for sooner if needed, though typically a re-evaluation will not occur more than once a year.

2. Prepare

You can ask for a copy of the evaluation results or a draft IEP before the meeting to help you prepare. It’s a good idea to gather letters or documents from medical providers or specialists that support your concerns. Writing down a few questions ahead of time can help you remember what you want to ask. You might also make a list of your student’s strengths and talents—this helps the team build on what’s already working. If you have specific concerns, you can write a letter and ask for it to be included in the IEP. Some families invite a support person to attend the meeting, someone who can take notes, help you stay focused, and offer encouragement.

3. Learn

Knowing the technical parts of an IEP will help you understand what’s happening at the meeting. The IEP is a living program—not just a document—and it can be updated anytime to better meet your child’s needs. The IEP is a work-in-progress, and the document can be changed as many times as needed to get it right and help everyone stay on track.

Familiarize yourself with the components of an IEP:

Present levels of performance
Educational impact statement
SMART goals (Specific, Measurable, Achievable, Relevant, Timely)
Services, supports, and placement
LRE details
Transition planning (starting by age 16)
Behavior supports, if needed
Specially designed Instruction

4. Attend

At the meeting, each person should be introduced and listed on the sign-in sheet. Schools generally assign a staff member as the IEP case manager, and that person usually organizes the team meeting. Any documents that you see for the first time are draft documents for everyone to work on.

Be present and free of distractions so you can fully participate. Ask questions, share your perspective, and help keep the focus on your child’s needs and goals. If your child isn’t attending, placing a photo of them on the table may remind the team to keep conversations student-centered.

Everyone at the table has an equal voice, including you!

5. Follow up

After the meeting, follow through with the agreed communication plan. Make sure that everyone’s contact information is current and that you know how and when updates will be shared. If you still have concerns after the meeting, request a follow-up meeting or submit additional notes.

Stay organized with calendars, contact lists, and copies of important documents. Talk with your child about the upcoming year to ease anxiety and build excitement!

Tips for a smooth school year

As the school year begins, it’s important to think proactively about how to support your child’s learning and development. Establishing routines, setting goals, and building relationships with school staff can make a big difference.

If all of this sounds a little overwhelming, break the work into steps. Determine the best way to help your family stay organized with paperwork and information. Choose a calendar system that helps you track appointments and school events, such as back-to-school night or parent-teacher conferences.

Help your child’s team understand what works best for your student and share their strengths with a one-pager or a letter of introduction. PAVE provides a one-pager template, What You Need To Know About My Child, and a sample letter of introduction, Sample Letter to the IEP Team – Today Our Partnership Begins.

Let’s wrap things up!

Getting ready for school can feel like a lot, especially when your child has an IEP. But you don’t have to do everything at once. Take it one step at a time, and remember: you are not alone. This journey includes your child, and you’re walking it together. You are a vital part of your child’s team, and your voice truly matters. When families and schools work as partners, amazing things can happen. So trust yourself, speak up, and share what you know—because no one knows your child better than you. You bring love, insight, and hope to the table.

From all of us at PAVE, we wish you a happy and successful school year!

Learn More

PAVE – Placement: Deciding Where a Student Spends the School Day: Understand how placement decisions are made and what options may be available for students.
PAVE – What Parents Need to Know when Disability Impacts Behavior and Discipline at School: Explains how behavior and discipline are handled within special education and what rights families have.
PAVE – Toolkits Ready for You!: Offers downloadable guides and checklists to help families stay organized and informed throughout the IEP process.
Office of the Superintendent for Public Instruction (OSPI) Special Education Resource Library: Provides access to Washington State’s official guidance, forms, and tools for navigating special education.

Your Personal Roadmap: Students’ Guide to the High School & Beyond Plan

Posted on August 22, 2025August 22, 2025 by Nicol Walsh

Washington State requires all students to build a future-focused plan starting in middle school that can be tailored to match their goals and strengths. When students have IEPs, this planning must align with their transition services and support needs. Families play a key role in helping students explore options, build self-advocacy skills, and stay on track for graduation and beyond.

A Brief Overview

All public school students in Washington State start their High School and Beyond Plan (HSBP) by 8th grade, with activities often beginning in 7th grade.
The HSBP is a personalized plan that helps students think about their strengths, goals, and the steps needed for life after high school.
For students with disabilities, the HSBP must align with their IEP transition plan to ensure classes and supports match their future goals.
The HSBP is updated every year to reflect changing goals and progress.
It includes career interests, post-high school education plans, course selections, financial aid info, and a resume of schoolwork and activities by 12th grade.
Schools must offer support if students struggle in subjects like reading or math, and these supports should be included in the plan.
Families play a key role by staying informed, asking questions, encouraging self-advocacy, and connecting with community resources.

What Is the High School and Beyond Plan?

Whether you’re in middle school or already in high school, it’s never too early—or too late—to start thinking about what comes next. That’s where Washington’s High School and Beyond Plan comes in. All public school students in Washington are required to start an HSBP by 8th grade, and most begin the process in 7th grade with activities that help them discover their strengths and career interests. Schools are responsible for helping students create their first plan and update it every year to reflect new goals, track progress, and guide course selections. Students transferring into a Washington public school can develop an HSBP with their school up until 12th grade.

For students with disabilities, the HSBP plays an even more important role. It works together with your IEP transition plan to support your dreams and prepare you for your future after high school. When the HSBP and IEP are aligned, they make sure your classes, services, and supports match your long-term goals—whether that includes a job, college, technical training, or independent living.

The HSBP is like a personal roadmap that helps you plan for the next chapter of your life. It helps answer three big questions:

Where am I now?
This is about what you are good at, what you like, and what is hard for you. Think about how your disability might affect your schoolwork and what help you might need.

Where do I want to go?
Think about your hopes and dreams—do you see yourself in college, working a certain job, living on your own, or something else?

How do I get there?
This includes your goals, high school classes, learning accommodations, and the people who support you.

Your plan should be updated every year as you grow and your ideas change. It’s not just a one-time checklist—it’s a living tool that grows with you.

Washington High School and Beyond Plan (HSBP) addresses three questions: Where I am now, Where do I want to go and How do I get there.

How do the HSBP and IEP work together?

If you have an Individualized Education Program (IEP), it must include a Transition Plan by the time you turn 16. This part of the IEP is all about preparing for your life after high school graduation. Your IEP team will talk about things like:

Your graduation timeline

Work goals and job training

Continuing education

Independent living

Transportation and daily living skills

Some students with IEPs can stay in school until age 22 if they need more time to build skills for work, living on their own, or reaching other goals.

The HSBP and IEP transition plan are required to match and work together. That way, the classes you take and the supports you receive during high school will line up with your goals for the future.

What goes into your HSBP?

Every student’s HSBP is different, but most plans include:

Career interests and job ideas

Post-high school education goals (like college or trade school)

A course plan to meet graduation requirements and personal goals

Information about financial aid, scholarships, and other support for education

A resume or summary of schoolwork, job experience, and community activities by 12th grade

If you’re struggling in classes like reading or math, the school must offer you support and explain it in your HSBP. This helps you stay on track to graduate.

