Tag: learning

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

Posted on 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. 

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).

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.

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:

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

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. 

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:

Areas of evaluation

Download In What Areas Can a Student Be Evaluated?:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Ukrainian українська | Vietnamese Tiếng Việt

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 set timelines for the evaluation process:

  • The school has 25 school days to respond to a written referral.
  • If they agree to evaluate the student, they have 35 school days from the date the family signs consent to complete the evaluation and provide results to the family.
  • After that, the district must wait at least 5 school days, but no more than 40 school days from consent, to hold the eligibility determination meeting.
  • If the student is found eligible, an IEP must be developed within 30 calendar days of that eligibility determination meeting.

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

IEP-Referral-and-Evaluation-Timeline-English

Download the IEP Referral and Evaluation Timeline:
English

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.

Download the Sample Letter to Request an Evaluation:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Ukrainian українська | Vietnamese Tiếng Việt

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.’

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.

Ages 3-5 Transition Toolkit

Posted on by Nicol Walsh
Cute preschoolers playing game on table.ai generative

Ages 3-5 Transition Toolkit

A Guide to Washington Services for 3-5 Year Olds with Disabilities

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

Presenting our newest resource – the 3-5 Transition Toolkit – A guide to Washington services for 3-5 year olds with disabilities. This toolkit encompasses a collection of our informative articles, complemented by sample letters to provide you with a solid foundation as you navigate through this crucial transition period.

Download the Complete Transition Toolkit for Ages 3-5

Toolkit now available in Russian, Vietnamese and Spanish!

Download the Complete Transition Toolkit for Ages 3-5 in Russian
Download the Complete Transition Toolkit for Ages 3-5 in Spanish
Download the Complete Transition Toolkit for Ages 3-5 in Vietnamese

  • Pierce Parent to Parent Program – Pierce County Parent to Parent (P2P) is part of the national network focused on support, training, technical assistance, and education to parents and caregivers of individuals with disabilities and/or special healthcare needs. The program also helps reduce isolation by connecting families with others who understand their experiences.  Visit Parent to Parent USA to find support across the country and/or to share with others.
  • Lifespan Respite – PAVE LRW staff administers the Lifespan Respite Voucher program for unpaid, unserved family caregivers of all ages, across Washington State.

Online – P2P Lunch & Learn: Calm Routines at Home: A Caregiver Toolkit for Everyday Transitions and Communication

November 18 @ 12:00 pm – 1:00 pm PST

REGISTER – Looking for practical ways to support daily routines and communication at home? Join us for a Lunch & Learn introducing Calm Routines at Home: A Caregiver Toolkit for Everyday Transitions and Communication. Created by Sheila Kemirembe, M.S. with caregivers in mind, this resource offers flexible strategies to help reduce stress, build connection, and support successful transitions throughout the day.

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

Free

Related Events

Behavior and School: How to Participate in the FBA/BIP Process

Posted on by Nicol Walsh

This article includes: Information that you can view, download and print

This training has been updated with a transcript following each video, as some people prefer to learn by reading print or using text to speech.

This 2-part training has information about how to support a child’s behavior at school. When behavior gets in the way of learning, schools are responsible to figure out what the child is trying to communicate and teaching the child what to do instead.

A Brief Overview

  • This 2-part training has information about how to support a child’s behavior at school.
  • When behavior gets in the way of learning, schools should work to understand what the child is communicating and teach a more workable replacement behavior.
  • A Functional Behavioral Assessment (FBA) helps the school and family identify why behavior is happening, including triggers, antecedents, and patterns.
  • Families can request an FBA in writing and contribute important information about what may or may not work for their child.
  • A Behavior Intervention Plan (BIP) uses FBA information to teach replacement behaviors and support the student with consistent, positive strategies.
  • Effective behavior planning is individualized and considers the child’s needs, confidence, regulation, relationships, and sense of safety.
  • PAVE’s accessible, fillable worksheet goes with the videos to help with behavior planning.

When a child’s behavior gets in the way of learning, the first step is to understand what is happening and why. This training explains how families and schools can work together through a Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) process to identify patterns, teach replacement behaviors, and support the student with strategies that are individualized and positive. For an at-a-glance overview of the FBA process, see The Visual Guide to Functional Behavioral Assessment (FBA).

The process of figuring out why a child is acting out is called a Functional Behavioral Assessment—FBA for short. The first video in this 2-part series is about the FBA process.

PAVE’s accessible, fillable worksheet goes with the videos to help with behavior planning.

“Welcome, this is part one of a two-part training to help families and schools support a child’s behavior.

When behavior gets in the way of learning, schools are responsible for figuring out what the child is trying to communicate and teaching the child what to do instead. An evaluation to figure out why a child is acting out is called a Functional Behavioral Assessment (FBA for short). Information from the FBA is used to develop a Behavior Intervention Plan.

This video is about the FBA.

When does an FBA happen?

Sometimes an FBA beginsbecause a student is consistently removed from class or school because of their behavior. Sometimes the school or an IEP team recommends an FBA. An FBA can also begin because a parent requests one.

If you’re a parent who wants your child evaluated using an FBA, put your request in writing. PAVE provides a sample letter for requesting an FBA. Type “sample letter” into the search bar on our website to find that resource. Our website is wapave.org.

Understanding FBA

To do a Functional Behavioral Assessment, school staff watch a student and the student’s surroundings carefully to come up with ideas about when and why a child’s day may enter troubled waters.

FBA is a hard acronym to remember, so let’s break it down:

  • F is for Functional. The function is the why behind behavior.
  • B is for Behavioral. Behaviors are observable actions.
  • A is for Assessment. The assessment includes thoughtful data collection with observations and analysis.

The purpose of watching behavior is to figure out why a student is acting in certain ways so adult behavior and the environment can change to help the student learn and practice different choices. How adults respond to a student’s unexpected behavior is an important part of the assessment. So is a good look at the environment to see what elements might trigger the behaviors. A student’s behavior can be modified through changes in adult response and changes in the environment.

