Families who enroll their child with disabilities in a private school keep important legal protections, though these are different from those in public schools. Public school districts are still responsible for evaluating (testing) a child for special education and may offer limited support through a services plan developed together with the family and the private school. Families who stay involved with both school systems serving their student, private and public, have the chance to ask for the services their child gets, even when a public school system has limited resources based on local priorities.
A Brief Overview
School districts are responsible for searching for, finding and evaluating (testing) all students who show signs of having disabilities that affect their education. This includes students who are home schooled or placed in private schools by their parents, under the Child Find section of the Individuals with Disabilities Education Act (IDEA). The evaluation shows whether a student is eligible for special education and related services.
Public school districts must re-evaluate students who are eligible for special education at least every three years and include them in their records, even if those students attend private schools.
When a family chooses to enroll their student with disabilities in a private school, they have different rights than if their student was in a public school.
Public school districts may offer limited support through a services plan, which is developed together with families and private schools.
Available services vary by district and may include specialized instruction (special education) or related services, but not all a student’s needs may be met.
Parents have an important part in helping teachers and school staff decide which available services and supports will be used for their child. When parents go to meetings and talk with teachers and school staff they can help create a services plan to help their child learn in school and join school activities.
Child Find and Special Education in Public and Private schools
All students have the right to be evaluated (tested) for special education if there is reason to believe a disability may affect their learning, whether they attend public or private schools. This protection is from Child Find, a part of the Individuals with Disabilities Education Act (IDEA). It requires public school districts to find and test students with possible disabilities.
An evaluation shows if a student is eligible for special education services because of a disability that affects the student’s ability to learn from a school’s general education program to the point where individualized instruction and support is needed. Once a student is found eligible for special education, the next step depends on their school placement, private or public school. A student may begin in a public school and change to a private school or begin at a private school and then change to a public school.
It’s possible that students with disabilities in private schools may not receive any special education services. One reason might be that their family doesn’t want them. In those situations, the local public district is still responsible for keeping track of that student and including them in their records. The district is also responsible for re-evaluating those students for eligibility at least every 3 years.
What should families know about private school placement?
Choosing a private school for a child with disabilities can be a thoughtful and hopeful decision, offering new opportunities and environments that may better suit a child’s needs. It also raises important questions about legal protections, available support, and what the public school district or the private school is responsible for in their child’s education. Understanding these differences is key to making informed decisions and ensuring that a child’s school experience is as inclusive and supportive as possible.
When families choose to enroll their child in a private school based on personal preference, this is called “parental placement” or “parentally placed” under IDEA and implemented under Washington Administrative Code (WAC 392-172A-04035). These students keep some protections under federal law, though they are different from the protections in public schools.
There are two types of placement which have different results for getting special education services:
Placement by a student’s IEP team
Students in public schools using special education might be placed in private schools by [their IEP team] so they can get the Free Appropriate Public Education (FAPE) that best suits their needs. Those students keep the full rights and protections of public school special education law
FAPE includes learning and other supports specifically chosen for a student with disabilities (individualized) to help them learn and make progress toward their goals. If a student is eligible based on evaluations (testing for disability that might affect learning), IDEA requires that the public school must provide FAPE and an Individualized Education Program (IEP).
Parental Placement based on a family’s personal choice
Parentally placed students in private schools are not entitled to FAPE or the full range of services available in public schools. Instead, they may be eligible for limited support funded by federal grants to states.
Which supports and how much those supports depends on how much money is available. It also depends on which supports the community and public school district decide they want to spend the money on.
Two disability rights laws still protect students in private schools: Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). Under these laws, families may request accommodations and help plan supports so their child can access learning and participate in school activities.
What special education services can private school students get?
If a student going to or moving to private school qualifies for special education services, they do not receive an IEP. Instead, they may be served through a services plan, which outlines the supports they will receive.
The public school district, the private school, and the family together develop a services plan. It outlines the specific services a student will get and how they will get them. The public school district is responsible for checking on the services and the providers who deliver them.
Unlike an IEP, a services plan does not mean the parentally placed private school student must legally get those services, and it does not guarantee the same level or types of support.
Federal laws that apply to private schools and to a student’s services plan are
Federal law protects parents in their right to participate in the development of a services plan. According to federal guidance to states by the US Department of Education, (question E-3), “Given the emphasis on parent involvement in IDEA, the Department believes that parents should have the opportunity to participate in meetings to review and develop the services plan for their child.”
What types of services may be in the plan?
Services might include:
Special education services in a specific area of learning
Related services such as occupational, physical, or speech-language therapy
Section 504 is a federal law the prevents discrimination against individuals with disability, in all public and private places that are open to the public. This is why Section 504 applies to private schools. Students whose evaluation for Special Education showed they did not need an IEP but could still use help in school to be able to learn in class and participate in school activities can get supports through accommodations.
ADA is a federal law that also prevents discrimination against individuals with disabilities and makes sure individuals with disabilities have the chance to learn and participate at school.
Some types of accommodations are:
Longer time periods to finish homework and take tests
Use a different way to learn, like listening to an audiobook instead of reading one
Record a lesson instead of taking notes
Use a calculator
Giving a student a different way to show they have learned something
Using Assistive Technology [LINK]
Use a quiet area to learn or take tests
Use a sensory device, like a fidget device or chair band
Accommodations can also be designed for other situations, based on what a student needs. They can be very flexible and useful in a services plan.
Where do services in the services plan take place?
Services for students with disabilities in private schools can be given in a variety of places. These may be the private school itself, a public school, or another place that parents agree to in the services plan. In most cases, transportation to get to services is the responsibility of the public school district.
The U.S. Department of Education recommends that services be provided on-site at the child’s private school whenever possible to minimize disruption to the student’s educational experience.
NOTE: The public school district responsible for providing them is the one where the private school is located—not necessarily the district where the student lives. This applies even if the student attends school in another county, state, or country.
How do they decide which services and supports will be offered by private schools?
In Washington State, each spring, public school districts meet with private schools and community members to plan how to support students with disabilities. This process is called consultation. It helps decide what services will be offered through federal programs, even if those services are different from what public school students receive.
The consultation decides:
Which services will be offered.
How services will be provided.
How success will be measured.
Consultation keeps going during the year and includes opportunities for private schools and families to share their thoughts. Parents are encouraged to ask how their school or district participates in this process and what services are being decided on.
Because services are decided by local priorities, not all student needs may be met. For example, a district may choose to offer speech/language services but not occupational therapy.
Once services begin–usually in early fall–the public school district works with the private school to make sure everything is running smoothly. They check in regularly to see if the services are helping students and make changes if needed.
Private schools share data like test scores or language assessments (tests) to help guide the process. Together, the district, school, and service providers look at how well the services are working and decide if anything needs to be adjusted.
How are services for private school students funded?
Federal law requires public school districts to use some of their federal IDEA Part B funds to support students with disabilities enrolled in private schools by their families. This amount is calculated with a formula called proportionate share, based on the number of eligible students attending private schools. Families can ask for specific details about the local requirements for proportionate share by going to the district’s annual consultation.
What can parents do if they disagree with educational decisions about their child’s evaluations or services?
Dispute resolution is a process used under IDEA to help parents and schools fix disagreements about a student’s need for special education, what is in a student’s IEP, and how well the school is doing providing the learning and services in the IEP. The Center for Appropriate Dispute Resolution in Special Education (CADRE) provides parent guides and videos explaining the dispute resolution options.
Parents have the right to request an Independent Educational Evaluation (IEE) at public school district expense if they disagree with an evaluation conducted by the public district (WAC 392-172A-05005). PAVE provides a sample letter to request an IEE in the article: Evaluations Part 2: Next Steps if the School Says ‘No.’
If families have concerns about how services are provided, or feel the consultation process was unfair or their input wasn’t considered, they can take the following steps:
Start by contacting the public school district to discuss the concern.
If unresolved, the Disagreements and Complaints page at the Office of the Superintendent of Public Instruction (OSPI), WA State’s Education Department, will show you your choices for action and gives contact information.
Due Process hearings are only available for complaints related to Child Find.
Mediation is offered only for complaints related to Child Find or Community Complaint issues.
Families cannot demand compensatory services if the district has run out of its proportionate share funds. Compensatory services are additional services provided when a student was available to receive services as written by a program or plan; however, the school failed to provide them.
What should families keep in mind?
Students in public schools who qualify for special education receive an IEP and are entitled to FAPE. This includes individualized instruction and supports designed to help them make progress toward their goals.
Students in private schools do not receive FAPE and are not entitled to the same level of services. Instead, they may receive limited support through a services plan developed by the public school district together with the private school and the parents. These services are based on available funding and local priorities.
Families should keep in mind:
Accommodations under Section 504 and the ADA still apply in private schools.
Public school districts are responsible for evaluating students and keeping track of eligibility for special education.
Service plans in private schools are not guaranteed to meet all needs and do not include direct funding or reimbursements.
The consultation process decides which services are offered and how they are delivered.
Parents have the right to participate in planning and to decide to use dispute resolution if concerns arise.
Families can advocate (stand up) for their child’s needs in a private school by staying informed, asking questions, and participating in consultation. With the right information and active involvement, families can help create a learning experience that supports their child’s growth and success—no matter what type of school they go to!
Respite offers a short-term break for caregivers and those they support. This article provides information and resources to get started seeking respite services. Resources and links include sources of respite in WA State.
A Brief Overview
Respite offers a short-term break for caregivers and those they support. This article provides information and resources to get started seeking respite services. Resources and links include sources of respite in WA State.
Pathways to Respite, an online booklet published by several Washington agencies, provides further guidance. The guidebook defines caregiver stress and explains why breaks are critical to everyone’s well-being.