What should I think about for life after high school?

As you work on your HSBP and IEP, here are some questions to think about. You can talk about these with your family, IEP team, or trusted adults.

Jobs, Trades, & Work

What kinds of jobs sound interesting to you?

What training or help would you need to do those jobs?

Does your IEP include community work experience?

Education After High School

Do your personal goals include college or technical school?

What accommodations would you need there?

Have you talked to the Disability Support Services office at a campus?

Living Arrangements

Will you live with your family, a friend, or on your own?

How will you cook, clean, shop, and get around town?

Does your IEP include goals for independent living?

Community and Social Life

What will you do for fun?

Are there clubs, support groups, or activities you’d like to join?

How will you make and keep friendships?

How can families support students in building their HSBP?

Families are essential partners in planning for your child’s future, and your involvement plays a crucial role in their success. Here are ways you can actively support your child throughout this process:

Stay informed and ask questions. Regularly communicate with your child’s teachers, counselors, and school staff to stay updated on meetings, activities, and resources related to your child’s goals. Don’t hesitate to ask for clear explanations about the options and supports available.

Attend IEP meetings. After a student turns 18 (the age of majority), educational rights transfer from the parent to the student. This includes the right to attend and invite others to IEP meetings, such as their parent or guardian, especially during transition planning and discussions about the HSBP.

Review progress and update goals annually. Make it a habit to review your child’s progress and goals at least once a year. If your child’s interests, strengths, or needs change, share this information with the school so plans can be adjusted accordingly.

Encourage your child to speak up. Help your child build confidence by discussing their feelings, goals, and concerns about school. Practice how they can share their thoughts during meetings or conversations with adults involved in their education.

Practice setting goals together. Collaborate with your child to create small, manageable goals related to academics, social skills, or independent living. Celebrate their successes to boost motivation and help them develop ownership of their future.

Request clear and accessible communication. If you need information in a language other than English or in a format that’s easier to understand, ask the school to provide it. Schools are required to communicate in ways that enable your full participation.

Stay connected and involved. Ask the school to notify you well in advance about important meetings, workshops, or events where your input is needed. Your presence helps make sure your child’s needs and preferences are fully represented.

Connect with community resources. Look for local organizations, support groups, or agencies that help students with disabilities prepare for life after school. These resources can provide valuable guidance, training, and opportunities.

By taking these proactive steps, you empower your child to take charge of their future while making sure they receive the support they need every step of the way.

How can I speak up for myself?

Students—this is your chance to shine! When you lead your own IEP meetings or share your goals, you are practicing self-advocacy. PAVE offers a Student Input Form in the article Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team. This form helps you tell the team:

What you enjoy

What you’re good at

What support you need

These answers can guide your IEP and HSBP so the adults around you know how to help you to meet the goals you set for your future and accomplish your dreams!

Final Thoughts

The High School and Beyond Plan is all about you—your dreams, your choices, and your future. With the right tools and people supporting you, you can create a plan that fits your goals and helps you succeed. Remember to start planning early, keep your plan updated, and always aim high for your future.

Learn More

Explore the State Board of Education’s High School & Beyond FAQs to get answers about when the HSBP starts, what it includes, and how families can stay involved in the process.

Download the Aligning HSBP and IEP Transition Plans guidebook from the Office of Superintendent of Public Instruction (OSPI) for tools and tips to help schools and families make sure the HSBP and IEP transition plan work together.

Read PAVE’s School-to-Adulthood: Transition Planning Toolkit for help with career planning, graduation options, and how to connect your IEP and HSBP.

Check out the What’s Next? Transition Planning Timeline to see a visual guide of important steps from middle school through age 21.

Use PAVE’s Transition Triangle worksheet to understand how schools, community supports, and vocational agencies can help you plan for adult life.

Download the Planning My Path Toolkit for Young Adults with worksheets and activities that help you think about your goals for school, work, and independent living.

Learn about job readiness and support services through Ready for Work: Vocational Rehabilitation Guidance, including information about Pre-Employment Transition Services (Pre-ETS) in Washington.

Use the Transition Toolkit from the Center for Parent Information and Resources (CPIR) to find national resources that help students and families prepare for life after high school.

Parents, Navigate Adapted Physical Education, IEPs, and 504 Plans

Posted on August 20, 2025August 27, 2025 by Nicol Walsh

Overview

Physical Education (PE) can be adapted in four main ways to support students with disabilities.
Federal and state law protects a student with disability’s rights to access (be taught) PE. Adapted PE can be provided as a special education service in a student’s Individualized Education Program (IEP). It can also be included in a Section 504 plan.
Adapted PE can be useful for post-high school transition plans
Changes in WA State regulations mean that more teachers will qualify to design and teach Adapted Physical Education. These regulations are in effect as of May 1, 2024.
The Updated Guidance on Adapted Physical Education from the Washington Office of Superintendent of Public Instruction (OSPI) quoted in this article gives more information about Adaptive PE and how it fits into special education in WA State. Download or read Updated Guidance on Adapted Physical Education.

Full article

Physical Education (PE) is part of school for all students and may be particularly important for your student with a disability. What are the ways in which PE (general curriculum or Adapted PE) can improve their quality of life, now and into their adult years? This short list may give you ideas for your student’s IEP or 504 plan, and to discuss with your student for them to bring to a meeting with the IEP/504 team.

Classes teach students to care for their body and develop physical, mental, and emotional skills that include:

Motor skills (training to use muscles for a specific task, such as swinging a baseball bat to hit a ball, or running very hard in a race)
Physical fitness (keeping healthy and strong by exercising the body)
Social-emotional skills, teamwork, social play skills
Skills for athletics like team sports like soccer or basketball or individual athletics like gymnastics or dance
Skills for recreation like biking, swimming, hiking, throwing frisbees,

How Adapted PE works:

Access or accessible means how easy it is to do, to get, or understand something.

There are four main areas where adjusting or changing the general PE curriculum (school courses) may help students with disabilities access PE. Some of these changes will benefit ALL students using the general PE curriculum.

The physical space can be adjusted to work well for all students:
The size of the space and the number of other students can affect how accessible the PE class is for some students
Lighting, sound, and what someone can see may all affect comfort in a class.. Making thoughtful changes to these things can make a PE class more accessible.
Teaching: the teacher gathers information about individual students to ensure they use teaching methods accessible to everyone. This might mean spoken instructions, movements, pictures, written words, showing how to do something, or videos.
Equipment: depending on a student’s disability, some students might need PE equipment to move more slowly, be bigger or smaller, more tactile (easier to feel), be easier to see, and similar changes.
Rules: to make sure PE is inclusive, rules of the game may need to be added or taken away.

The information-gathering process above is a good place for you and your student to provide information about your student’s supports such as doctors, therapists, and interests outside of school that might be supported by Adapted PE. This information can be offered to the entire IEP/504 team, to give a well-rounded view of your student. You might want to review PAVE’s articles for students in the References section, below. It’s a good start for your student to self-advocate and practice self-direction.