Here are three words that are part of the FBA process:

  1. Triggers
  2. Antecedents
  3. Hypothesis

Let’s talk about each one.

A trigger is something that regularly clicks a person into a repeating pattern of how they feel, think, or respond. A trigger can be anything: hunger, time of day, a person who is irritating, a color or sound, a challenging request, confusion, overwhelm. The list is truly endless.

The FBA looks for triggers and anything else that might be happening before a behavior escalates. Those are called antecedents. When school staff see what’s coming, they can intervene before a full-blown escalation.

Children use behavior to communicate something they don’t know how to say or explain. Understanding triggers and antecedents can help adults understand what the student may be trying to communicate.

They use this information to build a theory about why things keep going south. That working theory is called a hypothesis. Getting the hypothesis right is like making sure the foundation is stable before you build a house.

The FBA is a process of observation. School staff want to identify behaviors that are getting in the way of school in order to teach a student what to do instead.

Observable vs. subjective behaviors

Target behaviors are actions that you can see and describe. Those descriptions do not include how you feel about the behaviors. They are unbiased descriptions of what you see. Sometimes the teacher’s emotional response to a student’s behavior gets tangled into the FBA process. If there is bias or subjectivity in the way a behavior is described in the FBA, it can be rewritten.

This slide lists behaviors that might be in an FBA. Which ones include bias and are not observable? Make a note of which ones you think we need to get rid of.

  1. Crumpling up assignments and throwing them
  2. Behaving in ways that are rude and disrespectful
  3. Hitting head against the wall
  4. Blurting inappropriately
  5. Speaking loudly while the teacher is giving instructions in class
  6. Putting on hoodie and covering face and arms on top of the desk
  7. Running outside and leaving school property
  8. Ignoring teacher

You are correct if you noticed three examples that include bias, adult judgment, instead of observable behaviors. (edited).

Number 2: Behaving in ways that are rude and disrespectful

Deciding whether something is rude or disrespectful is a matter of opinion.

Number 4: Blurting inappropriately

Who decides what to label as blurting? Blurting is a judgmental word.

A better statement is Number 5: speaking loudly while the teacher is giving instructions.

Number 8: Ignoring teacher

Who decides what ignoring looks like? Who can tell whether a child is willfully ignoring the teacher versus sleepy, spacey, distracted, or obsessively solving world problems in their mind? If the problem is that the child is missing instructions or not learning the material that’s being shared by the teacher, well then that needs to be unpacked to support the student. So this one might be better addressed through the student’s special education services instead of being part of the behavior plan. Let’s get rid of that one altogether.

FBA as an evaluation

Remember that the A in FBA stands for assessment. This is a type of evaluation that moves a process forward to get the student more help with their behavior. The FBA is the way to collect data to figure out the best way to provide interventions and supports for the student. Like any educational evaluation, parents sign consent for this process to begin.

It’s best practice to do an FBA at least every year to make sure the child’s development and changes in grade or setting are properly considered. Parents contribute information for the FBA. Outside providers can also provide information and recommendations as part of this process. A team that includes the family uses the FBA to build a Behavior Support Plan.

Example: Developing a hypothesis

Keep in mind that the FBA is looking for an explanation, a hypothesis about what the student might be communicating with their behavior. Here’s a pretend conversation between a teacher and a student to show how a hypothesis might form.

Teacher: Will you please finish your math?

Student: No.

Teacher: What’s the problem?

Student: I hate math.

Teacher: It’s my job to teach you math. What if I help you try to do just one small part of the worksheet? Could we work on that together?

Student: No. Jimmy will see.

Teacher: Why does it matter if Jimmy watches me helping you?

Student: Because Jimmy thinks I’m stupid and I hate being stupid.

Aha. We now have some information about the why. Could the student be avoiding math because of fear about looking incapable in front of a peer? This information could help the team take an individualized approach to the Behavior Support Plan.

Example: Attention-seeking behavior

Here’s one more pretend conversation. Let’s say the team has a working hypothesis that this student is seeking attention.

Teacher: I’m teaching right now. Please stop interrupting me.

Student: I hate this class. I wish you would stop talking. I just want to go to lunch now.

Teacher: It’s my job to teach you math. Please be quiet and follow along.

Student: Hey Jimmy, catch this. (while throwing his math paper wadded up)

Jimmy smiles and catches the paper.

Teacher: You need to leave class now. Please go to the office.

Student: Hey Jimmy, check it out. I’m bouncing. (while making a snorting sound, hitting the wall with his fist, and hopping through the door)

It certainly looks like the student is seeking attention, negative attention from the teacher and positive attention from a peer. But is there something more complex going on?

Let’s say the IEP team learns that Jimmy has been a bully to this student in the past and that this student has IEP services in math due to a learning disability. Let’s say this student shares with a parent that he feels stupid and doesn’t have friends. The IEP team might consider if the child is acting out to overcome a lack of power or to appear bigger in front of his bully. The hypothesis might be customized to account for a student who would rather be a troublemaker than a poor academic performer in front of someone who belittles him.

Interventions could be individualized to account for these details.

Additional Support from PAVE

To see how data from the FBA is used in development of a Behavior Intervention Plan, please watch Part 2 of this video series.

This video is provided by Parent Training and Information, a program of PAVE. Our nonprofit has been helping families in Washington State since 1979. Students, family members, and professionals can get direct assistance by going to our website and clicking Get Support, (edited, formerly called Get Help). We provide language translation options. You can also leave a message by phone: 800-572-7368. If you need help with the accessibility of any of our resources, please let us know.

PAVE is not a legal service organization and cannot give legal advice or represent families. PTI’s funding comes from a U.S. Department of Education grant, but the U.S. government doesn’t review our training materials in order to endorse them.

We’d love to know whether this training 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. Please contact us at wapave.org for individualized assistance or further training opportunities.”

End of transcript.

A Behavior Intervention Plan—BIP for short—is a working document that the school and family build together and review regularly to make sure the child is supported with positive reinforcement and encouragement for meeting behavioral expectations. The second video in this 2-part series is about BIP development.

