October 1 @ 11:00 am – 12:00 pm PDT
Using AI to Prepare and Communicate: Use AI to prepare for meetings, communicate clearly, and participate with confidence.
This is the last training of an empowering training series that takes place every other Thursday in August-October 2026!
Stay tuned for more events coming up!
September 17 @ 11:00 am – 12:00 pm PDT
Navigating a 504 Plan: Explore eligibility, accommodations, and access at school.
This training is part of an empowering training series that takes place every other Thursday in August-October 2026!
Next event:
October 1, 2026
Using AI to Prepare and Communicate Use AI to prepare for meetings, communicate clearly, and participate with confidence.
pti@wapave.org
September 3 @ 11:00 am – 12:00 pm PDT
Starting Strong with an IFSP: Discover how early support services benefit young children and their families.
This training is part of an empowering training series that takes place every other Thursday in August-October 2026!
Next event:
September 17, 2026
Navigating a 504 Plan: Explore eligibility, accommodations, and access at school.
October 1, 2026
Using AI to Prepare and Communicate Use AI to prepare for meetings, communicate clearly, and participate with confidence.
pti@wapave.org
August 6 @ 11:00 am – 12:00 pm PDT
Understanding The Difference – IEPs & 504: Learn the key differences between IEPs and 504 Plans, including eligibility, rights, & services.
This training is part of an empowering training series that takes place every other Thursday in August-October 2026!
Next event:
August 20, 2026
IDEA Made Simple: Understand special education rights, process, and family participation.
September 3, 2026
Starting Strong with an (IFSP): Discover how early support services benefit young children and their families.
September 17, 2026
Navigating a 504 Plan: Explore eligibility, accommodations, and access at school.
October 1, 2026
Using AI to Prepare and Communicate Use AI to prepare for meetings, communicate clearly, and participate with confidence.
pti@wapave.org
August 4 @ 11:30 am – 12:30 pm PDT
504s, IEP & school support services – Focus on Transition Planning
What is Quick Connect?
Join us for a 60 minute virtual clinic with PAVE Parent Resource Coordinators (PRC)
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Two meeting options each month;
July 18 @ 11:00 am – 12:00 pm PDT
504s, IEP & school support services – Focus on Transition Planning
What is Quick Connect?
Join us for a 60 minute virtual clinic with PAVE Parent Resource Coordinators (PRC)
How it works:
Choose your path:
Or
Two meeting options each month;
August 5 @ 12:00 pm – 1:00 pm PDT
REGISTER – Join us as we welcome Marie Kerr of the Parent Training & Information (PTI) team. School is right around the corner…let’s talk all about IEP’s & 504 Plans and school supports. Including Q&A session!
The P2P Lunch-n-Learn is a dedicated time for parents, caregivers, and providers to access presentations and training from PAVE programs and local Pierce County service providers.
Presentation/training topics will vary based on the expressed needs of families in the local community. This group takes place during lunchtime, allowing parents to learn while enjoying a meal in a relaxed and informal setting. REGISTER
Planning for life after high school doesn’t happen all at once—it takes thoughtful coordination and clear next steps. With the right tools and support, students can explore their strengths, set meaningful goals, and build a path toward adulthood with confidence. Connecting planning efforts across school, family, and community helps create a smoother, more supported transition.
Helping a student with disabilities prepare for life after high school requires thoughtful organization and planning. This graphic provides a visual overview of the work and who is responsible to help.
The three colored triangles on the corners of the graphic represent three tools that help students ask and answer these questions. This article explains these tools, starting with a video presentation.
This presentation describes three ways to support this important time of life:
Helping a student with disabilities prepare for Life After High School requires thoughtful organization and planning. This presentation describes three ways to support this important time of life. This triangle shows the three tools we’re going to talk about.