Examples of Adapted PE

The point of Adapted PE is to change the general PE curriculum so that it is accessible for all students based on their individual strengths and needs. How it looks varies a lot depending on the student, but here are a few examples of Adapted PE in action:

A third grader with autism spectrum disorder uses a play script on her communication device to invite other students to play tag with her.
A high-school senior with Down syndrome is introduced to adult recreation opportunities in his community so he can continue building healthy habits beyond graduation.
A seventh grader with Cerebral Palsy attends general PE class. The Adapted PE teacher, general PE teacher, and the physical therapist collaborate to create an exercise plan to strengthen the student’s legs while using their gait trainer (walker).

Adapted Physical Education teachers are trained to make changes to the general education PE curriculum to make it accessible to students with disabilities.

IEPs can include Adapted PE as a service

Eligibility for an Individualized Education Program (IEP) uses an evaluation. The process helps to decide whether a student has a disability, whether the disability has a significant impact on (really affects) learning, and whether the student needs Specially Designed Instruction (SDI) and/or related services to access a Free Appropriate Public Education (FAPE). FAPE is the right of any student, ages 3-21, who is eligible for school-based services delivered through an IEP.

If a student’s access to PE really affects learning and the student needs the school’s PE course to be individualized, then Adapted PE can be given as an IEP service. IEP teams discuss how Specially Designed Instruction (SDI) is delivered for each individual student.

When Adapted PE is part of the IEP, there is a range of options for placement. A student might be in a general PE class, with or without accommodations. Additional aids, services, and modifications may be added depending on what the student needs. Get more details in the Updated Guidance on Adapted Physical Education.

This is a great opportunity for a student to share their goals and needs about physical activities with their IEP team. The topic might be a way to interest your student in IEP meetings even before the required age for planning their life after high school. See the Resources section below for information about students attending or leading their IEP team.

Post-High School Transition and Adapted PE

Physical education and/or Adapted PE can play a key role in students’ post-high school transition plans if, as young adults, they are to continue to maintain healthy, active lives.

If your student receives Adapted PE in their IEP or 504 plan, you and their transition team can help them identify the sports and recreation activities, entertainments, and any after-school programs they enjoy or want to join. Students can plan to continue favorite school PE activities out in the community and explore new options. The transition period is also an ideal time for students to create their own fitness plans or exercise routines that they can do independently after high school. For these aspects of your student’s transition planning, their PE/Adapted PE teacher can be invited to join the transition team, if they are not already a part of it.
Adapted PE teachers and physical and occupational therapists, if part of your student’s team, can collaborate on functional living skills related to physical activities and recreation. Some examples might include using a locker room, showing ID or membership at a reception desk, registering for programs or classes, and care and proper use of their own sports equipment at home. Frequently Asked Questions About Adapted Physical Education (Society of Health and Physical Educators (SHAPE))

Rules changed and removed some difficulties with getting Adapted PE

Until spring of 2024, Adapted PE was not recognized as a separate subject matter area or specialty that the state would endorse (add to the training listed on a teacher’s professional certificate). This meant a shortage of teachers who could design Adapted PE for students. It made it difficult for some students with disability in Washington State to get SDI in physical education.

As of May 1, 2024, qualifying[1] teachers in Washington State can be trained for and receive a specialty endorsement in Adapted Physical Education. The endorsement shows the teacher has specific skills and knowledge in both PE Learning Standards and special education competencies. As more teachers are taught this specialty, it will be easier to find teachers with Adapted PE training in Washington State.

The OSPI Updated Guidance says that in addition to teachers with an Adapted PE endorsement, SDI for physical education can be provided by “any other appropriately qualified special education endorsed teacher, or an “appropriately qualified Educational Staff Associate (ESA) such as an Occupational Therapist (OT) or a Physical Therapist (PT).”

Summary:

Physical Education (PE) is an important part of school. Students with disabilities have the right to be taught physical education.
Adapted Physical Education (APE) is when the general PE curriculum is changed or adjusted to accommodate the individualized needs of a student with disability.
Adapted PE can be included in an Individualized Education Plan or a Section 504 plan.
If a student needs Adapted PE, it’s important to include someone on the IEP team who is qualified to design individualized adapted PE, as well as the teacher or other school personnel who will be teaching the student.
Only certain qualified education professionals can design and supervise other educators and school staff teaching Adapted PE. Changes in WA State rules in 2024 allow more education professionals to qualify in Adapted PE.

Resources:

Updated Guidance on Adapted Physical Education (WA State Office of Superintendent of Public Instruction (OSPI))

Frequently Asked Questions About Adapted Physical Education (Society of Health and Physical Educators (SHAPE))

Attention Students: Lead your own IEP meetings and take charge of your future (PAVE)

Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team (PAVE)

Who’s Who on the IEP Team (PAVE)

Student Rights, IEP, Section 504 and More (PAVE)

A previous version of this article was based on information provided by two experts in the field of Adapted Physical Education, Toni Bader, and Lauren Wood, who are Adapted Physical Education teachers in the Seattle area:

Toni Bader, M.Ed., CAPE – SHAPE Washington, Adapted Physical Education, Seattle Public Schools (tonibader24@hotmail.com)
Lauren Wood, NBCT, Adapted Physical Education Teacher, Highline Public Schools, and SHAPE Washington Board Member (lauren.wood@highlineschools.org)

[1] “Certificated teachers who hold any special education endorsement or a Health/Fitness endorsement are eligible to add the APE specialty endorsement to their certificate” –OSPI Updated Guidance

Youth, Explore Adapted Physical Education in Your IEP or 504 Plan

Posted on August 19, 2025August 27, 2025 by Nicol Walsh

Overview

Physical Education (PE) can be adapted (changed) in four main ways to support students with disabilities.
Federal and state law protects your rights to be taught PE. Adapted PE can be included in your Individualized Education Program (IEP). It can also be included in a Section 504 plan.
Adapted PE can be useful for post-high school transition plans.
Taking part in IEP and 504 meetings is important when looking at adapted physical education. It lets you share your needs, preferences, and goals. This helps create a physical education program that fits your abilities, supports your well-being, and creates a positive and inclusive environment. (Click on the links in the reference section to learn more about going to IEP and 504 meetings.)
Changes in WA State rules mean that more teachers will qualify to design and teach Adapted Physical Education. These rules are in effect as of May 1, 2024.
The Updated Guidance on Adapted Physical Education, from the Washington Office of Superintendent of Public Instruction (OSPI) quoted in this article gives more information about Adaptive PE and how it fits into special education in WA State. Download or read Updated Guidance on Adapted Physical Education.

Full article

Why is physical education important? How is it helpful to me, as an individual with a disability?

Classes can teach you to care for your body and learn physical, mental, and emotional skills that include:

Motor skills (training to use your muscles for certain things, such as swinging a baseball bat to hit a ball, or running very hard in a race)
Physical fitness (keeping healthy and strong by exercising your body)
Social-emotional skills, teamwork, social play skills
Skills for athletics like team sports like soccer or basketball or individual athletics like gymnastics or dance
Skills for recreation like biking, swimming, hiking, throwing frisbees, playing games with friends

How Adapted PE works:

Access or accessible means how easy it is to do, to get, or understand something.