“Welcome, this is part one of a two-part training to help families and schools support a child’s behavior.

When behavior gets in the way of learning, schools are responsible for figuring out what the child is trying to communicate and teaching the child what to do instead. An evaluation to figure out why a child is acting out is called a Functional Behavioral Assessment (FBA for short). Information from the FBA is used to develop a Behavior Intervention Plan.

This video is about the FBA.

When does an FBA happen?

Sometimes an FBA beginsbecause a student is consistently removed from class or school because of their behavior. Sometimes the school or an IEP team recommends an FBA. An FBA can also begin because a parent requests one.

If you’re a parent who wants your child evaluated using an FBA, put your request in writing. PAVE provides a sample letter for requesting an FBA. Type “sample letter” into the search bar on our website to find that resource. Our website is wapave.org.

Understanding FBA

To do a Functional Behavioral Assessment, school staff watch a student and the student’s surroundings carefully to come up with ideas about when and why a child’s day may enter troubled waters.

FBA is a hard acronym to remember, so let’s break it down:

  • F is for Functional. The function is the why behind behavior.
  • B is for Behavioral. Behaviors are observable actions.
  • A is for Assessment. The assessment includes thoughtful data collection with observations and analysis.

The purpose of watching behavior is to figure out why a student is acting in certain ways so adult behavior and the environment can change to help the student learn and practice different choices. How adults respond to a student’s unexpected behavior is an important part of the assessment. So is a good look at the environment to see what elements might trigger the behaviors. A student’s behavior can be modified through changes in adult response and changes in the environment.

Here are three words that are part of the FBA process:

  1. Triggers
  2. Antecedents
  3. Hypothesis

Let’s talk about each one.

A trigger is something that regularly clicks a person into a repeating pattern of how they feel, think, or respond. A trigger can be anything: hunger, time of day, a person who is irritating, a color or sound, a challenging request, confusion, overwhelm. The list is truly endless.

The FBA looks for triggers and anything else that might be happening before a behavior escalates. Those are called antecedents. When school staff see what’s coming, they can intervene before a full-blown escalation.

Children use behavior to communicate something they don’t know how to say or explain. Understanding triggers and antecedents can help adults understand what the student may be trying to communicate.

They use this information to build a theory about why things keep going south. That working theory is called a hypothesis. Getting the hypothesis right is like making sure the foundation is stable before you build a house.

The FBA is a process of observation. School staff want to identify behaviors that are getting in the way of school in order to teach a student what to do instead.

Observable vs. subjective behaviors

Target behaviors are actions that you can see and describe. Those descriptions do not include how you feel about the behaviors. They are unbiased descriptions of what you see. Sometimes the teacher’s emotional response to a student’s behavior gets tangled into the FBA process. If there is bias or subjectivity in the way a behavior is described in the FBA, it can be rewritten.

This slide lists behaviors that might be in an FBA. Which ones include bias and are not observable? Make a note of which ones you think we need to get rid of.

  1. Crumpling up assignments and throwing them
  2. Behaving in ways that are rude and disrespectful
  3. Hitting head against the wall
  4. Blurting inappropriately
  5. Speaking loudly while the teacher is giving instructions in class
  6. Putting on hoodie and covering face and arms on top of the desk
  7. Running outside and leaving school property
  8. Ignoring teacher

You are correct if you noticed three examples that include bias, adult judgment, instead of observable behaviors. (edited).

Number 2: Behaving in ways that are rude and disrespectful

Deciding whether something is rude or disrespectful is a matter of opinion.

Number 4: Blurting inappropriately

Who decides what to label as blurting? Blurting is a judgmental word.

A better statement is Number 5: speaking loudly while the teacher is giving instructions.

Number 8: Ignoring teacher

Who decides what ignoring looks like? Who can tell whether a child is willfully ignoring the teacher versus sleepy, spacey, distracted, or obsessively solving world problems in their mind? If the problem is that the child is missing instructions or not learning the material that’s being shared by the teacher, well then that needs to be unpacked to support the student. So this one might be better addressed through the student’s special education services instead of being part of the behavior plan. Let’s get rid of that one altogether.

FBA as an evaluation

Remember that the A in FBA stands for assessment. This is a type of evaluation that moves a process forward to get the student more help with their behavior. The FBA is the way to collect data to figure out the best way to provide interventions and supports for the student. Like any educational evaluation, parents sign consent for this process to begin.

It’s best practice to do an FBA at least every year to make sure the child’s development and changes in grade or setting are properly considered. Parents contribute information for the FBA. Outside providers can also provide information and recommendations as part of this process. A team that includes the family uses the FBA to build a Behavior Support Plan.

Example: Developing a hypothesis

Keep in mind that the FBA is looking for an explanation, a hypothesis about what the student might be communicating with their behavior. Here’s a pretend conversation between a teacher and a student to show how a hypothesis might form.

Teacher: Will you please finish your math?

Student: No.

Teacher: What’s the problem?

Student: I hate math.

Teacher: It’s my job to teach you math. What if I help you try to do just one small part of the worksheet? Could we work on that together?

Student: No. Jimmy will see.

Teacher: Why does it matter if Jimmy watches me helping you?

Student: Because Jimmy thinks I’m stupid and I hate being stupid.

Aha. We now have some information about the why. Could the student be avoiding math because of fear about looking incapable in front of a peer? This information could help the team take an individualized approach to the Behavior Support Plan.

Example: Attention-seeking behavior

Here’s one more pretend conversation. Let’s say the team has a working hypothesis that this student is seeking attention.

Teacher: I’m teaching right now. Please stop interrupting me.

Student: I hate this class. I wish you would stop talking. I just want to go to lunch now.

Teacher: It’s my job to teach you math. Please be quiet and follow along.

Student: Hey Jimmy, catch this. (while throwing his math paper wadded up)

Jimmy smiles and catches the paper.

Teacher: You need to leave class now. Please go to the office.

Student: Hey Jimmy, check it out. I’m bouncing. (while making a snorting sound, hitting the wall with his fist, and hopping through the door)

It certainly looks like the student is seeking attention, negative attention from the teacher and positive attention from a peer. But is there something more complex going on?