Helping a student with disabilities prepare for life after high school requires thoughtful organization and planning. This presentation describes three ways to support this important time of life. This triangle shows the three tools we’re going to talk about. Notice that the center of the triangle includes three questions for a young person to consider: who am I, what’s my future, and how do I reach my goals? The three colored triangles show different ways that adults can help a student ask and answer those questions. We’re going to talk about all three tools in this training. Let’s start with the purple triangle on the bottom left corner. This tool is called high school and beyond plan. Schools in Washington state are required to help students start high school and beyond plan before they leave middle school. The school’s counseling staff is usually responsible to support each student in building a high school and beyond plan. Think of the high school and beyond plan as a personalized pathway through school. This tool is provided for all students, not just students with disabilities. By the end of 8th grade, a student has completed a career interest and skills inventory to consider education and career goals. That’s part of the plan. The student might be considering going to a university or a technical college. They might want to do an apprenticeship program or get an industry standard certificate to do a specific job. Maybe they’re thinking about military training, on the job training, or something else. All are considered as part of high school and beyond planning. Thinking about the future helps with decisions about what to focus on now. Of course, most students change their plans many times.
That’s why the high school and beyond plan is reviewed at least once a year. Keep in mind that the students vision for their future is the focus of the plan. These are the three questions every high school and beyond plan is required to address: who am I, what can I become, how do I become that? You might notice these questions match the questions in the center of our transition triangle. This is where the whole process begins, with these questions. It’s never too early to start talking to a student about these questions. Discussing these questions with many different people in many different settings is part of high school and beyond planning. This is not a single interview. It’s a long-term discussion that happens while a student is moving through school and toward graduation. If the high school and beyond plan is a new concept for you, take a moment to pause and consider who at your school might provide more information about this process.
Perhaps take a moment to write yourself a reminder note to get more information. Could you contact your students counselor, the IEP case manager, a school administrator, or maybe a favorite teacher? Could you ask your student? The state instructs schools to include family caregivers in this process. Remember that a completed high school and beyond plan is required for a student to graduate from a high school in Washington state. Let’s look at the blue triangle on the lower right side of our transition triangle so we can talk about the IEP transition plan. The individualized education program, IEP, is required to include a transition plan by the school year when a student turns 16. This plan is an IEP team project.
Keep in mind that the student and parents are important members of the IEP team. Here’s some information to better understand this required part of a student’s school services program. The federal law that governs special education is the Ida, which stands for individuals with disabilities education act. Laws about IEP process are mostly from idea part B. Part A is also important when we’re talking about adult life planning. Part A of the idea describes the laws purpose. The statement on this slide is from idea part A. It says that special education is provided to ensure that all children with disabilities have available to them a free and appropriate public education designed to meet their individual needs and prepare them for further education, employment, and independent living. In simpler words, supporting students with disabilities to make a smooth transition into adult life is part of a school’s basic responsibility.
Here’s some information about the IEP transition plan. Most importantly, the plan is built from the students needs, preferences, interests, and strengths. Once the plan is written into the IEP, it drives the program. The annual goals all connect in some way to the students adult life plan. The IEP transition plan includes adult living objectives in three areas: postsecondary education, acquisition of daily living skills, and vocational evaluation and support. Washington schools receive guidance from the office of superintendent of public instruction, OS Pi, our state educational agency. OSPI provides model forms to support schools and families when developing an IEP. This form shows what to include in an IEP when transition programming is added.
This section of the model form shows that a student must be invited to IEP meetings once transition planning is included, and an age appropriate transition assessment is required. Transition assessments include a range of tools, including surveys and questionnaires, profiles and portfolios, vocational assessments, interviews, and more. This form makes clear that a transition plan is not built from a quick meeting but is a multi-part process. State guidance is clear that the IEP transition plan is intended to support rather than replace the students high school and beyond plan. Here’s some questions you can consider to make sure the transition plan is well written: is the plan age appropriate? Goals should be achievable but not too easy, based on the age and abilities of the student. Is information provided by more than one source? This is a long-term project with many participants. Is a target graduation date included? The IEP team decides when a student will graduate, and the family is part of that decision process. Are the annual goals relevant to the long-term goals? Do the postsecondary goals consider all areas of life after high school? And keep this one in mind: does the IEP align with the students high school and beyond plan? The state educational agency ospi provides information about how the high school and beyond plan and the IEP transition plan are supposed to work together.
Here’s a visual list of the four areas to cover in transition planning: employment, further education, independent living, and community engagement. Remember the three questions for for our student. They are, who am I, what’s my future, and how do I reach the go my goals? Adults can help the student ask and answer those questions for each of these four areas of learning and life. Here’s something else to remember. The IEP ends when a student graduates from high school or ages out of services at 21. However, accommodations on the IEP can travel with the student into higher education, vocational programming, or work. The accommodations are protected by federal civil rights laws, including Section 504 of the Rehabilitation Act. Those protections are for the lifespan. High school is a great time to make sure accommodations are individualized and well written, and that the student knows what they are and how to ask for them.