There are four main areas where changing general PE curriculum (school courses) may help you access PE. Some of these changes will benefit ALL students using the general PE curriculum.

The physical space can be changed to work well for all students:
The size of the space and the number of other students can affect how accessible the PE class is for you.
Lighting, sound, and what you see can all affect your comfort in a class. Making thoughtful changes to these things can make a PE class more accessible.
Teaching: the teacher gathers information about individual students to make sure that they use teaching methods that are accessible to everyone. This might mean spoken instructions, movements, pictures, written words, showing how to do something, or videos.
Equipment: depending on your disability, you might need PE equipment to move more slowly, be bigger or smaller, easier to feel, be easier to see and other changes like those.
Rules: to make sure PE includes everyone, rules of the game may need to be added or taken away.

Examples of Adapted PE

The point of Adapted PE is to change the general PE curriculum so that it is accessible for you or any other student with a disability. The changes can be individualized, which means it is designed for one individual student with disability. Changes will depend on what your needs are and will be different from student to student. Here are some examples:

A third grader with autism spectrum disorder uses a play script on her communication device to invite other students to play tag with her.
A high-school senior with Down Syndrome is introduced to adult recreation choices in his community so he can continue building healthy habits after graduation.
A seventh grader with Cerebral Palsy attends general PE class. The Adapted PE teacher, general PE teacher, and the physical therapist work together to create an exercise plan to strengthen the student’s legs while using their walker.
Design a unified team for sport activities and competitions, so a high school student with disabilities can play in the same team with students without disabilities
Adapted Physical Education teachers are trained to make changes to the general education PE curriculum to make it accessible to students with disabilities.

IEPs can include Adapted PE as a service

To get an Individualized Education Program (IEP) you need an evaluation. This process helps to decide if a student has a disability, if the disability has a significant impact on (really affects) learning, and if you need Specially Designed Instruction (SDI) and/or related services to access a Free Appropriate Public Education (FAPE). FAPE is the right of any student, ages 3-21, who is eligible for school-based services delivered through an IEP.

If a student’s access to PE affects learning and needs the school’s PE course to be individualized, Adapted PE can be given as an IEP service. IEP teams discuss how Specially Designed Instruction (SDI) is delivered for each individual student.

If you have Adapted PE in your IEP, there is a range of options for placement. You might be in a general PE class, with or without accommodations. Additional aids, services, and modifications may be added depending on what you need. Get more details in the Updated Guidance on Adapted Physical Education.

You can go to IEP and 504 meetings to let the team know what you want and need. Beginning at age 14, you can participate in IEP and 504 meetings. You do not have to be invited by the school or your parents, but it’s a good idea to let your parents know you want to go, and to get ready before the meeting. When you are at these meetings, you can show other team members what is important to you about your learning, including Physical education. (Click on the links in the reference section to learn more about going to IEP and 504 meetings.)

All of you on the team can work out a PE plan, which may include Adapted PE, and put it in your IEP. There are two articles in the References section at the end about going to your IEP meeting.

Post-High School Transition and Adapted PE

Physical education and/or Adapted PE can play a key role in your’ post-high school transition plans so you can be healthy and active in your adult life.

If you have Adapted PE in your IEP or 504 plan, you can work with your transition team to identify the sports and recreation activities, entertainments, and any after-school programs you enjoy or want to join. You can plan to continue favorite school PE activities out in the community and explore new options. The transition period is also an ideal time for you to create fitness plans or exercise routines to do independently. For this part of your transition planning, your PE/Adapted PE teacher can be invited to join the transition team, if they are not already a part of it.
Adapted PE teachers and physical and occupational therapists, if part of your IEP or 504 team, can work together on skills related to physical activities and recreation. Some examples might include using a locker room, showing ID or membership at a reception desk, registering for programs or classes, and care and proper use of your sports equipment at home.

Rules changed and removed some difficulties with getting Adapted PE

Until spring of 2024, Adapted PE was not accepted as a specialty that the state would endorse (add to the training listed on a teacher’s professional certificate). This caused a shortage of teachers who could design Adapted PE for students. It made it difficult for some students with disability in Washington State to get SDI in physical education.

As of May 1, 2024, qualifying[1] teachers in Washington State can be trained for and receive a specialty endorsement in Adapted Physical Education. The endorsement shows the teacher has specific skills and knowledge in both PE Learning Standards and special education competencies. As more teachers are taught this specialty, it will be easier to find teachers with Adapted PE training in Washington State.

Summary:

Physical Education (PE) is an important part of school. Students with disabilities have the right to be taught physical education.
Adapted PE is when the general PE school course (curriculum) is changed to accommodate (meet the needs) of an individual student with disability.
Adapted PE can be included in an Individualized Education Plan or a Section 504 plan.
If a student needs Adapted PE, it’s important to include someone on the IEP team who is qualified to design adapted PE, as well as the teacher or other school staff who will be teaching the student.
Only certain qualified education professionals can design and supervise other educators and school staff teaching Adapted PE. Changes in WA State rules in 2024 allow more education professionals to qualify in Adapted PE.

Resources:

Updated Guidance on Adapted Physical Education (WA State Office of Superintendent of Public Instruction (OSPI))

Attention Students: Lead your own IEP meetings and take charge of your future (PAVE)

Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team (PAVE)

Who’s Who on the IEP Team (PAVE)

Student Rights, IEP, Section 504 and More (PAVE)

Toni Bader, M.Ed., CAPE – SHAPE Washington, Adapted Physical Education, Seattle Public Schools (tonibader24@hotmail.com)

Lauren Wood, NBCT, Adapted Physical Education Teacher, Highline Public Schools, and SHAPE Washington Board Member (lauren.wood@highlineschools.org)

Five Tips for a Smooth PCS

Posted on July 21, 2025July 21, 2025 by Nicol Walsh

Planning ahead and staying organized can make a military move much smoother, especially for families with children who have special needs. These key strategies and ready-to-use tools can help reduce stress and support your child’s success at the next duty station.

Introduction

Military families are likely to switch schools more often than other families. This can require learning new rules and finding new resources. To help plan, here are five valuable tips for a smooth PCS (permanent change of station, which is the military language for “relocation”) with a special educational or medical needs child.

Tip 1: Organize your files.

Records are critical for planning and stability. Accessing records once you have left a duty station is far more complex than getting copies to take with you. Keeping track of your child’s records can make the transition to a new assignment far easier. With your child’s information and records organized and up to date, you can quickly find any new trends, needs, or program changes to consider when you PCS.

Save copies of evaluations, educational plans and programs, work samples, and behavior plans.
Monitor regression by comparing student work samples and grades before, during, and after your PCS.
Note what has worked to support your student through previous transitions and share these successes with the Individualized Family Service Plan (IFSP), Individualized Education Program (IEP), or Section 504 team.

If your student comes from a Department of Defense Education Activity (DoDEA) school, you may also have records and evaluations from a Student Support Team (SST) or Case Study Committee (CSC).

