Tag: special education

Sunnyside- Bi-Lingual Conference: Families United For a Better Future

April 18 @ 8:00 am – 3:00 pm PDT

“The Families United for a Better Future Conference is a bilingual (English and Spanish) event created for families and others caring for children—including those with developmental and other disabilities. This engaging, community-centered conference brings together parents, caregivers, educators, and professionals to explore practical strategies, share experiences, and strengthen support systems for children and youth.”

“La Conferencia Familias Unidas por un Futuro Mejor es un evento bilingüe (inglés y español) creado para las familias y otras personas que cuidan a niños y niñas—including aquellos con discapacidades del desarrollo u otras discapacidades. Esta conferencia, atractiva y centrada en la comunidad, reúne a padres, cuidadores, educadores y profesionales para explorar estrategias prácticas, compartir experiencias y fortalecer los sistemas de apoyo para la infancia y la juventud.”

• Limited Interpretation/Interpretación limitada

Sunnyside High School
1801 E. Edison, Sunnyside, WA

Reserve Your Spot

For questions please call/Para preguntas por favor llame:

509-837-2225

Keynote Speaker:

John Kerr

Presenters /Presentadores

Join us for an inspiring session with John Kerr, a National Board Certified Teacher and Regional Teacher of the Year from Washington State. John has spent his career innovating bilingual science education and supporting English Language Learners. Discover his strategies for engaging students, fostering creativity, and harnessing the power of language in the classroom. Don’t miss this opportunity to learn from one of education’s most dynamic voices!

Acompáñanos en una sesión inspiradora con John Kerr, maestro certificado por la Junta Nacional y Maestro Regional del Año del estado de Washington. John ha dedicado su carrera a innovar la enseñanza de ciencias bilingües y a apoyar a los estudiantes que aprenden inglés. Descubre sus estrategias para motivar a los alumnos, fomentar la creatividad y aprovechar el poder del lenguaje en el aula. ¡No te pierdas esta oportunidad de aprender de una de las voces más dinámicas de la educación!

Session 1: 9:15-10:30

(Espanol) Esteban Cabrera, M.Ed.- Apoyo a Niños con Conductas Retadoras

-Cómo madres, padres y cuidadores pueden brindar apoyo y orientación a niños que enfrentan desafíos de comportamiento.

(English) Sam Blazina- Transitional IEP from Parents Perspective

-Guidance from one parent to another around planning for adult services!

(Espanol) Ybisela Tereones, PAVE– ¡IEPs, Planes 504 y Más!
-Aprende sobre los servicios de educación especial para tu hijo o hija, incluyendo los IEPs, los Planes 504 ¡y mucho más!

(English) Alma Sandez, DDCS-Developmental Disability Community Services

-Learn about services ans supports available to eligible indviduals with disabilities and their families.

(English/Interpertado Espanol) Sharon Grandy Louden, Autism Education Coordinator, ESD 105- Information and Education for parent of children with ASD.

-Supporting parenting making school a positive experenice for their child(ren) with Autism.

Session 2: 10:45-12:00

(English) Esteban Cabrera, M.Ed. Supporting Children with Challenging Behaviors

-How parents and caregivers can provide support and guidance to children who experience behavioral challenges.

(Espanol) Sam Blazina- La resolución de conflictos

-Navegando con éxito el desacuerdo y el conflicto dentro de la Educación Especial.

(Espanol) Hortencia Hernandez, Aula de recursos

–Cómo apoyar a tu estudiante en el aula de recursos

(Espanol) Alma Sandez, DDCS – Servicios Comunitarios para Personas con Discapacidad del Desarroll

–Conoce los servicios y apoyos disponibles para personas con discapacidad que cumplan con los requisitos y sus familias.

(Espanol) Philipe and Laura, ESD 105 Behavior Program

(English) Rosa Estrella, Department of Vocational Rehabilitation Services

-Transition and Employment Supports for People with Disabilities

Session 3: 1:15-2:30

(English/Interpertado Espanol)Christine Lindgren, Responding to Autism-All about Autism Spectrum Disorder

-What is Autism and how does it impact children and individuals?

-¿Qué es el autismo y cómo afecta a los niños y a otras personas?

(English)sherry Mashburn and Marie Kerr, PAVE– School Discipline
-Knowing your rights for students with an IEP or 504 Plan

(English) Horentica Hernandez, Resource Room Teacher-Resource Room

-How to support your student in the resource room.