Veteran’s families may qualify for respite through the Program of Comprehensive Assistance for Family Caregivers (PCAFC), operated by the United States Department of Veterans Affairs.
Introduction
“Putting the needs of everyone else before your own may solve an immediate stress; however, in the long-term, it can lead to increased anxiety, frustration, overwhelming feelings, resentment, depression, burnout, and even illness. Whether you think of yourself as a caregiver or not, these are all signs of caregiver stress.”
Modern families come in many styles. Primary caregivers may be parents or spouses or adult children, and they might be other relatives (kinship providers), friends, or neighbors. “Care recipient” is a term for anyone who requires assistance for daily living. “Caregiver” refers to anyone who provides regular assistance to a child or adult with chronic or disabling conditions.
Time apart can boost well-being for all: While caregivers temporarily shift their focus to self-care, care recipients have time to meet new people and explore new interests.
Finding an appropriate respite service and organizing payment can feel challenging. This article offers guidance to simplify the steps.
Check standards and safety measures
When researching a respite agency, caregivers can check whether the agency meets standards and follows appropriate safety measures.
Here are a few examples of questions you might ask:
How are the workers chosen and trained?
Can the respite worker give medicine or help with medical tasks?
How are emergencies and problems handled?
Registered, publicly funded respite providers need to meet certain standards and qualifications, including background checks and training. The public agency that pays for the service is responsible to track and share information about those procedures and quality measures. If respite is paid for by private medical or long-term care insurance, providers must meet the insurance company’s standards. Caregivers can ask an insurance company representative to explain the standards and how the insurance company makes sure the standards are followed.
What respite services would be most helpful?
Respite includes a broad range of services. Some organizations offer short-term, overnight stays in their facilities and some offer daytime services. Some respite services are delivered in the home, like:
Washington’s Pathways to Respite booklet includes “fill-in-the-blanks” tools to help define needs, like these examples:
“I would like to take a break, but I am concerned that___________” and “If I had some time to myself, I would _____________.”
Pathways to Respite was developed by Informing Families, a resource of the Washington State Developmental Disabilities Council, in partnership with the Washington State Developmental Disabilities Administration, Aging & Long-Term Support Administration, and PAVE, which administers Lifespan Respite WA.
Ways to pay for respite and find respite providers
If a family will pay directly for respite services, they can find respite providers online. Here are some ideas to start a search:
“Adult Day Services Washington State”
“After-school programs children with special health care needs Washington State”
“In-home care agencies near me”
Another way to find a respite provider is to connect to a website managed by SEIU 775: The Service Employees International Union is for independent service providers who have a collective bargaining agreement with Washington state’s Department of Social and Health Services (DSHS). This is one way to find an independent respite worker (usually for in-home care) that meets WA State qualifications for the work.
Care.com is a private, online service connecting respite or personal care workers with potential care recipients and their families. Families are on their own to follow up on an individual worker’s qualifications, references, and background, although some listings will show someone has passed a background check.
If a care recipient is eligible for respite through private medical insurance, the insurance company will list approved providers or caregivers may call their insurance company representative.
Publicly funded respite programs also have lists of registered providers. Family caregivers who have respite funding through Medicaid or the Developmental Disabilities Community Services (DDCS) can use CarinaCare.com, an online tool to connect individuals with providers. A Who’s Who page describes the provider’s qualifications.
Lifespan Respite WAvouchers can help fund respite services
Lifespan Respite WA provides information about how to apply for a voucher. Vouchers are “mini-grants” for unpaid caregivers supporting a family member, friend or neighbor who has a special need or condition. The vouchers, up to $1,000 per qualifying household, can be used with any of the registered Lifespan Respite Providers listed on their website.
To qualify, the caregiver or care recipient can not be enrolled in a Medicaid respite or personal care program through DDCS (formerly DDA). (Exceptions are made for people on a waiting list and not scheduled to get respite services within 30 days of applying for a Lifespan voucher.) Additionally, a caregiver must:
Not be paid to care for the care recipient
Give 40 or more hours a week of care
Not get respite from any other program
Live in Washington State
Can’t afford to pay privately for respite care
Who qualifies for free or low-cost respite care?
In Washington State, eligibility for free or low-cost respite services may depend on a person’s circumstances or the category of disability.
Seniors and Adults with Disabilities
Seniors 65 and older who meet functional and financial eligibility can get a variety of services through Department of Social and Health Services Home and Community Services Administration (HCSA).
Unpaid caregivers of adults 55 and older who meet functional and financial eligibility can get respite care and other needed support services like caregiver education, support groups, housework and errands and other services.
People with Developmental Disabilities (All Ages) and Children with Disabilities
Children and adults with developmental disabilities who meet eligibility criteria for Developmental Disabilities Community Services (DDCS) might get respite, personal care, assistive technology, community engagement support, and other services provided through Home and Community-Based Services and Community First Choice (CFC).
Children with disabilities who are not DDA eligible may still get CFC through DDA.
Respite care is available for foster parents licensed by the Division of Licensed Resources (DLR), a Tribal agency, or a Child Placing Agency (CPA). Unlicensed relative caregivers or those determined to be “suitable person placements” also can get respite, as can caregivers assigned by the Department of Children, Youth, and Families (DCYF) or a Washington Tribe.
Child Specific Respite (CSR) is linked directly to the medical, behavioral, or special needs of an individual child. CSR authorizes respite relief to families providing care to a child placed by DCYF on a case-by-case basis, consistent with the written service plan for the child.
Veterans and Military Family Caregivers
Veteran’s families may qualify for respite through the Program of Comprehensive Assistance for Family Caregivers (PCAFC), operated by the United States Department of Veterans Affairs. PCAFC offers up to 30 hours of respite: Program options, eligibility and the application process are described in a downloadable booklet published Oct. 1, 2020.
Active-duty military and Activated Reserve or National Guard family caregivers may be eligible for respite care through TRICARE, the military healthcare system. Here are resources for military family caregivers:
Respite care for primary caregivers of service members injured in the line of duty can be found on the TRICARE website.
Coast Guard family caregivers have the Special Needs Program which may offer respite or funding for respite:
Coast Guard Mutual Assistance has Respite Care Grants available for eligible Coast Guard clients who have responsibility 24 hours per day to care for an ill or disabled family member who lives in the same household.
Caring for individuals with disabilities or complex medical needs can be emotionally and physically draining, making intentional self-care essential for long-term well-being. Simple practices like mindfulness, getting enough sleep, going for a walk, or taking a few deep breaths can help reduce stress and build resilience. Talking to others who understand and finding time to rest can also help caregivers stay strong and healthy.
A Brief Overview
Self-care is not selfish. Self-care is any activity or strategy that helps you survive and thrive in your life. Without regular self-care, it can become impossible to keep up with work, support and care for others, and manage daily activities.
PAVE knows that self-care can be particularly challenging for family members caring for someone with a disability or complex medical condition. This article includes tips and guidance especially for you.
PAVE provides a library with more strategies to cultivate resilience, create calm through organization, improve sleep, and more: Self-Care Videos for Families Series.
Introduction
Raising children requires patience, creativity, problem-solving skills and infinite energy. Think about that last word—energy. A car doesn’t keep going if it runs out of gas, right? The same is true for parents and other caregivers. If we don’t refill our tanks regularly we cannot keep going. We humans refuel with self-care, which is a broad term to describe any activity or strategy that gives us a boost.
Self-care is not selfish! Without ways to refresh, we cannot maintain our jobs, manage our homes, or take care of people who need us to keep showing up. Because the demands of caring for someone with a disability or complex medical condition can require even more energy, refueling through self-care is especially critical for caregivers.
Two Feet, One Breath
Before you read anymore, try this simple self-care tool called Two Feet, One Breath. Doctors use this one in between seeing patients.
Two Feet, One Breath can become part of every transition in your day: when you get out of bed or the car, before you start a task, after you finish something, or any time you go into a different space or prepare to talk with someone. This simple practice highlights how self-care can become integrated into your day.
Although a day at the spa might be an excellent idea, self-care doesn’t have to be fancy or expensive to have a big impact!
Almost everyone knows or cares for someone with special needs. According to the Centers for Disease Control (CDC), at least 28% of the American population experiences a disability. The result is widespread compassion fatigue, which is a way to talk about burnout from giving more than you get.
Below are some ways to use self-care to avoid burnout!
Connect with others
Building a support network with others who share similar life experiences can be incredibly valuable. When you’re going through a challenging or unique situation—like parenting a child with special needs or managing a family health issue—it can feel isolating. These connections offer emotional validation and a sense of understanding that can be hard to find elsewhere—you don’t have to explain everything because others simply get it. Research shows that social support can significantly reduce stress, anxiety, and depression, enhancing overall well-being and resilience. Beyond emotional comfort, support networks empower individuals by helping them build confidence, understand their rights, and even engage in advocacy efforts that benefit their families and communities.
Here are some communities and resources to help you get connected:
Parent-to-Parent Connections
The Parent-to-Parent network can help by matching parents with similar interests or by providing regular events and group meetings.
Support for Families of Youth Who Are Blind or Low Vision
Support for Families of Youth Who Are Deaf or Hard of Hearing
Washington Hands and Voices offers opportunities for caregivers of youth who are Deaf or Hard of Hearing (DHH) to connect, share experiences, and find community.
Resources for Families Navigating Behavioral Health Challenges
Several family-serving organizations provide support, education, and advocacy for caregivers of children and youth with behavioral health conditions:
Washington State Community Connectors (WSCC). WSCC sponsors an annual family training weekend, manages a Substance Use Disorder (SUD) Family Navigator training, and offers ways for families to share their experiences and support one another.
COPE (Center of Parent Excellence) offers support group meetings and direct help from lead parent support specialists as part of a statewide program called A Common Voice.