Let’s say the IEP team learns that Jimmy has been a bully to this student in the past and that this student has IEP services in math due to a learning disability. Let’s say this student shares with a parent that he feels stupid and doesn’t have friends. The IEP team might consider if the child is acting out to overcome a lack of power or to appear bigger in front of his bully. The hypothesis might be customized to account for a student who would rather be a troublemaker than a poor academic performer in front of someone who belittles him.

Interventions could be individualized to account for these details.

Additional Support from PAVE

To see how data from the FBA is used in development of a Behavior Intervention Plan, please watch Part 2 of this video series.

This video is provided by Parent Training and Information, a program of PAVE. Our nonprofit has been helping families in Washington State since 1979. Students, family members, and professionals can get direct assistance by going to our website and clicking Get Support, (edited, formerly called Get Help). We provide language translation options. You can also leave a message by phone: 800-572-7368. If you need help with the accessibility of any of our resources, please let us know.

PAVE is not a legal service organization and cannot give legal advice or represent families. PTI’s funding comes from a U.S. Department of Education grant, but the U.S. government doesn’t review our training materials in order to endorse them.

We’d love to know whether this training 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. Please contact us at wapave.org for individualized assistance or further training opportunities.”

End of transcript.

PAVE provides a Sample Letter to Request a Functional Behavioral Assessment to help families formally ask the school to assess their child’s behavior and consider how to thoughtfully build a behavior support plan.

Schools are guided by the state to use best practices when evaluating and serving students with special needs. The Office of Superintendent of Public Instruction (OSPI) is the state educational agency in Washington State. OSPI’s website is k12.wa.us. A page called Model Forms for Services to Students in Special Education has links to downloadable forms schools use to develop IEPs, Section 504 Plans, and more.

Here are links to OSPI’s model forms for:

Get Ready for School with IEP Essentials

Posted on by Nicol Walsh

This article includes: Information that you can view, download, print and watch


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 their IEP or create a new IEP to support their student’s learning.
  • If a student doesn’t yet have an IEP, requesting an evaluation is the first step to determining eligibility for special education services.
  • Review an 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 members of 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 the student’s 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.

If your student already has an IEP, review the IEP to prepare questions and suggestions for the team before the school year begins. 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 in the upcoming school year. 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: 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 regularly scheduled 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. ​

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. 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, 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)

Download the IEP Essentials in 5 Steps in:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Ukrainian українська | Vietnamese Tiếng Việt

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 that there is 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 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: 

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! 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. 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

What Parents Need to Know when Disability Impacts Behavior and Discipline at School

Posted on by Nicol Walsh

This article includes: Information that you can view, download and print

Behavior is a form of communication. When a student struggles with behavior at school, it may be a sign that they need additional support, services, accommodations, or instruction. For students with disabilities, schools must look beyond discipline and consider what will help the student participate meaningfully in school. Repeated requests for early pickup, shortened school days, suspensions, or other lost instructional time can be signs that a different approach is needed to keep the student engaged in learning and making progress at school.

A Brief Overview

  • Behavior support can be part of a student’s right to Free Appropriate Public Education (FAPE).
  • Schools must consider a student’s disability-related needs when behavior affects learning.
  • Repeated requests for early pickup, shortened school days, suspensions, or other lost instructional time can be signs that a different approach is needed to keep a student engaged in learning and making progress at school.
  • Families can request evaluations, school meetings, and the development or revision of behavioral supports.
  • Students continue to have educational rights during disciplinary removals.
  • Families have the right to ask questions, request records, and seek review or appeal when they disagree with discipline decisions.

Introduction

This article explains how school discipline can overlap with disability rights when behavior is connected to a student’s disability, trauma, or unmet support needs. It focuses on these practical questions:

  • When should families ask for evaluation or behavior support?
  • What counts as a removal from school?
  • What must schools consider before relying on suspension, expulsion, shortened school days, or other removals?
  • What rights do students and families have when they disagree with discipline decisions?

When Is Behavior a Sign That More Support Is Needed?

Students with disabilities have the right to the supports and services they need to learn and participate in school, a protection known as Free Appropriate Public Education (FAPE). Guidance from the Office for Civil Rights (OCR) explains that FAPE includes services, supports, and accommodations designed to meet a student’s individual needs, as well as training for school staff so they understand those needs and can effectively implement the student’s supports.

When behavior affects learning, participation, or access to instruction, schools should consider what additional supports, accommodations, services, instruction, or interventions may be needed. The goal is not simply to stop a behavior, but to understand what the behavior may be communicating and identify strategies that help the student succeed.

Behavior supports can take many forms, including:

  • Accommodations
  • Counseling or behavioral health services
  • Social-emotional instruction
  • Positive behavioral supports
  • Changes to an Individualized Education Program (IEP) or Section 504 Plan
  • Behavioral assessment and planning

Schools are required to provide education and support before resorting to discipline for children who struggle with behavior because of their impairments. According to OCR, individualized behavioral supports may include counseling, school social worker services, school-based mental health services, physical activity, and opportunities for a student to visit a counselor or behavioral coach when they need time and space to self-regulate. Counseling and other behavioral health supports can also be written into an IEP as related services when educationally necessary for FAPE.

When Should Families Ask for an Evaluation, Functional Behavior Assessment (FBA), or Behavioral Intervention Plan (BIP)?

An evaluation can be requested at any time if a disability may be affecting a child’s education. Schools also have a responsibility to evaluate when there is reason to suspect a disability is affecting learning, behavior, attendance, or participation in school.

An evaluation or school meeting may be helpful if:

  • A student is frequently suspended.
  • A student is often sent home because of behavior.
  • Behavior is interfering with learning.
  • Existing supports are not working.
  • School staff report ongoing concerns.
  • Instructional time is being lost because of behavior-related issues.

Section 504 does not limit the number of evaluations a student may reasonably request or receive. OCR guidance states that families may request an evaluation at any time and at public expense. Schools also have a responsibility to evaluate when there is reason to believe a disability is affecting a student’s education, known as Child Find.