Let’s look at the last part of our transition triangle. The teal triangle at the top represents public agencies that might support a young person to get a job. I will explain what each of these means in a few moments. All these agencies provide individualized support that may help a young person get ready for work, get a job, or keep a job. Eligibility criteria IA for each of these agencies is a little bit different, and you must apply to access their services. Some agencies offer programs to help students with disabilities explore work and self advocacy while they are still in school. Those services are called pre-employment transition services. Pre-employment transition services might include job EX exploration, work-based learning, counseling about higher education and how to gear up for college, workplace readiness, and self-advocacy, like special education rights. Vocational rehabilitation rights are protected by law.
If these service agencies are new to you, consider if you want to get more information about how to involve an outside public agency in life after high school planning. Maybe a school counselor, administrator, or teacher could help, or maybe it’s a question for your IEP team. Sometimes special education district staff can help contact these agencies with you. Staff at pave can also help you research your options. Click get help at our website wapave.org to request our support. So take a moment, if you want to write down an idea so you remember to follow up. I’m going to tell you more about each of these agencies on the next
slide. You may want to reach out directly to one of these agencies by looking them up online. DDA is the developmental disabilities administration. DVR is the division of vocational rehabilitation. TVR is tribal vocational rehabilitation for Native Americans with disabilities. dsb is the department of services for the blind, for people with blindness or low vision. The next few slides have additional information to help with your students life after high school planning. Everyone in the family needs to keep in mind that when a student turns 18 in Washington, they are responsible for their own educational decisions. If the student is ready and able to take charge, nothing needs to happen. If the student still wants parents involved, then the student signs a letter of consent for parents to attend meetings and continue participating on the IEP team. Parents who have legal guardianship have a larger role in decision making and may not need their student to sign consent.
In Washington state, one legal option for supporting an adult with disabilities is called supported decision making. This slide shows an article available on PA’s website with more information about supported decision making and how to access a sample form. Families need to know that their students can participate in commencement and other senior year activities with their classmates even if they aren’t yet earning a diploma. That state right is protected by Kevin’s Law. School staff recommend that families plan early for senior year activities so appropriate accommodations can be provided. Listed on this slide are places that schools and families might get more help.
The three O’s are the Office of Superintendent of Public Instruction, the Office for Civil Rights, and the Governor’s Office of the Educational Ombuds. Another option is to reach out to one of the state’s nine educational service districts, the ESD’s. If the school district doesn’t have everything your student needs, you and the school might seek additional resources from the ESD that serves your area. Each ESD has a behavioral health navigator, for example, and some ESD’s are licensed to provide behavioral health services.
Another place to get help for supporting a loved one with a disability is the DD ombuds. This agency provides advocacy to support quality of life for people with developmental disabilities. Their staff can help individuals file complaints related to disability discrimination.
This training has been provided by parent training and information, PTI, a program of pave. We provide information, resources, and direct support. Click get help at wapave. org and one of our staff will contact you. You can also leave a message by phone to request help, and that number is 800 572 7368. If you need help with the accessibility of any of our resources, please let us know. We provide language translation options. Additional information on this topic is available as part of PAVE’s online toolkit called school to adulthood transition planning toolkit for high school life and work. Look for the button under the calendar on our website. Please note that pave is not a legal service organization and cannot give you legal advice or represent you. PTI’s funding comes from a US Department of Education grant, but the government doesn’t review our training materials in order to endorse them. We’d love to know whether this video was helpful for you. On the page where you found this video, there’s a link to a short survey. Thank you for sharing your feedback. Thank you for listening and learning, and please contact us if you need individualized assistance or further training opportunities.
The purple triangle on the bottom left represents the High School and Beyond Plan (HSBP). In Washington State, all students begin developing an HSBP before they leave middle school. This plan helps students think about strengths, goals, and the steps needed for life after high school.
Students think about questions such as:
The HSBP helps students create a roadmap for life after high school, connecting classroom learning, workforce exploration, and post-secondary education planning to the students’ future goals.