Tip 2: Know your resources.

When you are moving to a new place, it is important to know who can help you. Contact the School Liaison and Exceptional Family Member Program (EFMP) family service office as soon as possible. They have useful information about things that can support your child’s health, well-being, and quality of life, like assignment locations, schools, housing, and other essentials. In your new state, you can also reach out to the Family Voices program. They can help you apply for public benefits such as extra money (SSI) and healthcare (Medicaid). It is also good to know your child’s rights as a military student when switching schools between states. Learn about the protections under the Interstate Compact on Educational Opportunity for Military Children and use this Step-by-Step Checklist for resolving school issues with the Interstate Compact.

Download the Essential Contact Form
English | German Deutsch | French Français | Spanish Español | Tagalog

Tip 3: Keep open lines of communication.

Building strong communication links with your child’s teachers and other school officials can be critical. Remember to keep track of notes, emails, texts, and conversations. Always follow up on agreements with a note summarizing what was agreed to and any timelines. Building a solid relationship with your child’s teachers will help you address potential difficulties while they are minor issues and build trust among all team members. Discuss all the efforts that are helping your child. Keep communication lines open by responding promptly and respectfully, and reach out to school staff with positive feedback, as well as for problem-solving concerns.

Tip 4: Ask questions.

The Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP), or Section 504 Accommodations Plan, are the heart of how your child will receive services, accommodations, and modifications tailored to their unique needs. Never feel that you shouldn’t ask questions. Terms can change from place to place, but what the service includes will follow strict guidelines set up through the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). Since you will be the single consistent factor in your child’s educational career, the more you know, the better you can collaborate and plan within the IEP or 504 teams. Locate and contact the Parent Training and Information (PTI) center in your new state to assist you in navigating this process. Students and families in Washington State may contact PAVE for one-on-one support, information, and training through our Get Help request form.

Tip 5: Include your student.

All people need the ability to understand and communicate their needs and wants. The ultimate goal for our children is to help them become self-advocates to the best extent they are capable and comfortable. Providing them with tools early and on an ongoing basis will help them plan for their future. In the long run, it will help them to be the driver of services they need and want.

It’s PCS Time! Social Story

This original social story, “It’s PCS Time!”, is made to help military kids understand and handle the feelings that come with moving. A PCS can be confusing and emotional for children who might not know why they have to leave their home, friends, and routines. This story uses simple words and pictures to explain what happens during a move, helping kids feel more ready and less worried. Parents can read this story with their child to talk about the move, help them feel understood, and make the change feel a little less scary. Reading it before, during, and after the move can help kids feel more comfortable in their new home.

Download It’s PCS Time! Social Story:
English | German Deutsch | French Français | Spanish Español | Tagalog

Learn More

These are just a few tips on navigating the special education and medical systems when PCS’ing. If you want to learn more, register for an upcoming STOMP workshop or webinar.

Understanding Epilepsy: Facts, History, and Support

Posted on June 23, 2025June 23, 2025 by Nicol Walsh

Epilepsy is a brain condition that causes people to have seizures. There are many different types of seizures, and each person’s experience with epilepsy can be different. Today, doctors have better ways to treat epilepsy, and there are more resources to help families. Even though some people still don’t understand epilepsy, support and awareness are growing.

A Brief Overview

Epilepsy is a brain condition that affects people in different ways and can cause different types of seizures.
People with epilepsy may also have other health conditions, like Autism, depression, ADHD, learning disabilities, or migraines.
In the past, people with epilepsy were often kept away from others because of fear and misunderstanding.
New medicines like Phenobarbital and Dilantin have helped many people control their seizures and live more normal lives.
Parents and caregivers help children with epilepsy, get the help they need at school and with doctors.
Special epilepsy centers give full care, including tests, support, and sometimes surgery.

Introduction

Understanding Epilepsy

Epilepsy is a neurological disease and a spectrum disorder. A person diagnosed with epilepsy is at a higher risk of having a seizure. A seizure occurs when there is a sudden, temporary burst of electrical activity in the brain that changes or disrupts the messages to the brain cells. The electrical bursts result in involuntary changes in body movement or function, sensation, behavior, and possible loss of consciousness/awareness of surroundings.

As technology has become more advanced, the medical community has discovered that there are many distinct types of epilepsy and different causes. Each person diagnosed with epilepsy has a unique experience. Epilepsy includes many types of seizures, grouped into three main categories based on where abnormal electrical activity occurs in the brain. The most common seizures are:

Tonic-clonic seizure: A tonic-clonic seizure causes loss of consciousness and violent muscle contractions.
Absence seizure: An absence seizure causes brief losses of consciousness and looks like a person is staring into space.
Focal aware seizure: During a focal aware seizure, the person is alert and aware that the seizure is occurring. The person may feel tingling sensations or have body movements that they cannot control. Previously called, simple partial seizure.
Tonic seizure: In a tonic seizure the muscles contract making the arms and legs very rigid. The seizures usually occur at night when the person is sleeping.
Myoclonic seizure: A myoclonic seizure is a brief shock-like jerk of a muscle or muscle group. The person may not even realize it has occurred.
Atonic seizure: Atonic seizures cause the muscles to go limp. Sometimes the person’s eyes may droop, and their heads will nod forward. If a person is standing up, and all their muscles go limp, they will fall.

In addition to the variations in seizures, epilepsy has other common health conditions linked to the diagnosis of epilepsy. Young children diagnosed with epilepsy are now automatically evaluated for autism, as research has shown a connection between the two conditions. Depression is the most common co-occurring health condition with epilepsy. Other health conditions commonly linked to epilepsy include ADHD, Learning Challenges, Anxiety, Mood Disorders and Migraines.

A Look Back: The History of Epilepsy Treatment in the U.S.

In the 1940s, people with epilepsy were often treated very differently than they are today. At that time, people with epilepsy were called “victims.” Back then, many families kept their loved ones with epilepsy at home and away from others because they were afraid of how people would react to seizures.

Doctors sometimes sent people with epilepsy to live in special communities, often on farms. These places were made to be safe and self-sufficient. People grew their own food, and workers helped with cooking and cleaning to prevent injuries during seizures. But these communities also kept people with epilepsy separated from the rest of society.

Things started to change when new anticonvulsant medicines, like Phenobarbital and Dilantin, were discovered. These drugs helped many people control their seizures and return to living at home. Both drugs are still in use today. Even with treatment, it was still hard for people with epilepsy to find jobs because of fear and misunderstanding.

By the 1960s, most of the special communities had closed. While treatment improved, people with epilepsy still faced stigma. Today, there is more awareness and support, but work continues to make sure everyone with epilepsy is treated fairly.

Advocacy in Action – From National Organizations to Parent -Led movements

Many years ago, several epilepsy organizations across the United States recognized the need to work together to better support individuals living with epilepsy. Groups like the National Association to Control Epilepsy, American Epilepsy League, and the National Epilepsy League each had their own ideas about how to organize and share responsibilities. It took more than 20 years of discussion and collaboration before they successfully united to form a single national organization: the Epilepsy Foundation.