A Functional Behavioral Assessment (FBA) is a type of evaluation used to better understand the reasons behind challenging behaviors and identify strategies that may help. An FBA is not required before asking for behavior supports. The IEP or 504 team can discuss behavior concerns, review existing supports, and consider changes to a student’s IEP, 504 Plan, or behavior supports at any time. PAVE offers a Sample Letter to Request a Functional Behavioral Assessment, available for download in multiple languages.

One type of behavior support is a Behavior Intervention Plan (BIP). A BIP is a working document that the school and family develop together and review regularly to help a student succeed at school. It focuses on positive supports, skill building, and encouragement rather than punishment.

A BIP may include strategies to:

  • Teach new skills and replacement behaviors
  • Increase positive supports and reinforcement
  • Reduce barriers to learning and participation
  • Prevent future challenges and escalation.

The information gathered through an FBA can be used to develop, review, or revise a BIP when current strategies are not meeting a student’s needs.

More information about participating in the FBA/BIP process is available in PAVE’s video training, Behavior and School: How to Participate in the FBA/BIP Process.

What Happens When Behavior Leads to Discipline?

Washington’s student-discipline rules encourage schools to keep students connected to learning whenever possible and to use responses that are fair and consistent. In 2025, the Office of Superintendent of Public Instruction (OSPI) updated the student-discipline rules and added a definition for discretionary discipline, which refers to situations where school staff have flexibility in choosing how to respond to behavior. Rather than using the same consequence every time, staff may consider the circumstances before deciding on a response.

A student may be removed from a classroom, instructional area, or activity when behavior substantially disrupts learning or creates safety concerns. This type of action is often called a classroom exclusion (WAC 392-400) Time away from the classroom may last for the remainder of the school day, up to the following two school days, or until the teacher and principal (or designee) have met, whichever occurs first. If the exclusion extends beyond those limits, it may be considered a suspension and additional requirements may apply.

District policies must include procedures for informing parents when classroom exclusions occur. Notification must be provided in a language families can understand.

Questions to consider include:

  • Why was the student removed?
  • How long will the exclusion last?
  • What support will help the student return successfully?
  • How is the removal being documented?

Washington’s discipline rules also:

  • Encourage schools to minimize suspensions and expulsions and focus on evidence-based approaches that keep students engaged in learning.
  • Prohibit exclusion because of absences or tardiness.
  • Require absences related to mental health to be excused.
  • Limit exclusionary discipline for behaviors that do not present a safety threat.
  • Require educational services during suspensions and expulsions.

What Counts as a Removal From School?

Any disciplinary action that takes a student away from their regular educational placement can count as a removal from school.

Examples of removals include:

  • Out-of-school suspension
  • In-school suspension
  • Expulsion
  • Emergency removal
  • Removal from class, activities, or part of the school day because of behavior

These actions are also referred to as exclusionary discipline because they remove a student from some or all of their educational program.

Repeated requests to pick up a student early can result in significant missed instruction. Understanding how these removals are affecting the student’s school day can start with a few key questions:

  • How much instruction is my child missing?
  • Are these removals being documented?
  • Why is my child being removed instead of receiving additional support?
  • Does my child need an evaluation, new accommodations, or additional services?

A shortened school day should not be an automatic response to behavior challenges. Before reducing a student’s school day, schools should consider whether additional supports, services, accommodations, instruction, or behavioral interventions could help the student participate successfully in a full day.

If the school reduces a student’s schedule because of behavior, the change could be considered a suspension. OCR’s guidance points out that a shortened school day is an example of a significant change of placement, and that placement changes require a re-evaluation process.

What Rights Continue During Suspensions and Other Removals?

A student’s right to education does not end because of a disciplinary removal. Washington law requires schools to provide educational services during suspensions, expulsions, and emergency removals (WAC 392-400-610). Educational services should help students continue participating in the general education curriculum and making educational progress.

When a student is suspended or expelled, families have the right to ask how educational services will continue, including:

  • What educational services will be provided?
  • How will instruction be delivered?
  • How will assignments be completed?
  • Who should we contact with questions?
  • How will progress be monitored?

Educational services provided in an alternative setting must enable the student to:

  • Continue to participate in the general education curriculum
  • Meet the educational standards established within the district
  • Complete subject, grade-level, and graduation requirements.

Schools must report disciplinary and emergency removals to both the parent or guardian and the state. Written notice must include:

  • A description of the student’s behavior and how it violated district discipline policy.
  • The length of the suspension or expulsion.
  • Information about educational services.
  • Information about the right to request a conference.
  • Information about appeal rights.

The school district must provide notice in a language the student and parent or guardian can understand, including interpretation or translation when needed (WAC 392-400-455). 

What Happens When Families Disagree With a School’s Decision?

Families have the right to ask questions and request information when they disagree with disciplinary actions, evaluation decision, placement change, or denial of services.

Requests may include:

  • Written notice explaining the decision
  • School records related to the incident
  • An evaluation or reevaluation
  • An IEP or Section 504 meeting
  • An FBA or BIP
  • Information about educational services
  • Information about available appeal or dispute-resolution options

Washington’s discipline rules include procedures for notice, conferences, review, and appeals. Students receiving special education services may also have additional protections when disciplinary removals become lengthy or repeated.

When families disagree with decisions about evaluation, services, placement, or discipline, federal and state laws provide rights and dispute-resolution options. PAVE’s articles on dispute resolution and procedural safeguards offer practical guidance for understanding available options and next steps.

If a concern involves disability discrimination, an Office for Civil Rights (OCR) complaint may also be an option.

Learn More

The Governor’s Office of the Education Ombuds (OEO) provides information about Discipline, Suspensions, and Expulsions, and options for resolving concerns when families disagree with school decisions.

Schools are guided by the state to use best practices when evaluating and serving students with special needs. OSPI’s Model Forms for Services to Students in Special Education webpage has links to downloadable forms schools use to develop IEPs, Section 504 Plans, and more, including:

PAVE provides a Behavioral Health Toolkit that includes a video to support development of a Behavior Intervention Plan (BIP).