Learn more about the HSBP in this PAVE article: Students’ Guide to the High School & Beyond Plan.
At the center of the Transition Triangle are three key questions to help students guide transition planning and think about who they want to become in the future.
Answers include:
Students can begin to imagine:
The answers are a long-term project. A good planning process ensures that work done today is moving the student toward their vision for adult life.
PAVE has made a fillable worksheet to help you answer these questions.
The blue triangle on the bottom right represents the transition plan. Students receiving special education services; transition planning must be included in the IEP no later than the school year in which they turn 16. A student with disabilities may receive services under a transition plan until they earn a diploma or turn 22.
These goals typically include:
The Office of Superintendent of Public Instruction (OSPI) provides an example of the transition plan in there Model Forms, labeled as “IEP Form with Secondary Transition.”
The teal triangle on top of the pyramid represents agencies that provide Vocational Rehabilitation (VR) services, including:
Staff from these agencies may work alongside the student’s IEP team, school staff, and family to ensure everyone is working together toward the student’s goals.
The Transition Triangle works best when all parts are connected. When schools, families, community agencies, and the student collaborate, they can provide coordinated support that helps the student successfully transition to adult life, including education, employment, independent living, and community participation.
OSPI provides information about graduation requirements for a student in Washington State.
Legal decision-making rights, including educational rights, transfer to the student when they turn 18 (WAC 392-172A-03090). PAVE provides an article about Supported Decision Making for individuals who may need support with understanding options, making informed choices, and communicating their decisions while maintaining their independence.
Each Education Service Districts (ESDs) has a behavioral health navigator, and some are licensed to provide behavioral health services.
PAVE provides toolkits ready for you, including Planning My Path – A User-Friendly Toolkit for Young Adults. In addition, PAVE has a college readiness workbook ready for you to use.
The Office of the Educational Ombuds (OEO) provides online resources and 1:1 support. For additional support, fill out our Get Support request to connect with a PAVE team member. The Office for Civil Rights (OCR) can help with questions about equity and access.
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
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.
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 3–22 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).
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).
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.
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:
If the answer to all three questions is Yes, the student qualifies for an IEP.
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.
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:
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.
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:
Download In What Areas Can a Student Be Evaluated?:
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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):
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.
The school follows set timelines for the evaluation process:
Track your student’s progress from the point of referral for evaluation to the development of the IEP with the infographic below.
Download the IEP Referral and Evaluation Timeline:
English
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.
Download the Sample Letter to Request an Evaluation:
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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.’
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.
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.
The landscape of special education continues to evolve, making it more important than ever for families, educators, and advocates to stay informed. We will post the latest videos, announcements, and guidance from the U.S. Department of Education related to special education, the Individuals with Disabilities Education Act (IDEA), and the rights of students with disabilities. As new information becomes available, we’ll share timely updates to help you better understand how changes at the federal level may impact students, schools, and families.
In this latest update from the U.S. Department of Education, education leaders discuss current priorities and provide important information related to special education and the implementation of IDEA. The video highlights key initiatives, explains recent developments, and reinforces the Department’s commitment to ensuring students with disabilities receive the services and supports they need to succeed. Whether you’re a parent, educator, or advocate, this update offers valuable insights into the direction of federal special education policy and what it means for schools and families moving forward.
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.
Physical Education (PE) Classes teach students to care for their body and develop physical, mental, and emotional skills that include:
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 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.
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:
Adapted Physical Education teachers are trained to make changes to the general education PE curriculum to make it accessible to students with disabilities.
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.
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))
Because Health is also a part of the PE core credit, students might consider requesting that health transition be added as a part of their transition planning. This transition impacts students with disabilities far quicker than many families realize. When the student turns 18, because of HIPAA, students are completely in charge of their own healthcare decisions, healthcare coverage, and payment – whether they are ready or not. It is not what is typically taught in health class, but the information is available to be incorporated into a transition plan or adapted curriculum plan through sites such as Got Transition and Center for Transition to Adult Health Care for Youth with Disabilities . These comprehensive websites provide information and multiple options for youth and teachers to explore and adapt to the needs of any student, whether they were impacted by disability or not.
Two articles from PAVE provide information for families and students on steps they can do themselves to get ready for that transition and how to start developing the medical awareness and self-determination skills early: Insurance in Health Transition and I Have to Sign What? Healthcare in Transition.