Today, the Epilepsy Foundation plays a leading role in supporting people with epilepsy and their families. It offers reliable information about epilepsy and seizures, connects families to local support groups and resources, and advocates for better care and services. The Foundation also funds research to improve treatments and works closely with local chapters to ensure families can access help in their own communities.

In its early years, the Foundation was led mostly by medical researchers focused on developing treatments. Over time, it expanded to include the voices of families, caregivers, and community advocates. This broader involvement helped shape the Foundation’s mission and made it more responsive to the needs of those it serves.

In 1998, Susan Axelrod and a small group of parents started CURE Epilepsy to support research aimed at finding a cure for epilepsy, motivated by their experiences with treatment-resistant seizures in their children. CURE stands for Citizens United for Research in Epilepsy, and it is the only nonprofit organization solely dedicated to funding research to find a cure by supporting innovative science that targets the root causes of epilepsy.

Educational Advocacy for Children with Epilepsy

Parents and family caregivers of children with epilepsy often play a key role in ensuring their child receives the support they need at school. Because epilepsy can affect learning, attention, memory, and behavior, especially when seizures are frequent or medications cause side effects, educational advocacy is essential.

Working with schools to develop individualized plans that support their child’s learning and safety, families may advocate for:

Section 504 Plans: These provide accommodation such as extra time on tests, rest breaks, or permission to carry and take medication at school.
Individualized Education Programs (IEPs): For students whose epilepsy significantly impacts learning, an IEP outlines specialized instruction and services tailored to their needs.
Medical Action Plans: Parents collaborate with school staff to create emergency plans that explain how to recognize and respond to their child’s seizures.

Modern Treatments and Family Support

Today, children with epilepsy can get care at special medical centers called pediatric epilepsy centers. These centers focus on both the child and their family. They are designed to help children who still have seizures after trying two different medicines for at least three months.

Some of the services these centers may offer include:

A place to stay for longer testing and care
Support from social workers for both the child and family
Help from other doctors and therapists who work with the child
Neurosurgery, if it might help reduce or stop seizures

In Washington State, some examples of these centers are:

Families can also get help outside of the hospital. For example, PAVE provides information, resources, and parents for parents and individuals with disabilities in Washington State. If your infant or toddler has just been diagnosed with epilepsy, they may be eligible for early intervention services. PAVE provides an article, Early Intervention: How to Access Services for Children Birth to 3 in Washington, to support families in understanding the steps to get started, what services are available, and how to advocate for their child’s needs. Students and their families can contact PAVE for personalized support and training with IEPs, 504 plans, and medical action plans by completing the online help request form.

Parents can also join online support groups specifically for parents of children with epilepsy, or be matched with another parent who has been through a similar experience through the Parent-to-Parent program. If you are a family living in Pierce County, PAVE offers family support activities, information, and referrals through the Pierce Parent to Parent Program.

Final Thoughts

Understanding and awareness of epilepsy has come a long way over the years. Thanks to better medicine, more knowledge, and strong support from families and organizations, people with epilepsy can live full and active lives. There are still some challenges, like helping others understand what epilepsy is and making sure everyone gets the care they need. But with continued support and awareness, the future looks brighter for people living with epilepsy.

Learn More

Epilepsy-specific information, support groups, and resources:

Level 3 Epilepsy Centers:

Pediatric Level 4 Epilepsy Centers:

Attention Students: Lead your own IEP meetings and take charge of your future

Posted on April 22, 2025May 2, 2025 by Nicol Walsh

If you are a student with an Individualized Education Program (IEP), read this article to find out how you can be a leader on your IEP team. Your future is counting on you!

A Brief Overview

By the time you are 16 years old, the school is required to invite you to your IEP meetings. You can attend any time, and leading your own meeting is a great way to learn important skills.
The part of the IEP that focuses on your adult goals is called a Transition Plan, and it is all about you and your future.
If you need more help at school or aren’t learning what you need to learn, then your IEP might need some fixing. Your voice matters on the IEP team.
PAVE provides an infographic overview of Student-Led IEPs, available for download in multiple languages at the bottom of this article..

Introduction

It’s important to plan your time carefully so that every school day gets you closer to where you want to be when you are an adult.

Learn to be a self-advocate

An advocate (pronounced ad-vo-cut) is someone who asks for something in a public way. Public schools get money from the government, so they are considered public entities. When you ask the school to provide you with something that you need to succeed, then you are being a self-advocate.

The word advocate can also be an action word (a verb), but then it’s pronounced ad-vo-cate (rhymes with “date”). You advocate for yourself when you ask for what you need to succeed.

Here’s another way to use this hyphenated word: You can say that you “practice self-advocacy.” Leading your own IEP meeting is a great way to practice self-advocacy and develop important adult skills.

Your Transition Plan focuses on where you want to go

The part of the IEP that focuses on your adult goals is called a Transition Plan. The Transition Plan is added to the IEP by the school year when you turn 16. The plan includes details about:

when you plan to graduate (you can stay in school until your 22nd birthday if your IEP goals require more time)
what jobs you might choose
whether college is part of your plans
what lifestyle you imagine for yourself (will you drive, cook, shop, live alone?)
how school is getting you ready for all of that

The Transition Plan is all about you and your future. You can start taking charge of your future by going to your IEP meetings. You may want to lead all or part of the meeting, and you have that right.

By the time you are 16 years old, the school is required to invite you to your IEP meetings. From that year on, your school program is matched to your long-term goals.

The law says it’s all about you

Your rights as a student with an IEP are part of a federal law called the Individuals with Disabilities Education Act (IDEA). The IDEA says that schools must include family members and students on the IEP team. If you don’t play on the team, you can’t win the game, right? This is more important than a game—it’s Your Life!

The IDEA is a unique law because it says you get what you need in order to access school and learning. Getting an education that is specially designed just for you is called an entitlement. What you are entitled to is called FAPE, which means Free Appropriate Public Education.

You can become a leader on your IEP team by learning more about FAPE and how to talk about what it means to you. Public education is free for all school-age students in the United States, but consider this question: What makes your education appropriate?

Here are some questions to help you think and talk about FAPE:

What is it like to have a disability?
What about your disability makes school hard?
What do you need at school that helps you learn?
Are you getting better and better at the skills you need to be good at?
Are your teachers helping you see what you do well?

If you are learning important skills at school, and your learning is helping you build on your strengths, then you are probably getting FAPE. If you need more help or aren’t learning the skills that you need to move forward, then your IEP might need some fixing. Keep in mind that the school is responsible to provide you with FAPE. You have the right to ask for FAPE.

Learn what your IEP can do for you

Here’s a starter kit to help you understand what your IEP says and how you can ask for changes. When you go to your IEP meeting, you have the right to ask the teachers and school administrators to help you read and understand your IEP.