Dads Move works to strengthen the father’s role in raising children with behavioral health needs through education, peer support and advocacy.
PAVE provides a comprehensive toolkit for families navigating behavioral health systems, including guidance on crisis response, medical care, education, and family support networks.
Get Enough Sleep
The body uses sleep to recover, heal, and process stress. If anxiety or intrusive thinking consistently interrupts sleep, self-care starts with some sleeping preparations:
Turn off screens after 7 pm, or use a blue-light filter
Pre-load sleepy music or a calming meditation onto your phone or tablet
Finish the evening with an herbal tea, such as chamomile
Moving releases feel-good chemicals into the body, improves mood, and reduces the body’s stress response. Walk or hike, practice yoga, swim, wrestle with the kids, chop wood, work in the yard, or start a spontaneous living-room dance party.
It pumps up endorphins. Physical activity may help bump up the production of your brain’s feel-good neurotransmitters, called endorphins. Although this function is often referred to as a runner’s high, any aerobic activity, such as a rousing game of tennis or a nature hike, can contribute to this same feeling.
It reduces the negative effects of stress. Exercise can provide stress relief for your body while imitating effects of stress, such as the flight or fight response, and helping your body and its systems practice working together through those effects. This can also lead to positive effects in your body—including your cardiovascular, digestive and immune systems—by helping protect your body from harmful effects of stress.
It’s meditation in motion. After a fast-paced game of racquetball, a long walk or run, or several laps in the pool, you may often find that you’ve forgotten the day’s irritations and concentrated only on your body’s movements. Exercise can also improve your sleep, which is often disrupted by stress, depression and anxiety.
Be Mindful
Mindfulness can be as simple as the Two Feet, One Breath practice described at the top of this article. Mindfulness means paying attention or putting your full attention into something. Focusing the mind can be fun and simple and doesn’t have to be quiet, but it should be something that you find at least somewhat enjoyable that requires some concentration. Some possibilities are working on artwork, cleaning the house or car, crafting, working on a puzzle, cooking or baking, taking a nature walk, or building something.
A day can disappear into unscheduled chaos without some intentional planning. A carefully organized calendar, with realistic boundaries, can help make sure there’s breathing room.
Set personal appointments on the calendar for fun activities, dates with kids, healthcare routines, and personal “me time.” If the calendar is full, be courageous about saying no and setting boundaries. If someone needs your help, find a day and time where you might be able to say yes without compromising your self-care. Remember that self-care is how you refuel; schedule it so you won’t run out of gas!
Time management is a key part of stress management! This article, “Stress Management: Managing Your Time” from Kaiser Permanente, gives tips for managing your time well, so you can reduce the pressure of last-minute tasks and make space for the things that matter most to you.
Parents and caregivers of children with developmental disabilities can seek in-home personal care services and request a waiver for respite care from the Developmental Disabilities Administration (DDA). PAVE provides two training videos about eligibility and assessments for DDA. For more information about the application process, Informing Families provides a detailed article and video.
Download the Emotional Wellness Tips for Caregivers
Changes in routine, especially during school breaks, can be challenging for families, but using Positive Behavioral Interventions and Supports (PBIS) at home can help create calm, structure, and stronger relationships. PBIS focuses on teaching expected behaviors, using clear communication, and reinforcing positive actions instead of relying on punishment. Families can build supportive routines, model emotional regulation, and use simple strategies to guide behavior at home.
A Brief Overview
Positive Behavioral Interventions and Supports (PBIS) is a strategy schools use to teach children about expected behavior.
A key PBIS principle is that punishment fails to teach what to do instead. Adults can model calm responses and self-regulation with tools like self-care and mindfulness.
Behavior is a form of communication. When children act out, they may be trying to express a need, feeling, or frustration they don’t yet have the words for.
The easiest way to change a behavior is to point out what a person does right. Remember this catchy phrase, “5-and-1 gets it done,” to ensure five positive interactions for each negative interaction.
Families can use school-based PBIS strategies at home to create safe, consistent, and predictable environments.
If you come up with some great behavior support strategies this summer, be sure to share them with the school in the fall!
Introduction
Changes in routine and seasonal transitions can cause emotional upheaval for families. A few strategies, described below, might help families keep things chill this summer and beyond.
These ideas come from education, where research has helped teachers see the benefits from using Positive Behavioral Interventions and Supports (PBIS). PBIS has been implemented in more than 26,000 U.S. schools. The PBIS framework has been shown to decrease disciplinary removals and improve student outcomes, including grades and graduation rates. When done well, PBIS provides positive social skills, communication strategies and “restorative justice,” (working it out instead of punishing) and may prevent 80-90 percent of problem behaviors.
PBIS is often part of a broader approach called Multi-Tiered System of Supports (MTSS), which helps schools and families work together to meet academic, behavioral, and emotional needs through different levels of support.
Positive support makes learning easier
PBIS research highlights problems with punishments, which are called “aversive interventions.” Research shows that a punished child is likely to go into an emotionally dysregulated state (fight/flight/freeze) that actually blocks learning. Chances are low that the child will know what to do next time because the punishment didn’t provide a learning opportunity.
PBIS teaches what to do instead – and how to do it. Adults who calmly guide children and youth toward a new way of problem-solving can interrupt or prevent an escalation and help the child make better and better choices moving forward.
Keep in mind that adults need to stay regulated to help children. PAVE provides resources to help adults work on their own self-control and support their children:
Short breathing/mindfulness activities for all ages and abilities: Mindfulness Videos
Simple, consistent, predictable language is critical for teaching and reinforcing behavior, says Kelcey Schmitz, who works for the University of Washington School Mental Health Assessment, Research, and Training (SMART) Center.
“PBIS is a game changer for children and youth with behavior challenges and their teachers and caregivers,” Schmitz says. “In fact, everyone can benefit from PBIS. Behavior is a form of communication, and PBIS aims to reduce problem behavior by increasing appropriate behavior and ultimately improving quality of life for everyone. The same approaches used by schools to prevent problem behaviors and create positive, safe, consistent and predictable environments can be used by families at home.”
Schmitz, an MTSS training and technical assistance specialist, provides the following specific tips for creating a successful PBIS home environment.
Support Positive Behavior before there is a problem
PBIS is set up with three layers – called tiers – of support. The parent-child relationship is strengthened by loving and positive interactions at each level.
Tier 1 support is about getting busy before there is a problem. Much like learning to wash hands to prevent getting sick, expected behavior is taught and modeled to prevent unexpected behaviors. Parents can look at their own actions and choices and consider what children will see as examples of being respectful, responsible, and safe.
Tiers 2 and 3 are where adults provide more support for specific behaviors that are getting in the way of relationships or how the child or youth functions. In a school setting, Tier 2 is for students who need a social group or some extra teaching, practice, and reinforcement.
Tier 3 support includes a Functional Behavioral Assessment (FBA) to find out why the behavior is occurring, and an individualized Behavior Intervention Plan (BIP). PAVE provides a video: Behavior and School: How to Participate in the FBA/BIP Process.
Any student may access supports that include aspects of Social Emotional Learning at all three Tiers. At home, Tiers 2 and 3 naturally will be more blended and may include support from a community provider. Note that targeted interventions in Tiers 2-3 work best when Tier 1 is already well established.
Define, teach, and routinely acknowledge family expectations
Discuss how you want to live as a family and identify some “pillars” (important, building-block concepts) that represent what you value. Talk about what those pillars look, and sound like in everyday routines. To help the family remember and be consistent, choose only 3-5 and create positive statements about them. Here are a few examples:
Speak in a respectful voice.
Be responsible for your actions.
Be safe; keep hands, feet, and objects to self.
Identify a couple of “hot spots” to begin. Challenging behaviors often occur within routines. Perhaps mornings or mealtimes create hot spots for the family. After discussing 1-2 ways to be respectful, responsible, and safe in the morning, teach what each looks like. Have fun with it! Set up “expectation stations” for practicing the plan and assign each family member one pillar to teach to the rest.
Behaviors that get attention get repeated. Notice when a child does the right thing and say something about each success: “I noticed you stopped to pick up your shoes in the hallway. Thanks for putting them away and keeping the walkway safe for others.” The easiest way to change a behavior is to point out what a person does right!
Remember this catchy phrase, “5-and-1 gets it done” to ensure five positive interactions for each negative interaction. When the expected behavior becomes routine, the reinforcement can fade away.
Create engaging and predictable routines
Children crave structure and routine. Adults may look forward to a relaxing evening or weekend, but kids often need regular activity and engagement. Consider that either the kids are busy, or the adults are busy managing bored kids!
Use visuals to create predictability. A visual schedule can display major routines of the day with pictures that are drawn, real photos, or cut-outs from magazines. Create a schedule together, if possible. Parents can ask a child to check the schedule – especially when moving from a preferred to non-preferred activity. It’s hard to argue with a picture!
Set the stage for positive behavior
Teach, pre-teach, and re-teach. Children need to learn behavior just like they learn colors and shapes. A quick reminder can help reinforce a developing skill: “When we get in the car, sit up, buckle up, and smile!”
Give transition warnings or cues to signal the end of one activity and the beginning of another: “In five minutes, it will be bath time.”
First/then statements set up a child for delayed gratification: “First take your bath; then we can play dolls.”
Focus on Go instead of Stop. Children often tune out words like No, Don’t and Stop and only hear the word that comes next, which is what an adult is trying to avoid. Tell a child what to do instead of what not to do: “Take your plate and put it in the sink.” Save Stop and No for dangerous circumstances that need a quick reaction.
Choices prevent power struggles: “Would you rather play for five more minutes or get in the bath now?” “Feel free to choose the pink pajamas or the green ones.”