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).”
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:
[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
May 16 @ 11:00 am – 12:00 pm PDT
504s, IEP & school support services
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Join us for a 60 minute virtual clinic with PAVE Parent Resource Coordinators (PRC)
How it works:
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Two meeting options each month;
May 5 @ 11:30 am – 12:30 pm PDT
504s, IEP & school support services
What is Quick Connect?
Join us for a 60 minute virtual clinic with PAVE Parent Resource Coordinators (PRC)
How it works:
Choose your path:
Or
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For families supporting a young person with a disability, it’s never too soon to begin planning for the years after high school. Post-secondary transition planning is the process of getting ready for life after graduation.
Transition planning benefits both families and students by:
Transition planning is so important that the Office of the Superintendent of Public Instruction (OSPI) requires all students to complete a High School and Beyond Plan (HSBP), usually beginning in seventh grade, in order to graduate. OSPI also provides a summary of transition supports and services to help students, families, and caregivers understand how transition planning aligns with the HSBP. Several Washington state agencies worked together to create a downloadable guidebook that explains how required school plans fit together: Guidelines for Aligning High School & Beyond Plans (HSBP) and IEP Transition Plans.
The right to a Free Appropriate Public Education (FAPE) includes the right to school-based services that prepare a young person with a disability for adult life. These services include planning for life after high school. For students who have an Individualized Education Plan (IEP), the transition plan is the document that will describe those planning goals and the steps a student will take to reach them. The IEP must include a Transition Plan with individualized Transition Services by the school year in which a student turns 16.
When a Transition Plan is added to the IEP, the focus shifts toward goals for life after high school. Families and students can help guide planning by considering three key questions:
When a transition plan is ready to review for completeness, students and families can ask these questions:
As students move toward adulthood, opportunities to practice skills of self-advocacy and self-determination become increasingly important. One way to build these skills is to encourage students to participate actively in their IEP meetings. PAVE provides a student-friendly article on this topic: Attention Students: Lead your own IEP meetings and take charge of your future.
The RAISE Center (National Resources for Advocacy, Independence, Self-determination and Employment) has a blog with transition-related news, information, ideas and opinions.
Families can help a student envision the future and start to see how to get there through conversations at home. There are a variety of tools available to aid this process, including:
Informing Families offers LifeCourse: High School Transition Toolkit, available for download in English and Spanish.
To earn a high-school diploma in Washington State, students must:
The graduation standards for a student eligible for special education are the same as for other students. In our state, a district’s flexibility in determining which students meet those requirements comes from the Washington Administrative Code (WAC 180-51-115). Each school district has its own policy, and families can request a copy.
Each school district determines the precise guidelines for students to meet the requirements of the High School and Beyond Plan, and some schools use tools with different names. A good way to participate in making sure your student has a robust plan is to become familiar with the state-recommended format and then compare this tool to your school’s requirements and the student’s specific IEP programming.
A student remains eligible for special education until graduation requirements are met, and the student has earned a high school diploma (WAC 392-172A-02000), or until age 22. The student’s IEP team determines the student’s graduation plan, including the planned graduation date.
Students with disabilities seeking a diploma through General Educational Development (GED) testing may be eligible for testing accommodations. A website called Essential Education lists disability conditions that may qualify a person for testing supports.
In the meantime, a student can participate in commencement ceremonies at the end of a traditional senior year, with peers, under a Washington provision called Kevin’s Law. Families may want to plan well in advance with school staff to consider how senior year events are accessible to youth with disabilities. Plan early for needed accommodations at senior year events.
Washington State’s Division of Vocational Rehabilitation (DVR) provides services for high-school students engaged in transition planning as well as adults seeking employment. Each school is assigned a DVR counselor to assist with pre-employment training. Department of Health and Human Services (DHHS) provides a list of school DVR counselors, including their names and phone numbers. Youth and families may also receive pre-employment counseling through an Apple Health (Medicaid) program called Foundational Community Supports.
DVR’s website includes a section with information about Tribal Vocational Rehabilitation (TVR), which is available for people with tribal affiliations in some areas of the state. Each TVR program operates independently. Note that some TVR programs list service areas by county, but that sovereign lands are not bound by county lines. Contact each agency for complete information about program access, service area, and eligibility.