The Office of Special Education Programs (OSEP) issued guidance in July 2022 that describes federal work underway to improve behavioral supports and reduce disciplinary removal of students receiving special education services. OSEP’s Dear Colleague Letter includes links to a Q and A document about disciplinary requirements and A Guide for Stakeholders.

Online – Awesome Autism Parent Support Group

September 8 @ 12:00 pm – 1:00 pm PDT

REGISTER Join us online! The Awesome Autism Parent Support Group is a community dedicated to providing a nurturing and empowering environment for parents and caregivers of children with autism. The primary goal is to offer emotional support, share resources, exchange experiences, and promote a sense of unity among parents, individuals, and families raising and child diagnosed with autism spectrum disorder (ASD).

This group supports:

Inclusive and Welcoming Environment: The support group is a safe space where all parents, regardless of their background or experiences, are welcomed and embraced.

Information Sharing: Valuable information about autism, including the latest research, therapeutic interventions, educational strategies, and community resources, is shared within the group.

Guest Speakers and Workshops: The support group might invite guest speakers, such as autism experts, therapists, educators, and medical professionals, to provide insights and guidance on various topics related to autism and parenting. REGISTER

Free

Related Events

Online- IEP/504 Plans with Q&A

September 24 @ 10:00 am – 11:30 am PDT

Register in advance!


Join us for an informative presentation about IEP and 504 Plans, followed by a Q&A session where you can ask questions and learn more about supporting your child at school.

The Zoom link will be emailed one week before the presentation and again one hour before the meeting.

Questions are welcome! We hope you can join us!

In partnership with Parent to Parent of Okanogan County

Free

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Summer Reading Tips for Families

Posted on by Nicol Walsh

Summer days offer time to focus on play, creativity, and family fun – including reading. When summer days include time for reading, those days help children keep the skills they worked on during the school year. PAVE has some tips for families to keep kids interested in reading, while still having fun!

A Brief Overview

  • Reading during summer helps prevent the “summer slide.”
  • Everyone can enjoy reading when they have the right tools, no matter how they learn.
  • Learning Heroes helps families find out their child’s reading level. This can help when asking teachers or librarians for book ideas.
  • Any kind of book that gets kids excited about reading is great—like graphic novels, audiobooks, online read-alouds, or e-books.
  • Multisensory (using pictures, sounds, movement) and interactive tools (like websites and apps) can make reading more fun and interesting.
  • Help kids understand what they read by asking questions, guessing what might happen next, and talking about the story together.
  • Friendly reading competitions can motivate kids. Libraries and bookstores offer summer reading rewards.

Introduction

Summer is a great time for kids to relax, explore new interests, and enjoy a break from the school routine. But it’s also a perfect opportunity to keep learning in fun and meaningful ways—especially when it comes to reading. Without regular practice, children can lose some of the progress they made during the school year, a challenge often called the “summer slide.” Including reading in summer routines helps kids hold on to important skills like vocabulary, comprehension, and fluency. With a little planning, families can support their child’s learning while still making time for play, creativity, and family fun. 

Reading is for everyone! No matter a child’s learning style or ability, there are ways to make reading accessible and enjoyable. For children with learning disabilities, vision challenges, or physical conditions like cerebral palsy, there are tools and resources that can help. One example is Bookshare, a free service that provides e-books in alternative formats such as audiobooks, braille, large print, and more. These options allow all children to experience the joy of reading and continue building their skills in ways that work best for them.

Understand Your Child’s Reading Level

Understanding your child’s reading level and the typical milestones for their age can help you choose the right books and activities to support their growth. Reading milestones—like recognizing letters, sounding out words, or understanding story structure—give helpful clues about what your child is ready to learn next. If possible, ask your child’s teacher for information about their current reading level before summer break. This can help you use any reading guides from the school or library more effectively.

You can also use tools like the Learning Heroes ‘Readiness Check’ to get a quick snapshot of your child’s reading skills. Knowing what your child can do—and what they’re still working on—makes it easier to find books that are just right: not too easy, not too hard, and still fun to read. Matching reading materials to your child’s level helps build confidence and keeps them moving forward.

Washington State’s Office of Superintendent of Public Instruction (OSPI) offers helpful guidance for teachers and families through its Early Literacy Pathways booklet, which includes a chart of developmental milestones linked to reading. Understood.org also provides a helpful guide called Reading skills at different ages, which outlines what reading progress typically looks like from early childhood through middle school.

Follow Your Child’s Lead

Ask a librarian to show you where to find books in your child’s general reading level, then turn your child loose to explore. Children will often gravitate to books that look interesting and accessible to them.

Don’t worry if the child wants to explore a book that seems too easy or too hard. Keep in mind that the point is to keep the child interested in reading. Sometimes children need something easy to keep it fun, and sometimes the subject of a harder book makes it more fascinating. 

Some children choose comic books or books with diagrams, which are rarely included on teacher lists but can keep kids going to the library. Consider whether guilt-free reading options might reduce battles and keep eyes engaged on the page. Any format that captures a child’s imagination and makes them enjoy reading is valuable. Consider graphic novels, audio books, read aloud online videos, or e-readers in addition to traditional books.

Pull Words from the Page

Some kids enjoy reading more when it’s hands-on or uses more than just words. Adding pictures, sounds, movement, or even smells and tastes can make reading easier and more fun. Multisensory reading activities help children connect with stories in meaningful ways,

The infographic below contains screen-free multisensory ideas. Try these ideas:

Download the Multisensory Activities Infographic in:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Vietnamese Tiếng Việt

Encourage Reading Comprehension Skills

Building strong reading comprehension skills helps children understand, remember, and enjoy what they read. It’s not just about recognizing words, it’s about making meaning from the text. These skills help kids follow the story, understand characters’ actions, and learn new ideas and vocabulary. They also allow children to connect what they read to their own lives or other books, which deepens their understanding. When kids ask questions and think about the story in different ways, they grow into more confident and capable readers and thinkers. Encouraging curiosity, discussion, and creativity during reading time can make a big difference in how well children engage with books.