(English) ESD 105 Behavior Program/Philipe and Laura

(Espanol) Rosa Estrella & Rosa Quiroz, DVR- Department of Vocational Rehabilitation (DVR) Services

-Apoyos para la Transición y el Empleo para Personas con Discapacidad

Reserve your spot

Free

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Kinship Families: Early Intervention, Special Education, and 504 Plans

Posted on by Nicol Walsh

Kinship families are created when a relative or close family friend raises a child or children when parents can’t. The relative or friend is often referred to as a “kinship caregiver”. This article will be helpful for new kinship caregivers and long-term kinship caregivers if their child or children has or develops a disability. This article focuses on early intervention and special education for children with disabilities in Washington State. It describes early intervention and special education and how to get those services or alternative services.  

It has information about situations like: 

  • The child got special education or had a 504 plan at their previous school 
  • The child received early intervention services with their birth or previous family 
  • A kinship caregiver thinks a child does not have the usual skills for their age, or they are not doing well in school, and the caregiver thinks it may be due to a disability 

This article also has information about the school enrollment process and documents needed and the right to go to school in Washington which applies to all children whether or not they have a disability. 

For schools, who can act as a parent?

Many different people may be defined as parents under the Individuals with Disabilities Education Act (IDEA), a U.S. federal law which makes sure eligible children with disabilities receive a free, appropriate public education (FAPE). It covers children from birth through age 21.   

The definition of a parent states: 

“(1) A biological or adoptive parent of a child; 
(2) A foster parent, unless State law, regulations, or contractual obligations with a State or local entity prohibit a foster parent from acting as a parent; 
(3) A guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the child (but not the State if the child is a ward of the State); 
(4) An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; or 
(5) A surrogate parent who has been appointed in accordance with § 300.519 or section 639(a)(5) of the Act”.   

Kinship caregivers may fall under one or more of these categories. It’s important for kinship caregivers to understand what their rights and responsibilities are about their child’s education. If kinship care does not involve legal steps to remove a parent’s rights, the birth/biological parents still have the right to make decisions about their child’s education, such as:

  • Where the child goes to school 
  • Whether the child can get special education services and supports or a 504 plan 
  • What goals, services, etc. are written on the IEP 
  • Notifications about and the right to attend IEP meetings (remotely, if necessary). 

In WA State, the school will, based on the law above, assume you have the right to make educational decisions about the child, but the child’s parents can still intervene if they wish. 

There is information available about kinship care situations where the kinship caregiver has rights to make educational (any many other) decisions for the child. Those situations (statuses) may include guardianship of a minor child, adoption, or getting a Power of Attorney from the birth parents to make certain decisions about the child’s education and other areas. WA State’s Kinship Navigators can connect you with legal aid resources. One online source is Washington Law Help, a “public law library” for legal information in WA State. It’s maintained by the nonprofit Northwest Justice Project and explains legal terms and legal situations with easy-to-understand wording in English, Spanish, and 8 other languages commonly used in Washington.

School Enrollment

Documents you may need: 

  • Something that verifies your address, like a utility bill 
  • Something that confirms the child’s age, like a birth certificate or a certified doctor’s statement 
  • A record of the child’s immunizations 

The WA State Governor’s Office of the Education Ombuds is the state’s problem-solving office for educational issues or questions. On their website they write: 

“Schools often list examples of the kinds of documents you can use for enrollment. If you do not have the specific documents that the school generally requires (like a copy of bills, or a birth certificate for your child), talk to the school enrollment office about your situation.

Alternatives to Birth Certificates/Passports: Schools must accept alternatives to show a child’s age or date of birth. The school cannot insist on receiving a birth certificate or passport if you do not have one. Other alternatives might include an adoption record, a certified statement of a physician, or an immunization record with a birthdate on it. 

Proof of Residency: Schools generally ask for proof of where you are living in order to be sure your child is a resident of the district. However, if you are currently without a regular place to live (if you are experiencing homelessness), the school cannot require documents before enrolling your child. If this might apply to you or a child you are caring for, ask at the school or district office to talk with the school district’s “McKinney Vento Liaison.” 

Remember, all children who live in Washington State have the right to access public education. If you are trying to enroll your child in school, but you do not have the paperwork the school usually requires, please ask for help. 

You can ask for help at the school or at the school district office. You can also contact our office at 1-866-297-2597 or visit our Get Help page to contact us through our online intake system.”  

Kinship caregivers can enroll their child at the office of the local school. When a child is enrolled in a school district, they are usually placed in the school closest to where they live. 

  • How to find your local school district: School Districts, Charter Schools, Tribal Schools and Education Support Districts (ESDs). Includes links to each district or school’s website.
  • How to request information from a previous school: Contact the school office at the child’s last school. If you don’t know the school’s name, try an online search such as “high schools in (Town Name, State)”. Schools usually have their own websites and contact information.