Center for Deaf and Hard of Hearing Youth (CDHY) provides services for individuals who are deaf or hard of hearing. This statewide resource supports all deaf and hard of hearing students in Washington, regardless of where they live or attend school.
Washington’s Department of Services for the Blind (DSB) provides services for individuals who are blind or living with low vision. Youth services, Pre-Employment Transition Services (Pre-ETS), Vocational Rehabilitation, Business Enterprise Program, mobility, and other independent-living skills are served by DSB.
Developmental Disabilities Community Services (DDCS, formerly the Department of Developmental Disabilities or DDA) also has a variety of school-to-work and waiver programs that support youth. PAVE offers a video to support families through the DDCS eligibility process. An article gives further detail: How to Prepare for a DDA Assessment.
Not all youth with disabilities are able to access employment-related services through DVR, TVR, DSB, or DDCS. A limited additional option is Goodwill’s Digital Work Opportunity Center. Students can take classes at their own pace for skills development. Employment skills, workplace readiness, interviewing skills, and more, are part of the training materials.
Check these milestones to ensure high school paves a pathway for young adult success and achievement:
Ages 13-14: Student begins a High School and Beyond Plan (HSBP) in middle school.
Ages 15-16: IEP includes a transition plan aligned with the HSBP. The student is a member of the IEP team, which plans a pathway toward a diploma and target graduation date.
Age 16: Get a state identification card. Consider Pre-Employment Transition Services from DVR/TVR/DSB or School-to-Work planning with DDCS.
Ages 17-18: Coursework, IEP, HSBP, DDA/DVR/TVR all support student’s life goals and progress toward a diploma.
Age 18: Register to vote! Participate in commencement and senior year activities, regardless of when the diploma is earned.
Ages 18-19: Student may continue education in a high school transition program.
Ages 20-21: Student earns a diploma. They may apply for individualized employment support from DVR/TVR/DSB or DDA.
Download the Transition Planning Timeline
English
A student takes charge of educational planning and programming at the Age of Majority, which is 18 in Washington. According to the Washington Administrative Code (WAC 392-172A-03090), “Beginning not later than one year before the student reaches the age of 18, the IEP must include a statement that the student has been informed of the student’s rights under the act, if any, that will transfer to the student on reaching the age of majority.”
When a person 18 or older has a disability, family members may want to stay involved in helping them make decisions. They have a few options if they wish to continue to have rights to participate in their child’s education:
Families should clearly understand what roles and powers parents will retain under any arrangement with the school. Without guardianship or Power of Attorney, the student will need to sign consent for parents to attend meetings, participate in decision-making, and access records.
For youth who struggle with behavioral health, transitions can trigger some additional challenges. These resources may provide some helpful tips:
An IEP ends when a student leaves secondary education. However, the protections of the Americans with Disabilities Act (ADA) and of Section 504 of the Rehabilitation Act of 1973 are ongoing throughout the lifespan.
These laws provide for appropriate accommodations in public programs and facilities. The IEP accommodations page or Section 504 Plan may be shared with colleges, training programs, or employers to help ensure these protections continue. The disability services office at institutions for higher learning includes a staff member responsible for ensuring that disability rights are upheld. PAVE’s College Readiness Workbook includes articles, tools, and worksheets to help students prepare for college, understand disability supports, and request accommodations.
Schools are responsible for tracking the outcomes of their special education services. They need to ask about a graduate’s life after High School to do so. Here’s an article to help families get ready to talk about how things are going: The School Might Call to Ask About a Young Adult’s Experience After High School: Here’s Help to Prepare
A consideration for many families of a youth with disabilities is whether lifelong benefits are needed. Applying for Supplemental Security Income (SSI) just past the young person’s 18th birthday creates a pathway toward a cash benefit and enables the young person to access Medicaid (public health insurance) and various programs that depend on Medicaid eligibility.
The Washington Initiative for Supported Employment (WISE) provides benefit planning information and resources.
PAVE offers a training video to help you understand the transition process, Life After High School: Tools for Transition, also available in Spanish (La Vida Después de la Preparatoria – Herramientas para la Transición).
PAVE provides a printable Planning My Path Toolkit for youth and young adults that includes:
Students experiencing disabilities can get personalized support from PAVE by filling out a Support Request or call 1-800-572-7368.