Some ideas to support reading comprehension at home are:

  • Ask open-ended questions during and after reading to spark thinking and conversation.
  • Make predictions about what might happen next in the story.
  • Connect to personal experiences or other books to help kids relate to the story and understand it better.
  • Use visuals like drawings, story maps, or graphic organizers to break down key ideas.
  • Reread favorite books to reinforce understanding and notice new details.
  • Discuss new vocabulary and use it in different contexts to build word knowledge.
  • Summarize together by asking your child to retell the story in their own words.

Use Interactive Tools to Boost Literacy

Another great way to support comprehension is by using interactive tools that bring stories to life. Digital reading platforms and apps often include features like audio narration, animations, and games that help kids stay focused and understand what they’re reading. Many of them also offer books at different levels, so kids can read at their own pace while still being challenged. Below are some free interactive reading platforms that make reading both fun and educational:

Ask the teacher or school district what they offer over summer. Many schools partner with local organizations or offer school-supported access to digital learning applications, such as:

Many Washington state public libraries offer free access to digital reading platforms like Libby and Overdrive, where families can check out audiobooks and eBooks with a library card. For younger children, ask your local librarian about themed kits—these are specially curated for preschoolers and include books and toys centered around fun topics like counting, transportation, farms, colors, and seasons. These kits make reading interactive and engaging for little learners.centered around fun topics like counting, transportation, farms, colors, and seasons. These kits make reading interactive and engaging for little learners.

Make Reading Part of Everyday Activities

Children learn reading habits from their family, and when adults show they love to read, children will often model that behavior.

Read during everyday activities. Notice and read signs and billboards while you travel around town. Ask children to read the recipe while they help prepare a meal. They can help read a text message, an email, or a letter that came in the mail. Turn on the television’s closed caption feature, so a favorite show includes the words to read and follow along.

Everyone Wins with Playful Reading Rivalry

Encouraging friendly competition is a great way to keep kids motivated to read over the summer. Turning reading into a fun challenge—like participating in a read-a-thon or a family reading contest—can inspire children to pick up more books and stay engaged. Whether it’s tracking the number of books read, minutes spent reading, or completing themed reading challenges, a little competition can go a long way. Offering small rewards, celebrating milestones, or creating a shared reading chart can make the experience exciting and rewarding for everyone involved.

Washington families can take advantage of a variety of summer reading programs that offer fun incentives to keep kids motivated. Many public libraries across Washington participate in the Collaborative Summer Library Program (CSLP), which encourages kids to keep reading all summer long. Through this statewide initiative, children can join reading challenges at their local library and earn prizes for reaching reading goals—such as reading for a certain number of days or completing themed activities. Libraries often offer badges, prizes, and special events to celebrate progress and keep kids motivated.

Barnes & Noble offers a free (B & N) Summer Reading Program for children in grades one through grades 6. Read a total of eight books, write the title of each book and what your child like best about the book on their journal. Take the completed journal to Barnes and Noble to get a free book from the booklist for their grade.  Visit the store to ask for a journal or print out the journal at home, to track summer reading. Similarly, Books-A-Million offers a fun reward for summer readers. Kids who read a book from the Summer Reading Adventure list and complete a printable reading log can earn a themed backpack. 

Final Thoughts

Summer is a season full of possibilities—and reading can be one of the most rewarding adventures of all. Whether your child is flipping through picture books, listening to audiobooks, or diving into a favorite series, every page helps build skills, spark imagination, and foster a lifelong love of learning. With so many accessible tools, community programs, and creative ways to make reading fun, families can turn summer into a time of growth and discovery. So grab a book, find a cozy spot, and enjoy the journey—because every story is a step forward.

Happy reading this summer and always!

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Free Online -Special Education Series: Using AI to Prepare and Communicate

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.

Register in advance
Free

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!

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Free Online -Special Education Series: Navigating a 504 Plan

September 17 @ 11:00 am – 12:00 pm PDT

Navigating a 504 Plan: Explore eligibility, accommodations, and access at school.

Register in advance
Free

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 Program

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Free Online -Special Education Series: Understanding The Difference – IEPs & 504

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.

Register in advance
Free

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 Program

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Online – Quick Connect Virtual Clinics: Focus on Transition Planning

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)

How it works:

  • Join the Zoom session on the scheduled date.

Choose your path:

  • Stay in the main room for general Q&A

Or

  • Enter a private 1:1 breakout with a PAVE team member
  • 1:1 sessions last 15 minutes
  • Need more time? Schedule a follow-up with the same PAVE team member!

Two meeting options each month;

  • First Tuesday of each month from 11:30 am – 12:30 pm
  • Third Saturday of each month from 11:00 am – 12:00 pm
Register in advance!
Free

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Online – P2P Lunch & Learn: Lifespan Respite of Washington

October 21 @ 12:00 pm – 1:00 pm PDT

REGISTER – Join us as we welcome Barb Koumjian of Lifespan Respite of Washington.This program offers a voucher (small grant) for unpaid family caregivers who support a family member, friend, or neighbor who needs assistance with daily living activities.  The voucher is used to pay for services or programs that allow the caregiver to have respite, or short breaks from caregiving tasks. Lifespan Respite vouchers are for temporary short-term respite. 

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

Free

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Tips for Communicating as a Member of the IEP Team

Posted on by Nicol Walsh

A Brief Overview

  • When families and schools meet to discuss a student’s special education program, they can find Common Ground by remembering that everyone wants the student to receive a Free Appropriate Public Education (FAPE).
  • Two short videos, A Tale of Two Conversations, provide a quick look at how a meeting might feel like one long argument or a helpful collaboration. The difference starts with preparation and approach.
  • Read on for tips about getting ready for a collaborative meeting.
  • The Office of Superintendent of Public Instruction (OSPI) also provides information about parent and student rights.
  • PAVE has prepared a Communications log sample for you to use.