While these strategies may not eliminate all problem behaviors, they create consistency, predictability, and a more positive atmosphere. They teach new skills to help children get their needs met. The solid foundation will help even if challenging behaviors persist by creating a bedrock for additional layers of support.
Final Thoughts
Supporting positive behavior at home doesn’t require perfection—just patience, consistency, and a willingness to learn alongside your child. By using clear communication, setting routines, and teaching expected behaviors, families can create a calm and connected environment where everyone thrives. These strategies not only make summer smoother but also build skills that carry into the school year. If you come up with some great behavior support strategies this summer, be sure to share them with the school in the fall! Working together, families and schools can create strong, supportive systems that help every child succeed.
FYSPRT (pronounced fiss-burt) is a hard acronym to learn, but it’s worth the effort for families and young people who want to talk about improving mental healthcare systems around the state.
Here’s what FYSPRT means: Family members, Youth and System Partners (professionals) get together at a “Round Table” (meaning everyone has an equal voice) to talk about issues related to emotional distress, mental illness and/or substance-use disorder. All participants share ideas about what helps and what could make things better.
The Washington State Health Care Authority (HCA) provides a map of the 10 FYSPRT regions and includes contact information for local leaders and a schedule of where/when meetings are held.
FYSPRT began after a class-action lawsuit against the state, TR v Dreyfus. The litigation resulted in development of the state’s out-patient mental-health services program for youth—Wraparound with Intensive Services (WISe).
FYSPRT is a place where families provide feedback about WISe, but all community members are welcome—regardless of age or agency affiliation.
Some regional FYSPRTs sponsor separate meetings and social events for youth.
Full Article
Parents and young people who struggle with emotional distress, mental illness and/or substance-use disorder can feel powerless to affect change in a complicated medical system. The Family, Youth and System Partner Round Table (FYSPRT) provides a meeting space for family members and professionals to talk about what’s working and what isn’t working in the state’s mental health systems. The groups also provide informal networking and can provide ways for families to meet up and support one another under challenging circumstances.
The state sponsors 10 FYSPRT groups to serve every county: A list of the groups and which counties they serve is included at the end of this article. Each group reports to a statewide FYSPRT, which provides information to state government to influence policy. The Washington State Health Care Authority (HCA) provides a map of the FYSPRT regions and includes contact information for local leaders and a schedule of where/when meetings are held.
FYSPRT began as part of a class-action lawsuit against the state, referred to as TR v Dreyfus. The litigation began in 2009, and settlements were mediated in 2012-13. The federal court found that Washington wasn’t providing adequate mental health services to youth and required that the state start delivering intensive community-based mental health treatment. The state responded by developing the Wraparound with Intensive Services (WISe) program for youth under 21 who are eligible for Medicaid. WISe teams provide a wide range of therapies and supports with a goal to keep the young person out of the hospital, which costs more and can be traumatizing.
Young people under 18 who need residential care are referred to the Children’s Long-Term Inpatient program: PAVE’s website provides an article about CLIP.
To provide accountability for the delivery of WISe services, the state created FYSPRT as a forum for families to provide feedback about how the program is working. The mission is to provide an equal platform for everyone within the community to strengthen resources and create new approaches to address behavioral needs of children and youth.
FYSPRT provides a space where youth impacted by behavioral health issues and their family members can share ideas about what works well and what would work better. The FYSPRT model is based on the belief that everyone’s unique perspective is equally important, and everyone is invited. FYSPRT meetings are open to all interested community members. Each community has unique participants depending on what agencies work in the cities and towns within the region.
In order to create an atmosphere of equality, the FYSPRTs are led by a combination of youth, family members, and systems partners. While a healthcare organization often works as the convener, the leadership is split between the Tri-Leads, who are elected from their membership. These include Youth Tri-Leads, Family Tri-Leads, and System Partner Tri-Leads. For many parents and youth, FYSPRT becomes a place to bond and connect to support one another. Some regional FYSPRTs include separate meetings for youth, and those groups can become a key social outlet.
Staff who serve families through WISe are key participants. Other attendees are case managers from the state’s Medicaid-provider agencies, behavioral health counselors, foster-care workers, staff of homeless programs and staff and volunteers from affiliates of the National Alliance on Mental Illness (NAMI). Other participants are leaders of support groups for youth in recovery or working with issues related to gender identity or sexuality. PAVE staff are regular attendees in many regions.
Every area of the state of Washington has its own FYSPRT, overseen by the Health Care Authority. Each of the ten FYSPRT regions is comprised of a single county or up to eight adjoining counties. In order to create greater participation from the general public, transportation and childcare stipends are available for families and youth in most areas. Some groups provide free meals for everyone and/or gift card incentives for the families and young people who attend. Family and Youth who act as leaders (Tri-Leads) along with system partners are paid for their participation.
Here are links to each regional FYSPRT’s website and a list of the counties each represents:
Every family experiences holidays and end-of-year transitions differently. This article provides a sampling of ideas for families with children (of any age) experiencing special healthcare needs or disability. If a child also experiences behavioral difficulties, you may wish to read Home for the Holidays: The Gift of Positive Behavior Support
A Brief Overview
Here are some quick takeaways:
Keep to your everyday schedule and routine as much as possible to minimize medical and behavioral impacts.
Add fun with home-based holiday activities and traditions tailored to your family’s needs or select family or group activities which work with your child’s medical needs.
Plan and save surprises too: Mix up the activities so children can help with some planning and enjoy a few surprises.
Plan for health and safety if travel is on the schedule.
The article includes suggestions for parents and other family caregivers to help support you as a family caregiver during the busy holiday season. Includes ideas for parents in the “sandwich generation”.
Gratitude is a gift: Moments of thankfulness calm the mind. For additional stress-reducers, PAVE has a practical gift: Self-Care Videos for Families Series. We also offer short videos to help everyone find calm (Try Hot Chocolate Breath!): Mindfulness Video Series.
Get Holiday Help
Parents and family members who care for an individual with special health care needs or a disability are already busier than most people. It’s very common for a primary caregiver, the person usually caring for a person with health needs or disability, to believe that all the extra planning for holiday time is their responsibility, too.
This season, use these reminders and tips to help yourself as a parent or other family caregiver to some holiday spirit:
Share your holiday wish list with extended family and friends. Here are some ideas:
Ask for time off from caregiving duties as a gift for the holidays (respite). Can another family member, extended family member, or friend take over some caregiving tasks? Perhaps they could pay, or help you pay for a home care worker or a stay at a respite facility.
Can a family member or friend help with chores, household maintenance, holiday cleaning, shopping, decorating? Look at your household’s to-do list and just ask.
Childcare when school’s out: “You know, for Channukah this year, I’d love it if you could come over and play with the younger kids while I do XYZ”.
Gift certificates for relaxing /pampering activities are great too: spa time, for example!
Order in holiday-time meals or ask for the pre-holiday gift of donations of baked goods, meals you can freeze/reheat, or gift cards to food delivery services from restaurants or supermarkets.
Money: Make a holiday spending budget with your spouse or partner to reduce financial stress. Ask extended family members to agree on a dollar limit for gifts and/or set up a gift exchange where names are drawn.
Are you a “sandwich generation” caregiver, caring for both children and older family members with health or other conditions? Carol Bradley Bursack, writing on Aging Care, shares this insight:
“The squeeze of generations and the countless needs of each leave little time for caregivers to think of their own needs. Members of the sandwich generation know this dilemma well. Prioritizing our own health and enjoyment winds up feeling like just another task, so we knock it to the bottom of the to-do list and keep on doing for everyone else…
Communicate with your loved ones. Even small children can understand—if they are told in a loving way—that your time is short or you have to cut corners because Grandma and other family members rely on you, too. Communicate the same thing to the elder(s) in your care. Helping the entire family understand that each person’s desires are important to you but that you have a lot on your plate can help keep their expectations more realistic. You’d be surprised how much a senior, even one who has dementia, can understand.”
Decide Which Routines and Schedules Might Be “Holiday Flexible”
“Many children with disabilities rely on schedules, either as a coping strategy or for medical reasons. It is critical to keep your child on schedule during the holidays as much as possible. This may mean leaving an event early or arriving later to accommodate tube feedings or respiratory treatments. It may mean putting your child to bed on time, even at Aunt Sally’s midnight party.” -Susan Agrawal, complexchild.org . A “reason” for leaving an event might make it easier for a child to leave an event when others are staying. “It’s time for us to get the food ready for Santa’s reindeer” or “let’s head home for a special holiday treat” may help get everyone out the door!
If your family can accommodate a bit more flexibility, a “Holiday” sleep schedule with an extra hour of special family time before bed might add a fun holiday flavor. For others, sleeping in or staying in jammies longer than usual might create a relaxing holiday feel. Be sure to call out these relaxed rules as holiday specials so everyone understands they are temporary changes and part of the “break.”
Keeping to a schedule and getting regular physical exercise and good sleep is important for everyone else in the family, too!
Set Expectations with Extended Family
No holiday is ever perfect, and unrealistic expectations can cause a celebration to sour. Communicating with relatives and friends can help:
Make a “Gift Wish List” for your child with special healthcare needs to let relatives and friends know what gifts will be good for your child based on what they might need to avoid and what they can use and enjoy. Many large retailers (Target and Kohls, for example) carry lines of adaptive clothing and sensory products and toys.
Ask for understanding and support from family and friends to reinforce positive messages and realistic expectations. Saying no might be important, so choose what works and toss the guilt if the family needs to pass on a tradition or an invitation. Or use the “No, but” strategy and offer an alternative such as a different time or activity, or a virtual get-together.
Travel
For families choosing to travel, bags with medication and equipment still need to include masks, hand sanitizer, and sanitizing wipes. Even with mask mandates mostly a thing of the past, it’s sensible to have these on hand for crowded airports and planes and visiting more vulnerable, elderly relatives.