These are some important parts of an IEP:

Category of Disability: This is on the “cover page” of the IEP document. It lists the type of disability that best describes why you need individualized help at school. You should know this category so you can understand how and why teachers are supposed to help you.
The Present Levels of Performance: This is the long section at the beginning of the IEP that describes how you are doing and what the school is helping you work on. The beginning of this section lists what you are good at. Make sure that section is complete so you can be sure the teachers help you build on your strengths.
Goals: When you qualified for an IEP, the school did an evaluation. You showed that you needed to learn certain things with instructions designed just for you. To help you learn, the teachers provide Specially Designed Instruction. They keep track of your progress toward specific goals in each area of learning. You can learn what your goals are and help track your progress. The I’m Determined.org website provides videos of students describing their goals and other downloadable tools, like worksheets to help you track your goals.
Accommodations: You can ask for what you need to help you learn in all the different classrooms and places where you spend the school day. Do you learn better if you sit in a specific part of the classroom, for example, or if you have a certain type of chair? Do you need to be able to take breaks? Do you do better on tests if you take them in a small, quiet space instead of the regular classroom? Do you need shorter assignments, so you don’t get overwhelmed? Helping your teachers know how to help you is part of your job as an IEP team member.

Get Ready for Your IEP Meeting

You can get ready for your IEP meeting by looking over the IEP document. You may want to ask a family member or a teacher to help you read through the document. If you don’t understand what’s in your IEP, plan to ask questions at the meeting.

PAVE provides a worksheet to help you prepare for your meeting. It’s called a Student Input Form. You can use this worksheet to make a handout for the meeting or just to start thinking about things you might want to say. If you don’t want to make a handout, you might draw pictures or make a video to share your ideas.

These sentence starters might help you begin:

I enjoy…
I learn best when…
I’m good at…
It’s hard for me when…
I want more help in these areas…
I like school the most when …
Teachers are helpful when they…
I want to learn more about …
It would be great if…

You may want to think about your disability and how it affects your schoolwork. You could work on a sentence or draw a picture to help the teachers understand something that is hard for you. These might be the parts of a sentence that you can personalize:

My disability in the area of …
makes school difficult because…

Your handout can include a list of what you want to talk about at the meeting. Here are a few ideas, but your options are unlimited:

A favorite class, teacher or subject in school?
A time during the school day that is hard for you?
Your IEP goals?
Something that helps you feel comfortable and do well?
Something you want to change in your school schedule or program?
Graduation requirements and when you plan to graduate?
Your High School and Beyond Plan?
Anything else that’s important to you?

It’s never too soon to plan ahead!

Setting goals and making some plans now will help your school and family help you make sure you’ve got the right class credits, skills training and support to make that shift out of high school easier.

Being a leader at your IEP meeting is a great way to build skills for self-advocacy and self-determination, which is another great two-part word to learn. Self-determination means you make choices to take control of your life. At your IEP meeting, you can practice describing what helps you or what makes your life hard. You get to talk about what you do well and any projects or ideas that you get excited about. In short, you get to design your education so that it supports your plans to design your own adult life.

Learn More

PAVE has prepared Planning My Path: A User-Friendly Toolkit for Young Adults, a collection of tips and tools to help students plan for their future.
Seattle University’s Center for Change in Transition Services provides a toolkit for youth to plan for their futures and training information on writing transition plans, student-led IEPs, and job shadowing experiences.

Download the Benefits to Student Led IEPs

Download the Benefits to Student Led IEPs in Vietnamese

Download the Benefits to Student Led IEPs in Korean

Download the Benefits to Student Led IEPs in simplified Chinese

Download the Benefits to Student Led IEPs in Somali

Download the Benefits to Student Led IEPs in Russian

Download the Benefits to Student Led IEPs in Spanish

ESY Helps Students Who Struggle to Maintain Skills and Access FAPE

Posted on April 22, 2025September 10, 2025 by Nicol Walsh

With summer approaching, parents may worry about their child’s progress being disrupted. They can request a meeting with the IEP team to review progress and address concerns. Extended School Year (ESY) services are available to help maintain skills and prevent regression. ESY is individualized and can be provided during breaks or as an extension of the school day.

A Brief Overview

Extended School Year (ESY) services help a student with a disability maintain skills in academic and/or functional areas, such as speech/language, occupational therapy, or behavior.
The Individualized Education Program (IEP) team determines whether a student needs ESY. Family members participate in the decision. PAVE provides an article: Parent Participation in Special Education Process is a Priority Under Federal Law.
Services may be provided when school is not normally in session, but not always. Sometimes they are built into the school day. Typically, they are provided during summer. Holiday breaks and after school are options too.
Parents can keep notes about any loss of skill during a break from school. By tracking how long it takes to recover a skill, parents can provide data for a discussion about whether additional services are necessary.
ESY are provided at no cost to the family.

Introduction

With summer coming, some parents worry that a child’s progress at school might be erased by the break. Some families may also worry that their child is on the verge of acquiring a new skill and that progress will be disrupted by an extended break. Parents can request a meeting with the Individualized Education Program (IEP) team to review progress and address the concerns. PAVE provides an article with a sample letter to help families request a meeting that isn’t part of the required annual IEP review process.

The team uses existing data and can plan additional evaluations to decide whether the student needs extra instructional time. The student might need supplemental instruction in an academic subject or to maintain a skill in speech/language, occupational therapy, behavior or another area being served through the IEP.

The critical question for the IEP team: Will learning be significantly jeopardized if additional services are not provided?

Extended School Year (ESY) is available for students in special education if there is evidence that without extra instruction they will fall significantly behind in specific skills. Falling behind is formally called regression.

Recovery of skills is called recoupment. A school will provide ESY if regression or likelihood of regression is significant and extra instructional time is needed for recoupment of skills. ESY services help a child maintain skills already being taught and are not provided to teach new skills.

ESY is not the same as summer school

Families often think of ESY as a summer program, but it’s not the same as summer school. A summer-school program might be structured to accommodate a student’s individualized ESY program. ESY and Recovery Services are individualized to serve the needs of a student eligible for special education. The program is structured to fit the student, not the other way around. See PAVE’s video about a student’s right to a Free Appropriate Public Education (FAPE): FAPE Fits Like a Proper Outfit.

ESY is usually provided when school is not normally in session, but not always. The IEP team may decide that the services will be most helpful if built into the school day. ESY also can be provided during holiday breaks or as an extension of the typical school day.

Conversations about ESY can happen any time the IEP team meets to discuss progress and goal-setting. If ESY is determined necessary, the IEP document includes an amendment with specific ESY objectives. When an IEP team determines a child eligible for ESY, the school district alerts parents in a Prior Written Notice (PWN) before implementing ESY. If transportation is needed for delivery of ESY services, the district provides transportation.

ESY is not an enrichment program. It is not provided for credit recovery. It is also not a “compensatory service,” which is provided by the district when a student’s services have not met requirements for a Free Appropriate Public Education (FAPE).

ESY services might include 1:1 instruction at home, at school or at a district office. A student could also receive ESY as part of “related services” at a provider’s office. (Occupational and speech therapy are examples of related services.) Computer- and home-based learning are additional ESY options. Like all IEP programming, ESY is individualized. Service delivery is designed by the IEP team, and sometimes creative problem-solving is needed.