Full Article

Whether on Zoom or around a conference table, sitting down with a team of professionals can feel intimidating to families. When a child’s Individualized Education Program (IEP) is on the agenda, emotions can overtake a meeting. Getting defensive or angry does not usually help, however. This article provides tools for staying organized, open minded, and on topic to improve the work of meetings—and student outcomes.

A basic special education vocabulary boosts empowerment, and empowered families generally feel more confident at their meetings. Here is a key word to know:

Free Appropriate Public Education (FAPE)

A student with an IEP has the right to FAPE. That right is protected by federal law—the Individuals with Disabilities Education Act (IDEA). To meet the standard of FAPE, special education services are accessible to the student. Accessible means the services work as designed to enable progress appropriate, in light of the child’s circumstances.

A student receiving FAPE with appropriate, accessible services demonstrates steady progression toward mastery of skills. Those skills are being taught with specially designed instruction (SDI). As skills are learned, progress is measured through goal tracking. Meaningful progress indicates that the student is accessing FAPE.

Mastery can enable a sense of belonging. When the student feels capable, connected, and responsible within the school community, things generally run more smoothly for everyone.

In other words, FAPE is the result when everyone works together for the benefit of the student and meaningful learning happens. When a student is successful, the IEP team has done its job well and everyone can celebrate!

Here is a more formal way to talk about FAPE: Under the IDEA, FAPE requires an IEP reasonably calculated to provide progress appropriate, in light of the child’s circumstances.

FAPE provides a place to begin

When families and schools meet to talk about a child’s services, everyone can begin with FAPE as the overarching goal. FAPE provides Common Ground for the discussion. Everyone on the team wants FAPE:

  • The school district is required by law to provide FAPE to IEP-eligible students.
  • Teachers are happy when their students are successful.
  • The family wants a child to learn in a meaningful way.
  • The student wants to feel confident and proud.

Common Ground is not always where meetings begin

Problems arise in meetings when school staff and/or family members start the conversation far from Common Ground. The Center for Appropriate Dispute Resolution in Special Education (CADRE) has designed a curriculum to support families and schools in their discussions. Two short videos, A Tale of Two Conversations, provide a quick look at how a meeting might feel like one long argument or a helpful collaboration. The difference starts with preparation and approach.

To avoid a meeting that feels like a fight, the parent may want to start the meeting with some general comments to help school staff better understand the student and to gently remind the team that years of parenting have led to some expertise about a specific child.

For example, an IEP or a behavior plan might say that a student is “defiant” or “refusing” to do work. Those types of statements can make a parent feel defensive. Showing up angry probably will not lead to a productive meeting. Instead, a parent may come to the meeting prepared to explain that the student lacks confidence and would rather appear defiant than “stupid.” Maybe the parent has been able to talk to the student about their frustrations and can bring statements or requests directly from the student.

Another way to find common ground is to prepare open-ended questions and bring those to the table first, before offering suggestions or requests. For example, if a parent shows up and demands a 1:1 right at the start of the meeting, the conversation might quickly devolve into an argument about resource problems. If a parent comes ready to talk about what is not working for the student and concerns for their child’s learning and well-being, there is an opportunity to build empathy and problem-solving.

Climb mountains as a team

Firm predetermined “solutions” from any side can position school staff and family members far from collaboration, like the peeks of two mountains unable to ever meet in the middle.

Consider collaborative problem-solving as a project that starts at the intersecting bases of two mountains, on Common Ground. Shared expectations and assumptions are a good place to begin for an open-minded discussion. Here are a few conversation starters to consider:

  • According to these progress reports, the student is getting good at … How might we use that emerging skill to scaffold skill-building in this other area?
  • My student is not making as much progress as I expected in this area… Can we talk about strategies for improving progress?
  • This assignment, grade, or record shows that the student struggles to … Is there another approach to services or placement that we have not considered yet as a team?
  • I notice that this IEP goal is written to help the student “stop” doing an unwanted behavior. Can you help me understand the skill that is being taught, and can we rewrite the goal to focus on measuring progress toward the expected skill or behavior?
  • From what I see here (data/evidence/observations), this service is not working or is not accessible to the student. My theory about this is… Does anyone here have a different theory about what might be going on?

Here are some big-picture concepts for productive collaboration:

  • Trust is at the heart of positive working relationships.
  • Family members and educators can develop trust by showing personal regard, respect, transparency, and integrity. These may be particularly important for trust to grow among people of different cultures.
  • Blaming, bringing up the past repeatedly, minimizing another’s opinion, or rushing a conversation can create barriers to collaboration.
  • A neutral third party may be needed to resolve issues and rebuild relationships.

Prepare for the meeting

Request any documents that are going to be discussed at the meeting ahead of time. Review the documents in preparation for the meeting and mark down any notes for discussion. Whether meeting to discuss an IEP, a Section 504 Plan, behavior, ancillary services, or something else, families are better served when they prepare. To help families organize their concerns and requests, PAVE offers an article that may help your prepare for effective conversations with Education and Service Providers. An alternative version supports self-advocates: Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team.

Leave with an action plan

At the end of the meeting, review what has been decided and be sure to make notes about any action steps, deadlines, or assignments. Be sure to note:

  1. What is the action?
  2. When will it happen?
  3. Who is responsible?

Schedule a follow-up conversation or a plan to communicate about anything that is not firmly decided. After a formal meeting, the school sends parents a Prior Written Notice (PWN) to describe any changes being made to a student’s services and when those changes will take effect. Parents with their own notes about the action plan will better understand how to read the PWN and whether there are unresolved topics.

Procedural Safeguards provide additional options

If a meeting leaves too many issues unresolved, parents can review their procedural safeguards to make a choice about what to do next. A copy is offered by the school at all formal meetings, and parents can also request a copy any time. The Office of Superintendent of Public Instruction (OSPI) also provides information about parent and student rights.

Parents have the right to disagree with the school and to pursue resolution by:

The collaboration strategy being explained. Meet on common ground. A depiction of two mountains are shown, one represents family and the other mountain represents the school. Both family and school push against each other to form a smaller overlap triangle called FAPE - that represents the common ground.