If plans include planes and trains, be sure to let agents and attendants know about a family member’s special accommodation needs.
Washington travelers can make preflight preparations from Sea-Tac Airport by sending an email to the Sea-Tac Airport customer service.
The phone number for the Spokane Airport Administrative Offices: (509) 455-6455. Amtrak provides a range of Accessible Travel Services.
TSA Cares is designed to aid travelers with disabilities with TSA screening procedures. Call them at 855-787-2227 (8 AM to 11 PM Eastern Time M-F, and 9 AM-8 PM Eastern weekends and holidays).
Sugary treats might impact planning for children with diabetes: An insulin pump might help during the temporary splurges so a child can enjoy the holiday without feeling too different or overwhelmed.
Visions of sugar plums might need a different flavor for children with specific allergies or food sensitivities. Being prepared with substitutions may prevent a child from feeling left out. If someone else is doing the cooking, be sure to share about any severe allergies to make sure utensils and mixing containers do not get cross-contaminated.
Add Fun
ASK your family-what do they like best about a holiday? (Christmas, Channukah, Kwanzaa, Diwali, Eid al-Fitr, etc.) Keep these wishes in mind when you select and plan for holiday activities. This may help you to keep your to-do list focused on what your family looks forward to, or would like to change, rather than an overwhelming set of holiday “to-dos”.
Give the gift of Giving. Every person deserves the chance to be of help to others and make them feel loved. Small children, children with special health conditions, children of any age with intellectual disabilities, children with developmental disabilities can participate in the act of giving holiday gifts. It’s a great way to boost a person’s capabilities and sense of belonging.
Making home-made holiday cards, simple handcrafted items, baked goods, or purchased inexpensive items from a dollar store can be great holiday family activities or a chance to spend one-to-one time with an individual child.
Families can set aside time for, or add on to ordinary routines, time for reading special holiday stories, playing games, or watching silly holiday movies. Laughter is therapeutic!
Understanding your child’s healthcare needs and vulnerabilities can help with deciding which activities are right for your family. It’s also important to think about which activities will help you, the caregiving parent or family member, recharge—and which ones to prioritize in terms of time and energy.
Drive-through light shows, streaming concerts, theater, and holiday events are options in some areas that won’t expose a medically vulnerable child to other people’s germs.
If weather and your family’s needs permit, outdoor holiday activities with groups of people are less likely to spread illness, as we all learned during the height of the COVID-19 pandemic. Think of tree lightings, caroling, snow-sculpture or snowman-making events, and of course winter sports, if appropriate, for your child and family.
One tradition that has always been virtual is the NORAD Santa tracker, which keeps tabs on Santa’s travel on Christmas Eve and has kid-centered games and songs.
Finding the “just-right” amount of holiday celebrating can be tricky, so keep the Three Bears/Goldilocks principle in mind. For children who understand this theme, families can use the classic story to talk about how everyone makes choices about what is the “just right” amount of celebrating, eating, screen time, sleeping.
Plan and Save Surprises Too
A theme for the year can add a new flavor to family traditions. Here are some suggested themes:
How I celebrated when I was a kid.
Christmas 1821, 1721, etc.
Holiday food, decorations, stories, music, etc. from another culture.
The family can research the theme together to come up with ideas and activities. A theme night might include a chance for each family member to share something or lead an activity. On story night, each person might share a favorite holiday memory or a made-up story. If extended family want to take part, a video conference might be an added element to the evening.
Adults can set aside a few ideas to save for in-the-moment surprises to sprinkle in. A prize, special treat, well-told joke, customized family game, or a surprise “guest” on the phone are a few ideas to plan out in advance.
Gratitude is a Gift
Gratitude helps the mind escape from stress-thinking and move toward feelings of peacefulness and grace. Taking a few moments to mindfully reflect on something that brings joy, beauty, love, sweetness—anything that feels positive—can create a sense of ease.
Susan Agrawal, writing on complexchild.org, reminds us “No holiday is ever going to turn out like you want it to, even if you have the most perfect storybook family in existence. Don’t expect perfection or anything even close to perfection. For some families, getting through the holidays may be as much as you can expect. For other families, changing holiday traditions may make the season not feel the same. That’s OK. Instead, try to find the blessings in the season, whether that means seeing family members or celebrating your child’s inch stones.”
Additional Holiday Resources
PAVE: This is part of a series on the topic of creating joyful holidays for everyone:
New parents often worry about their child’s growth and development, especially when comparing with other children. Early intervention can be crucial for children with developmental delays or disabilities. In Washington, families can connect with a Family Resource Coordinator (FRC) for guidance and access free developmental screenings. The Department of Children, Youth and Families (DCYF) offers services through Early Support for Infants and Toddlers (ESIT), providing evaluations and individualized plans (IFSP) to support eligible children from birth to age three. These services, protected under the Individuals with Disabilities Education Act (IDEA), are typically free and aim to help children thrive in various settings.
Families concerned about a child’s development can call the Family Health Hotline at 1-800-322-2588, with support in multiple languages. Parents can complete a free developmental screening online at Parent Help 123.
Washington’s Department of Children, Youth and Families (DCYF) administers family-focused services for eligible children from birth to age 3 through Early Support for Infants and Toddlers (ESIT).
The Individualized Family Service Plan (IFSP), funded by Part C of the Individuals with Disabilities Education Act, is a whole family plan developed with input from caregivers and professionals. It includes goals, services, and progress monitoring, and is reviewed regularly.
Early intervention services (EIS) are designed to meet the child’s individual needs, including various therapies and support services. Services are typically provided in the child’s home or other natural environments.
Various dispute resolution options are available, including mediation and due process. Parents can contact their ESIT Family Resource Coordinator (FRC) if they have concerns or disagreements.
Most early intervention services are provided at no cost to families. Some services may be billed to insurance with family consent, but certain services are always free under IDEA.
Active-duty servicemembers whose dependents receive EIS must enroll in the Exceptional Family Member Program (EFMP) for their branch, or the Coast Guard’s Special Needs Program (SNP).
Introduction
New parents may struggle to know whether their child’s growth and development are on track. They may have a feeling that a milestone is missed, or they may observe siblings or other children learning and developing differently. Sometimes a parent just needs reassurance. Other times, a child has a developmental delay or a disability. In those cases, early interventions can be critical to a child’s lifelong learning.
Seek guidance from a Family Resource Coordinator (FRC)
Washington families concerned about a young child’s development can call the Family Health Hotline at 1-800-322-2588 (TTY 1.800.833.6384) to connect with a Family Resource Coordinator (FRC). Support is provided in English, Spanish and other languages. Families can access developmental screening online for free at HelpMeGrow Washington.
Several state agencies collaborated to publish Early Learning and Development Guidelines. The booklet includes information about what children can do and learn at different stages of development, focused on birth through third grade. Families can purchase a hard copy of the guidelines from the State Department of Enterprise Services. A free downloadable version is available in English, Spanish, and Somali from DCYF’s Publication Library. Search by title: Washington State Early Learning and Development Guidelines, or publication number: EL_0015.
Washington early intervention services are provided by ESIT
In Washington, the Department of Children, Youth and Families (DCYF) administers services for eligible children from birth to age 3 through Early Support for Infants and Toddlers (ESIT). Families can contact ESIT directly, or they can reach out to their local school district to request an evaluation to determine eligibility and consider what support a child might need. The ESIT website includes videos to guide family caregivers and a collection of Parent Rights and Leadership resources, with multiple language options.
Early intervention services (EIS) are provided in the child’s “natural environment,” which includes home and community settings where children would be participating if they did not have a disability. According to ESIT, “Early intervention services are designed to enable children birth to 3 with developmental delays or disabilities to be active and successful during the early childhood years and in the future in a variety of settings—in their homes, in childcare, in preschool or school programs, and in their communities.”
Early services are delivered through an IFSP
Children who qualify receive services through an Individualized Family Service Plan (IFSP). The right to an IFSP is protected by Part C of the Individuals with Disabilities Education Act (IDEA). The IDEA is a federal grant program that provides funding for states to implement early learning and special education programs. Part B of the IDEA protects an eligible school-age student’s right to an Individualized Education Program (IEP). Part A includes general guidance about the educational rights of children 0-22.
Family caregivers, childcare professionals, teachers, or anyone else can refer a child for an early learning evaluation if there is reason to suspect that a disability or developmental delay may be impacting the child’s growth and progress. The school district’s duty to seek out, evaluate and potentially serve infants, toddlers or school-aged students with known or suspected disabilities is guaranteed through the IDEA’s Child Find Mandate.
First Step: Evaluate to determine eligibility
Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parental consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive early intervention services from birth to the third birthday. PAVE provides an article that describes What Happens During an Early Intervention Evaluation, and a checklist for When Your Child is Found Eligible for Early Intervention Services (EIS).
Next Step: Develop a service plan
If an infant or toddler is eligible, early intervention services are designed to meet the child’s individual needs. Options might include, but are not limited to:
Assistive technology (devices a child might need)
Audiology or hearing services
Speech and language services
Counseling and training for a family
Medical services
Nursing services
Nutrition services
Occupational therapy
Physical therapy
Psychological services
Services are typically provided in the child’s home or other natural environment, such as daycare. They also can be offered in a medical hospital, a clinic, a school, or another community space.
Individualized Family Service Plan (IFSP): What is the plan?
The IFSP is a whole family plan, with the child’s primary caregivers as major contributors to its development and implementation. Parents/custodial caregivers must provide written consent for services to begin. In Washington, Family Resource Coordinators (FRCs) help write the IFSP. Team members may include medical professionals, therapists, child development specialists, social workers, and others with knowledge of the child and recommendations to contribute.