If the IEP includes ESY services and the family moves during the summer, the new school district is responsible to provide the services as they are designed in the IEP or in a comparable way.

The Washington Administrative Code (WAC) includes information about ESY in sections 392-172A-02020.

How are decisions made about ESY?

The IEP team decides whether a student requires ESY by meeting to review the student’s program goals and progress. PAVE has an article about goal-tracking. Parents or teachers may have notes about any loss of skill during a past break from school.

By making notes about how long it takes to recover a skill after a break, parents can contribute important data. Sharing that information earlier in the school year is ideal, so there is ample time for a review of data and any additional testing. Attendance information also is helpful because some disabilities create illness conditions that keep a child out of school long enough to fall significantly behind.

The school and family discuss whether the lost skills and extra time required to regain them is likely to create a significant barrier to progress toward IEP goals and learning in the future. This will justify whether recoupment is required to reverse or prevent regression. Those are the key words in ESY decision-making.

Factors to Consider and Discuss with the IEP Team

Extended School Year infographic in English

What does LRE have to do with ESY?

Special Education has Least Restrictive Environment (LRE) as a primary feature. In accordance with the IDEA, a school district is responsible to provide instruction in the least restrictive setting to the maximum extent appropriate.

Accommodations and supports are provided to allow for LRE. Therefore, LRE is part of the school’s obligation to FAPE (Free Appropriate Public Education). For some students, routine is paramount. Parents and teachers can discuss whether a break in routine might jeopardize the student’s ability to remain in their current classroom/placement. If yes, then ESY might be needed for the student to continue accessing school in the Least Restrictive Environment.

What can parents do if they disagree with the school?

Parents who disagree with school decisions have the right to dispute those decisions. PAVE has an article about Procedural Safeguards and dispute resolution options when families and schools disagree. PAVE also provides a video about how to file a Community Complaint, which is one dispute resolution option.

Which students might be eligible for ESY?

ESY is not mandated for all students with disabilities and is not required for the convenience of the school or a parent who might need respite or daycare. There are no federal regulations on ESY eligibility. Some additional considerations may include:

Regression/Recoupment: Likelihood of regression or anticipating that it will take a long time to get a skill back can make a child eligible for ESY. A student doesn’t have to fully lose a skill or experience a long delay in recovering the skill to qualify.
Degree of Progress toward IEP Goals: Very slow progress toward IEP goals can meet criteria for ESY. Trivial progress toward goals does not meet the standard of FAPE, as established by a 2017 Supreme Court ruling.
Nature and/or Severity of Disability: Determination is not limited to a specific category of disability. However, students with more severe disabilities are more likely to be involved in ESY programs because their regression and recoupment time are likely to be greater than students with less severe disabilities.
Emerging Skills/Breakthrough Opportunities: If a critical life skill is not completely mastered or acquired, ESY services may ensure that the current level of skill is not lost over a break. A few examples of critical life skills include beginning to communicate, learning to read or write, self-care.
Interfering Behaviors: Some students receive positive behavior support as part of the IEP. When considering ESY, the IEP team would determine whether interruption of such programming would jeopardize the student receiving FAPE.
Special Circumstances: Sometimes there are special circumstances that prevent a student from learning within the regular school schedule. Districts have different definitions of what constitutes a special circumstance. Parents can ask for a copy of district policy and refer to WAC 392-172A-02020.

No sole factor determines whether a student qualifies for ESY. IEP teams review a variety of data, including informed predictions about what is likely to happen in future based on past experiences. A student who has received ESY in a previous year is not automatically entitled to those services again, and a student who wasn’t eligible in the past is not automatically denied.

In Conclusion

Some students require special education and related services longer than the regular school year in order to receive FAPE. ESY can minimize regression, so a child can catch up or recoup those skills. Parents who have concerns can discuss eligibility criteria with the IEP team. The sooner ESY is discussed, the sooner data can be collected and reviewed. Parent may need time to consider all options and to collaborate with the school.

Learn More

As part of its Model Forms, the Office of Superintendent of Public Instruction (OSPI) provides a downloadable document that IEP teams can fill out and attach to the IEP when a student qualifies for ESY services. To access the document directly: Extended School Year (ESY) addendum.
A website called Great Schools.org provides additional information about ESY and downloadable forms about IDEA requirements.
Wrightslaw.com provides information about the IDEA and legal findings on a variety of topics.

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.

About

Programs

Introduction

Who Can Make the Referral?

Removing the Barriers to Evaluation

Appropriate Evaluation

Evaluation Criteria as a 3-part Process

Family Role in Evaluation

From Evaluation Results to IEP

In What Areas Can a Student Be Evaluated?

Eligibility Categories for Special Education

Timeline of Evaluation and Development of an IEP

Sample Letter to Request an Evaluation

Options When Families and Schools Disagree

Eligibility for Section 504 Protections

Learn More

What is an Advocate?

Always Keep Your “Why” in Mind

Request an Evaluation

Request an IEP Meeting

Request a Functional Behavioral Assessment

Request an Independent Educational Evaluation (IEE)

Final Thoughts

Celebrating the History of Disability Rights

1954​: Brown v. Board of Education​ of Topeka

1964​: Civil Rights Act​

1971: Washington guarantees special education rights

1972: Key precedents are established in other states

1973: The Rehabilitation Act

1975: The Education for All Handicapped Children Act

1979: PAVE began as one of the country’s first six parent centers

1981: Federal waiver program enables more children to get help at home

1988: Washington State recognizes the capacity of all persons

1990: Americans with Disabilities Act (ADA)

1990: Individuals with Disabilities Education Act (IDEA)

1992: Rehabilitation Act Amendments

2000: Settlegoode v. Portland Public Schools

2004: IDEA Amendments

2008: Washington schools are required to celebrate disability history each October

2012: Employment First in Washington State

2013: Doug C. v Hawaii

2015: Every Student Succeeds Act (ESSA)

2017: Endrew F v. Douglas County School District

Download the Disability Rights Timeline

Introduction

Required Members of the IEP Team

Who’s Who on the IEP Team

Common Reasons to Request an IEP Meeting

Sample Letter to Request an IEP Meeting

Learn More

Introduction

What Schools Must Do After a Referral

Evaluation Process and Timelines

How to Refer a Student for Evaluation for Special Education

Sample Letter to Request an Evaluation

Special Education is a Service, Not a Location

Parents Can Appeal Decisions and/or Seek a 504 Plan

Final Thoughts

Learn More

Related Events

Introduction

What to do before the first day

What parents need to know about FAPE

IDEA includes six important principles

Effective communication is key to student success

Ready, set, go! 5 steps for parents to participate in the IEP process

Tips for a smooth school year

Let’s wrap things up!

Learn More

What Is the High School and Beyond Plan?

How do the HSBP and IEP work together?

What goes into your HSBP?

What should I think about for life after high school?

How can families support students in building their HSBP?

How can I speak up for myself?

Final Thoughts

Learn More

Introduction

Tip 1: Organize your files.

Tip 2: Know your resources.

1954: Brown v. Board of Education of Topeka

1964: Civil Rights Act