The IFSP includes goals, and progress is monitored to determine whether the plan is supporting appropriate outcomes. The plan is reviewed every six months and is updated at least once a year but can be reviewed at any time by request of parents or other team members. The IFSP includes:
The child’s current developmental levels and needs in physical, cognitive, communication, social/emotional, and adaptive areas
Family information: resources, priorities, and concerns of parents/caregivers.
Major results/outcomes expected from the child and family
Specific services:
Where services are provided—any services provided outside the child’s “natural environment” of home/daycare/community require a statement explaining the rationale for the placement
When the child receives services—the number of days or sessions for each service, and how long each session will last
Who pays for the services
Name and contact information for the Family Resource coordinator (FRC) responsible for IFSP implementation
Steps to begin at age 2.5 to support the child’s transition out of early intervention and perhaps into school-based services.
If relevant, additional services or information for the family—such as financial guidance or parenting support
If parents have a concern or disagree with any part of the early intervention process, they can contact their Family Resource Coordinator (FRC). If issues remain unresolved, families may choose from a range of dispute resolution options that include mediation, due process, and more. ESIT provides access to a downloadable parent rights brochure with information about dispute resolution options in multiple languages.
Most services are free to families
Washington State provides most early intervention services at no cost to families of eligible children. Some services covered by insurance are billed to a child’s health insurance provider, with the signed consent of a family caregiver. The early intervention system may not use health care insurance (private or public) without express, written consent.
Part C of the IDEA requires states to provide the following services at no cost to families: Child Find (outreach and evaluation), assessments, IFSP development and review, and service coordination.
Early intervention services for military families
Military-connected infants and toddlers receiving early intervention services must be enrolled in the Exceptional Family Member Program (EFMP) while their servicemember is on active-duty orders. The Exceptional Family Member Program (EFMP) is a mandatory program for all branches of the U.S. Armed Forces that helps military dependents with special medical or educational needs. The Army, Navy, Air Force, Marine Corps, and Space Force each have an EFMP and the Coast Guard, which operates under the authority of the Department of Homeland Security, has a similar program called the Special Needs Program (SNP).
The Early Childhood Technical Assistance Center (ECTA), funded by the U.S. Department of Education’s Office of Special Education (OSEP), builds state and local capacity to improve outcomes for young children with disabilities and their families. Military-connected families and others relocating or living outside of Washington State can contact the early intervention services program in their new state with the help of ECTA’s Early Childhood Contacts by State directory.
Military families moving from or to installations that have Department of Defense Education Activity (DoDEA) schools will receive their early intervention services from Educational and Developmental Intervention Services (EDIS). Referrals may come to EDIS from any military medical provider or the parents. Upon receipt of a referral to EDIS, an initial service coordinator is assigned to contact and assist the Family. The initial service coordinator gathers information to understand the family’s concern, shares information about early intervention, and makes arrangements to proceed with the process. In EDIS, any member of the early intervention team can serve as an initial service coordinator. EDIS is provided in locations where DoDEA is responsible for educational services, including some installations on the eastern side of the United States.
Learn More
PAVE provides downloadable toolkits specifically designed for parents and families of young children:
From Birth to Three Toolkit: 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.
Transition Toolkit for Ages 3-5: 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.
For additional information:
The Learn the Signs. Act Early. website provides tools for tracking milestones and materials for families to learn more and plan home-based activities that promote skill development. “Early intervention services can change a child’s developmental path and improve outcomes for children, families, and communities,” the CDC encourages. “Help your child, help your family! Families benefit from early intervention by being able to better meet their children’s needs from an early age and throughout their lives.”
Check the PAVE calendar for trainings and events, including the Starting Strong webinar about how IDEA supports the rights of infants and toddlers with developmental delays or disabilities and their families.
Bullying can affect a child’s safety, well-being, and ability to learn. Student with disabilities who are bullied at school have protections under federal and state laws, and schools may have responsibilities under both bullying policies and disability laws.
A Brief Overview
Washington schools have policies and procedures for reporting and responding to harassment, intimidation, and bullying (HIB).
Families can report concerns to the school, file a formal HIB complaint, or contact their district’s HIB Compliance Officer.
Students with disabilities have protections under federal disability laws, whether or not they have an Individualized Education Program (IEP) or Section 504 Plan. Bullying that interferes with a student’s access to education may raise concerns about the student’s right to a Free Appropriate Public Education (FAPE).
If bullying affects a student’s learning, attendance, participation, or access to school, families can ask the IEP or Section 504 team to discuss additional needed supports or changes.
HearMeWA is a free, anonymous, 24/7 helpline for Washington youth and young adults up to age 25 to report bullying, safety concerns, or anything that is weighing on them and connect with support.
Introduction
When bullying involves a student with a disability, families may need to consider both the school’s response to the bullying and whether the student’s educational needs have changed. Schools have responsibilities under Washington’s laws on harassment, intimidation, and bullying (HIB). Federal disability and civil rights laws may also apply when bullying affects a student with a disability’s access to education.
This article explains what families can do when a student with a disability experiences bullying, what schools may need to consider, and where students and families can find help.
Transcript:
“When students with disabilities are bullied, schools are legally responsible to end the bullying.
By law, schools must act to restore the safety and well-being of students who are harmed by harassment, intimidation, and bullying.
Those words—harassment, intimidation, and bullying, make an acronym: HIB. This video is about HIB protections for students with disabilities.
Please note that bullying increases the risks for suicide and self-harming behaviors.
For a mental health crisis, call 988.
For crisis help on topics related to sexual orientation and identity, call TheTrevor Project: 866-488-7386.
What law says the school must end the bullying and help my student?
Specific anti-bullying protections for students with disabilities come from Section 504, which is part of a federal law, the Rehabilitation Act of 1973.
The civil right to be protected from bullying applies to all students with disabilities, regardless of whether they have a Section 504 Plan or an Individualized Education Program (IEP). These rights are upheld by the Office for Civil Rights—OCR.
Anyone who knows about an incident of harassment, intimidation, and bullying at school or during a school-sponsored activity can file an OCR complaint at the local, state, or federal level.
What does state law require?
Washington State’s 2019 Legislature passed a law that requires school districts to write formal HIB policies and appoint a person called a HIB Compliance Officer to spread awareness and uphold the laws.
What can parents do?
If your child is bullied at school, ask for the name of your district’s HIB Compliance Officer. Talk to that person about your options and request a HIB complaint form.
If the act included a physical assault or serious property damage, file a police report.
Request an emergency meeting of the IEP or Section 504 team to add supports for the student to ensure emotional and physical safety at school.
What counts as harassment, intimidation, or bullying?
Washington State defines a HIB violation as an intentional act that:
Physically harms a student or damages the student’s property,
Has the effect of substantially disrupting a student’s education,
Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment,
Or has the effect of substantially disrupting the orderly operation of school.
A HIB act may be electronic, written, verbal, or physical.
What does a school have to do when a child with a disability is bullied?
The Office for Civil Rights (OCR) requires schools to take immediate and appropriate action to investigate what happened. That means they talk to everyone involved and any witnesses and write a detailed report.
OCR requires the school to stop the bullying now and into the future.
OCR also says that schools must make sure the student who was bullied is helped and not further injured by actions taken in response. The victim should not be suspended, for example.
OCR says: “Any remedy should not burden the student who has been bullied.”
To learn more about federal laws and complaints, contact OCR at 800-421-3481.
Type the word Bullying or Discipline into the search bar at wapave.org to find additional resources.”
End of transcript.
When Bullying Affects a Student With a Disability
Stopping the bullying may not be the only step a school needs to consider for a student with a disability. The U.S. Department of Education’s Office for Civil Rights (OCR) explains that schools must address disability-based bullying or harassment that interferes with or limits a student’s ability to participate in or benefit from school programs, services, or opportunities. Bullying that is not appropriately addressed can interfere with the student’s access to services needed for a Free Appropriate Public Education (FAPE).
Families might notice changes such as:
avoiding school or particular classes or activities
missing instruction or having difficulty participating
difficulty accessing services or accommodations
changes in academic progress
needing different or additional supports to participate safely at school
If bullying is affecting a child’s education, families can ask the IEP or Section 504 team to discuss what the student needs. The team may need to review services, accommodations, supports, or other parts of the student’s educational program and make changes if needed. A 2014 Dear Colleague Letter from the U.S. Department of Education provides guidance about schools’ responsibilities to ensure students with disabilities continue to receive FAPE.
The U.S. Department of Education maintains a Disability Discrimination: Bullying and Harassment webpage with information about student rights, federal guidance, and anti-bullying protections. OCR also accepts complaints involving disability discrimination, including bullying or harassment that may involve more than one type of discrimination.
Steps Families Can Take
Families do not have to determine if an incident meets a particular legal definition before sharing a concern with the school. Keeping records and asking clear questions can help families and schools understand what happened, how the student is being affected, and what needs to happen next.
Write down what happened. Include dates, locations, people involved, witnesses, and how the incident affected your child. Save emails, messages, screenshots, school notices, and other relevant records.
Report the concern to the school. Ask how to submit a HIB incident report or formal complaint. You can also request a copy of the district’s HIB policy and contact your district’s HIB Compliance Officer. The Office of Superintendent of Public Instruction (OSPI) maintains contact information for HIB compliance officers across Washington school districts.
Ask how your child will be supported and kept safe. If bullying continues or threatens the student’s health and safety, the district’s HIB Compliance Officer has responsibilities related to helping facilitate safety planning with the family and district staff. This may include a safety plan and identifying trusted adults your child can go to during the school day.
Consider the student’s IEP or 504 Plan. Request a meeting to discuss needed supports or changes to help ensure emotional and physical safety. PAVE provides a Sample Letter to Request an IEP Meeting.
Keep a record of communications. Make requests in writing and save the school’s responses. Ask what steps will be taken, who is responsible for responding to the concern, and when you can expect an update.
Ask for help when you need it. Washington’s Office of the Education Ombuds (OEO) helps families understand and work through concerns involving public schools.
Consider civil rights options when appropriate. Families with concerns about disability discrimination can also contact OCR or use OCR’s Complaint Assessment System to learn about filing a civil rights complaint. For additional information about federal civil rights protections, contact OCR at 800-421-3481 (TDD: 800-877-8339).
Washington State Protections and Resources
Washington law (RCW 28A.600.477) requires school districts to have policies and procedures that prohibit harassment, intimidation, and bullying (HIB). Districts also must designate a primary contact for their HIB policy and procedures.
Washington’s definition of HIB includes intentional electronic, written, verbal, or physical acts which:
Physically harms a student or damages the student’s property
Has the effect of substantially disrupting a student’s education
Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment
Has the effect of substantially disrupting the orderly operation of the school
The Governor’s Office of the Education Ombuds (OEO) offers direct support to students and their families. Families can use OEO’s online intake form or call 1-866-297-2597. Language interpretation is available.
Washington youth and young adults up to age 25 can also contact HearMeWA for free, anonymous support 24/7. Young people can reach out about bullying, safety concerns, or anything that is weighing on them online, by phone, or through the HearMeWA app.
Talking With Your Child About Bullying
Sometimes children hear messages about bullying that can make it harder to ask for help or feel supported. Parents and caregivers can help by talking openly about what bullying is and what it is not. Conversations at home can help children recognize bullying, understand that it is not their fault, and feel more comfortable asking for help.
Give your child opportunities to talk without pressure. Listen to what they say, ask what would help them feel safer, and let them know you will work with them as you decide what to do next.
For children with communication, sensory, cognitive, or other disability-related needs, families may need to use different ways to ask about experiences at school or work with trusted school staff to identify changes in behavior, participation, or routines.
Where and when a student goes to school is called the placement. The Individualized Education Program (IEP) describes how much time a student spends in different settings. It also includes a statement about how much time the student spends with non-disabled students.
The IEP Team, including the parent, makes decisions about placement after talking about the student’s needs and goals from the IEP. The placement decision happens after the team has looked at the strengths, needs and goals for the student.
The IEP team chooses a placement that team members believe will meet the needs and goals for the student.
The IEP document usually includes a table or chart, called the “Service Matrix.” This shows where a student spends different parts of the day, who is providing the teaching or service, and the timing. The district includes parents in any decisions about placement.
Placement discussions can get tricky. Schools and families sometimes think outside the box to come up with the best fit. Placement options might include:
general education classes
general classes with support services and/or modifications
self-contained special education classes
a private school with a program or teaching style that meets a specific need
education provided at home
online school
residential care
a treatment facility
any combination of the above
School districts are required to provide a placement to meet the needs of a student with an IEP. Districts are not required to offer every program or service in every school building. For example, a district might have a self-contained preschool classroom in one but not every elementary-school building. A student who needs that setting to succeed might get bused to a different neighborhood school.
Placement decisions have requirements. Federal laws that govern special education are included in the Individuals with Disabilities Education Act (IDEA). A major principle of the IDEA is that students with disabilities are educated with non-disabled students “to the maximum extent appropriate.” This principle is called the Least Restrictive Environment (LRE). PAVE has an article with more detail about LRE.
To meet the LRE requirement, schools need to explain in writing why a more restrictive setting is required to meet the needs of the student.
Parents have a lot to contribute about the strengths and needs of their student. This is important information for any placement decision.
In Washington State, all public schools are overseen by the Office of Superintendent for Public Instruction. OSPI requires that schools and IEP teams consider the following when making placement decisions:
The content of the student’s IEP
The Least Restrictive Environment (LRE)
The likelihood that the placement will provide a reasonably high probability of helping the student attain annual goals
The consideration of any potential harmful effects that the placement option might have on the student or the quality of services needed.
Parents review the placement decision as part of the IEP team to make sure all four factors are considered. This can include a review of the accommodations, services, supports and specialized instruction needs so the student can succeed in multiple settings.
A conversation about placement can happen anytime a parent or school staff member has a question about whether the placement is working. Sometimes families disagree with the student’s placement. Sometimes families believe that the school is not following the placement outlined by the IEP. A parent can always call an IEP meeting to discuss concerns. Teams work together to address concerns raised by any member of the team, which includes the parent.
The IDEA provides parents with ways to formally dispute any action by the school. These are called dispute resolution options. There are also alternative dispute resolution options available. OSPI provides detail about these options on its website. PAVE can help you understand different options.
Here are some websites to visit for more information about placement:
The Individuals with Disabilities Education Act (IDEA) is a federal law that was passed in 1990 and has been amended. The IDEA provides children with qualifying disabilities, from birth to age 21, with the right to services designed to meet their unique, individual needs.
A Brief Overview
The Individuals with Disabilities Education Act (IDEA) is a federal law that entitles children to special education services if disability significantly impacts access to education and a specially designed program is needed.
IDEA has been federal law since 1990, and key concepts are from the Education for All Handicapped Children Act, passed in 1975. PAVE provides an article and infographic about disability rights history.
A primary principle of the IDEA is the right to FAPE (Free Appropriate Public Education) for students eligible for special education services. FAPE rights are also protected by civil rights laws, including Section 504 of the Rehabilitation Act of 1973.
IDEA consists of four parts that ensure that individuals with disabilities receive support and education throughout their lives, from early childhood through adulthood.
To qualify for an IEP, a student meets criteria in one of the 14 eligibility categories (WAC 392-172A-01035), the disability must have a negative impact on their learning, and the student must require specially designed instruction (SDI) to benefit from the general education curriculum.
Introduction
Eligible children ages 3-21 who receive services at school have a right to FAPE: Free Appropriate Public Education. In accordance with the IDEA, FAPE is provided when individualized services enable a student with a disability to make progress that is appropriate, in light of their circumstances.
Services are delivered through an Individualized Education Program (IEP). A non-discriminatory evaluation and family participation on an IEP team are aspects of FAPE. Families have dispute resolution options that are described in the Procedural Safeguards.
IDEA requires FAPE to be provided in the Least Restrictive Environment to the maximum extent possible, which creates a responsibility for schools to serve students in the general education environment, with appropriately inclusive access to grade-level learning, whenever possible. Access to general education might be provided through an adapted curriculum, additional adult support, assistive technology, or something else. PAVE provides more information about Washington State’s work to improve inclusive practices.
Many of these concepts were part of IDEA’s predecessor law, the Education for All Handicapped Children Act, passed in 1975. That was the first United States law that required schools to provide special education services to all children with eligible disabilities. PAVE provides an article and infographic about disability rights history. The IDEA’s primary features are further detailed later in this article.
The IDEA drives how states design their own special education policies and procedures. Title 34, Part 104 is the non-discrimination federal statute under the Office for Civil Rights Department of Education. In Washington State, rules for the provision of special education are in Chapter 392-172A of the Washington Administrative Code (WAC).
FAPE is an important acronym to learn!
Families often ask: What does the school have to provide? The answer to that question is FAPE. The school district is responsible to make sure a student with an eligible disability condition is receiving FAPE.
As part of their right to FAPE, a student eligible for an IEP has the right to an individualized services program that ensures their education is appropriate, equitable, and accessible. All of those terms are part of FAPE. Figuring out how to provide FAPE is the work of an IEP team, and part of FAPE is ensuring that family is part of the decision-making team.
FAPE must ensure that the student finds meaningful success, in light of their circumstances. Trivial progress on IEP goals or the same goals year after year does not meet the federal standard for FAPE. A lawsuit referred to as Endrew F was settled by the 2017 U.S. Supreme Court and included specific requirements for meaningful progress and parent participation.
If a neighborhood school cannot provide the services and programming to guarantee FAPE within the general education classroom, then the school district is responsible to work through the IEP process to design an individualized program and placement that does meet the student’s needs. Keep in mind that Special Education is a Service, Not a Place: see PAVE’s article with that statement as its title.
IDEA considers the whole life of a person with a disability
IDEA includes Parts A, B and C. The right of a child with disabilities to receive an education that prepares that child for adult life is stated in Part A:
“Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society…
“Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.”
Part B of the IDEA covers children ages 3 through 21—or until graduation from high school. Students who receive services through an Individualized Education Program (IEP) are covered under Part B.
Part C protects infants and toddlers, aged 0 (birth) to 3 years old, who need family support for early learning. The disability category of developmental delay overlaps early learning and IEP and can qualify a child for free, family-focused services to age 3 and school-based services through age 9. PAVE provides downloadable toolkits specifically designed for parents and families of young children:
From Birth to Three Toolkit: 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.
Transition Toolkit for Ages 3-5: 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.
Part D outlines grants and funding for programs that help students with disabilities get a better education, including:
Teacher training programs to train teachers and school staff in Washington State on the best ways to teach students with disabilities.
Office of the Superintendent of Public Instruction (OSPI)’s Multi-Tiered System of Supports (MTSS) – a system that helps train school staff on how to support students’ academic, social, emotional, and behavioral needs.
Parent Training and Information Centers help students with disabilities and their families understand their rights, navigate the special education process, and get involved in their children’s education. PAVE provides Parent Training and Information (PTI) to family caregivers, youth, and professionals in Washington state with questions about services for children and young people with disabilities, aged 0-26. In addition, Community Parent Resource Centers (CPRCs) serve the same function as PTIs but are typically smaller and located in underserved communities, often addressing the needs of families from culturally or linguistically diverse backgrounds. CPRC, Open Doors for Multicultural Families serves multicultural families in South King County.
Educational technology funds can be used to buy or create technology that helps children with disabilities learn, so they have the same opportunities as other students.
Transition services help students with disabilities move from high school to adult life, like getting a job, going to college, or living independently.
Washington’s Early Support for Infants and Toddlers (ESIT), can use Part D funds to help research and expand services for young children with disabilities to get them ready for school.
To qualify for an IEP, a student meets criteria in one of the 14 eligibility categories defined in WAC 392-172A-01035. The disability must have a negative impact on learning. Not every student who has a disability and receives an evaluation will qualify for an IEP. Following procedures described by the IDEA, school districts evaluate students to consider 3 key questions:
Does the student have a disability?
Does the disability adversely impact education?
Does the student need Specially Designed Instruction (SDI)?
When each answer is yes, a student qualifies for services. In each area of identified need, Specially Designed Instruction (SDI) is recommended to help the student overcome the impact of the disability to access FAPE. Progress in that area of learning is tracked through goal-setting and progress monitoring.
PAVE provides training on a variety of topics, including live and on-demand, in person and online. Register for an upcoming training on the PAVE calendar.
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.
A toolkit to guide you through the special education process in Washington State
When a student has unmet needs and may need new or different school-based services, figuring out what to do next can feel confusing or overwhelming. PAVE provides this toolkit to support families in taking initial, critical steps. These guidelines apply regardless of where school happens.
Presenting our newest resource – the Where To Begin When a Student Needs Help. This user-friendly toolkit has been created to give you and your family the guidance you need when you are navigating the special education process in Washington State.
Summer provides an opportunity to reset for the school year ahead. If your child has a disability, you may want to think about what went well or what could have gone better last year.
A Brief Overview
By getting organized, you can plan for fall and beyond. This article includes tips, resources, and information to help you get ready for a new school year.
Remember, schools are required to engage with families. PAVE provides an article about parent participation in special education process.
By getting organized, you can plan for fall and beyond. This article includes resources and information to help you get ready for a new school year.
The Back to School Checklist from PAVE includes a downloadable picture view (infographic) of essential tasks.
Locate and organize documents
Now is a good time to re-read important documents, such as your student’s Individualized Education Program (IEP), Section 504 Plan, or Behavior Intervention Plan (BIP). Organize a place to store the most current copies. Whether you choose an electronic file or a physical folder, label everything with the school year and renewal dates so you can easily notice when something is due for an update.
Do you have concerns about anything that’s included or missing from your student’s program or plan? Write down your concerns and plan to use these notes to organize your top priorities. When you have an organized list of your top concerns, save this list to share with the school so these points will be included in your next meeting’s agenda.
Here are questions to think about as you review your child’s IEP, 504 Plan, or BIP
Do the Present Levels of Performance describe your child in current and accurate ways? If not, you may want to request a new evaluation. PAVE provides a Sample Letter and information to help families seeking an evaluation.
If your child has a 504 Plan but has never been formally evaluated, consider requesting a formal special education evaluation to make well-informed decisions about service needs. The state’s Office of Superintendent of Public Instruction (OSPI) offers family-friendly guidance, downloadable in multiple languages, about Section 504 protections, plan development, and civil rights complaint options.
Does the Adverse Impact Statement list all the major ways that the student’s disability affects how they do in school? If not, does that important statement need to be rewritten? Is there enough evaluation information to write an accurate statement? If not, additional evaluations may be needed.
Make sure the highlighted needs and the services match! Each area of need mentioned in the Adverse Impact Statement must have a service or accommodation that applies to the area of need. Services and accommodations can apply to multiple areas of need.
Is the IEP clearly written to show what skills the student is working on to support progress? For example, if a reading disability makes it hard for the student to keep up with their grade-level reading, does the IEP clearly describe the services and goal setting/progress monitoring to make sure the student is getting better at reading?
Will each accommodation or modification work in real time to make sure the student has the support they need to use the classroom and curriculum?
Keep in mind that accommodations and modifications are intended to meet the needs of each specific student in an individualized way. Cut-and-paste, generic accommodations are not best practice. The state’s Office of Superintendent of Public Instruction (OSPI) has model forms for Section 504 Plans and IEP with Secondary Transition and IEP without Secondary Transition. If the accommodations need work, make notes and plan to request a meeting.
If there is a Behavior Intervention Plan (BIP), take a careful look at the target behaviors and replacement behaviors to decide whether you agree that the plan is built to support the student’s learning and skill-building. PAVE has a video to help: Behavior and School: How to Participate in the FBA/BIP Process.
You can ask for an IEP or 504 plan meeting anytime you have concerns. During summer you may be able to meet with district staff even if school staff are unavailable. The state’s Office of Superintendent of Public Instruction (OSPI) provides a Special Education Staff directory including local, regional and state level staff.
Many parents want to meet with teachers and other school staff a few weeks into a new school year to see how things are going and make sure services are on track to support good outcomes. Plan to schedule your meeting as soon as school staff are back in the building for the best chance to get a day/time that works well for you and the rest of the team.
Keep in mind that the school is required to support your participation in your student’s special education services program development and implementation. PAVE provides an article about the parent participation requirements of special education process.
Mark your calendar with important dates
IEP Annual Renewal date (usually on the cover sheet of the IEP).
The IEP team, including you, needs to meet before that date to review the IEP and make any necessary changes. Mark the renewal date on your calendar and set yourself a reminder to schedule an IEP team meeting about a month before that.
If something happens and you cannot meet before the deadline, keep in mind that your participation is a higher priority than the deadline. Your student’s IEP will not “lapse” or “expire” because of a meeting delay. That deadline is there to hold the school accountable, not to punish families if they need to delay a meeting.
Keep in Mind: If you want an additional meeting, set a calendar reminder to contact the district and as soon as soon as teachers are back at work to get your meeting on everyone’s calendar.
Is a new evaluation due?
A new evaluation is required every three years to guarantee ongoing eligibility and to make sure that services meet current needs. Note those dates on your calendar.
You can ask for a new evaluation anytime you have concerns about an unmet need that isn’t fully documented or understood. You also have the right to request an Independent Educational Evaluation (IEE) from a provider outside the school district if you don’t agree with the school’s evaluation.
Parent Conferences and other important school dates:
Review the school’s calendar and make notes of parent conferences and other important dates.
If your student will be a graduating senior, plan for senior year activities and make sure to allow plenty of time to request any accommodations. You may want to begin this process in early January.
A Behavior Intervention Plan (BIP) often needs to be rewritten in a new school year because of changes in staffing and environment. You may want to ask for a fresh Functional Behavioral Assessment (FBA) early in the new school year to make sure your child gets a fresh start on the year with supports designed to match current needs.
Ask for a copy of the district’s student handbook so you clearly understand expected student behavior and what might be grounds for a suspension or expulsion. Review the rules with your child and do your best to check that they understand.
If there are rules you don’t think your child will be able to understand or follow, plan to discuss those challenges with school staff.
Keep in mind that if your student is sent home from school because of behavior, they are being suspended. The school is required to file paperwork with the state and share that paperwork with you. PAVE provides an on-demand training: Discipline and Disability Rights: What to do if Your Child is Being Sent Home.
Make notes about summer regression to talk about ESY for next year
If you notice your child’s emerging skills are lagging during summer vacation, write down what you observe. When school starts again, pay attention to how quickly or if those skills return. This information is important for a discussion with the school about Extended School Year (ESY), which is a special education service provided outside of regular school hours for eligible students. See PAVE’s article for more information: ESY Helps Students Who Struggle to Maintain Skills and Access FAPE.
Is your child with disabilities included with non-disabled peers? How they are included is important to know
Special education laws require education in the Least Restrictive Environment (LRE) to the maximum (largest) extent appropriate to meet the needs of each student. LRE requires that students with disabilities get the supplementary aids and supports they need so their inclusion is equitable.
Keep in mind: equity doesn’t mean equal. It means people get the support they need to have the same opportunities.
Parents can support their child’s inclusion by thinking about how services might be given in the general education setting. If you think your child’s inclusion can be improved, bring specific ideas into an IEP meeting. Here are some resources you can review to prepare for those discussions with the school:
The TIES Center at the University of Minnesota partnered with the Haring Center for Inclusive Education at the University of Washington for this resource to support families and schools in writing IEPs that support students in general education classrooms: Comprehensive Inclusive Education: General Education and the Inclusive IEP.
Learn more about inclusive education by watching the Disability Teaches Us webinar series, and other trainings available from the Family Engagement Collaborative website, fecinclusion.org.
Write an informal letter to your student’s teachers
Before the new school year gets going, think about what you most want your child’s teachers to understand or remember.
Is there something you say at home to help your child stay calm or refocus?
Is there a behavioral intervention that’s working well this summer?
Is there something unique about your child that isn’t obvious until you get to know them better?
What do you most want to share to help teachers understand and support your child?
Are there important points in the IEP, 504 Plan, or Behavior Intervention Plan that you want to call attention to?
All these points can be included in a short letter or email you share with teachers at the start of the school year. If you’re not comfortable writing, consider making a short video to share.
Keep in Mind. For a quick guide to keep your back-to-school planning on track,The Back to School Checklist from PAVE includes a downloadable picture view (infographic) of essential tasks.
Enjoy time with your children
Summer can fly by, especially in the Northwest. Getting ready for fall is important, but so is enjoying the sunshine, swimming pools, hiking trails, camping, games, or whatever makes summer special for your family. Relish time to do something that everyone enjoys and notice how you feel. If something feels challenging next year, you can tap back into the feelings you found during a special summer moment to remember what can go well. Teachers want to know those highlights too!
PAVE works all year and is happy to help. If you click Get Help and fill out a request for individualized assistance, we will contact you by phone and/or email and schedule time to discuss your specific questions.
Resources
Here are on demand training videos and articles from PAVE to help parents understand special education rights, the special education process, and family involvement.