What is Early Intervention?

Early Intervention is a system of services for infants and toddlers (birth to age 3) that have developmental delays, risk of developmental delays, or diagnosed conditions. Services and supports may include speech, physical or occupational therapy, hearing assistance, nursing care, and vision care. The services are provided in the home or in the community.
Every state is required to offer these services under Part C of the Individuals with Disabilities Education Act (IDEA Part C). Services are either free, low-cost, or billable to some insurances.

Families are assigned a Family Resource Coordinator (FRC) and an Individualized Family Service Plan (IFSP) is created by the FRC and the parents (kinship caregiver) for services to support the child’s development and activities for the family to do with the child at home.

When a child reaches age three, the child can transition to special education if needed with a new evaluation. Kinship caregivers may want to start with PAVE: Early Intervention: How to Access Services for Children Birth to 3 in Washington

What is Special Education?

“Special education is instruction that is specially designed to meet the unique needs of a child with a disability. This means education that is individually developed to address a specific child’s needs that result from his or her disability. Since each child is unique, it is difficult to give an overall example of special education. It is individualized for each child.

Some students may be working at the pre-kindergarten grade level, others at the first, second, or third grade level. There may be students whose special education focuses primarily on speech and language development, cognitive development, or needs related to a physical or learning disability”. 

-Center for Parent Information and Resources

A child getting special education has an Individualized Education Program (IEP) created for them by an IEP team that includes

  • Parents or Guardians (including kinship caregivers)
  • Student (when appropriate)
  • Special Education Teacher
  • General Education Teacher
  • School Representative, Administrator
  • Specialist or service providers
  • Additional Individuals (a parent advocate or friend)

-PAVE, Who’s Who on the IEP Team?

What is a 504 Plan?

“A student with a disability is protected by multiple federal laws. One of these laws is the Rehabilitation Act of 1973. This law is enforced by the U.S. Department of Education’s Office for Civil Rights. Section 504 is part of the Rehabilitation Act and it helps protect students from being treated unfairly because of their disability.”

“The right to a Free Appropriate Public Education (FAPE) is protected by Section 504 and the Individuals with Disabilities Education Act (IDEA). The most common way schools protect Section 504 FAPE rights is through accommodations. A student might have specifically designed help to accomplish their schoolwork, manage their emotions, use school equipment, or something else. The sky is the limit, and Section 504 is intentionally broad to capture a huge range of possible disability conditions that require vastly different types and levels of support.”

PAVE, Section 504: A Plan for Equity, Access and Accommodations

A document, called a Section 504 Plan or just 504 plan, is developed by a team at the child’s school, and includes the child’s parents (kinship caregiver), the 504 coordinator, teachers, and other appropriate staff. The plan is shared with the child’s teacher and any other appropriate staff and is reviewed and updated by the team regularly and as needed.

What to do if the newly arrived child or children had special education, had a 504 plan or received Early Intervention, and they are now in a new school district, town, or state:

Early Intervention:

If the child used to live in a different state, contact Washington’s Early Support for Infants and Toddlers (ESIT) Program. It’s managed by the Department of Children, Youth and Families (DCYF). A new Family Resource Coordinator will be assigned.

You can tell them where the child used to live. If you do not have a copy of the Individualized Family Service Plan (IFSP) and if the FRC is unable to get it from the child’s previous state, the FRC may recommend a new evaluation.

If the child was already living in WA State, contact the ESIT program to let them know the child’s new address and family situation so an FRC can help you continue the child’s plan.

Special Education:

Students who get special education have an Individualized Education Program (IEP). IEPs are documents that outline instruction, services, goals and supports for students in grades Kindergarten through graduation. Parents, including kinship caregivers, are essential in helping a school create an IEP and review and update it every year or as needed.

IEPs and Free Appropriate Education (FAPE) in the Least Restrictive Environment (LRE) are required by federal law, the Individuals with Disability Education Act (IDEA).

  • When a child changes schools inside a school district, they keep the same IEP.
  • If a child moves to a new district from inside or outside Washington State, there’s a process to get comparable (similar) instruction and services.

The new school must provide comparable (similar) services immediately and hold an IEP team meeting within 30 days to decide whether to use the existing IEP or develop a new one. If the IEP team (including parents/kinship caregivers) decide a new IEP is needed, the school must keep providing comparable services until the new IEP is ready to use.

The school must get permission from the parents (kinship caregiver) to have a new evaluation done for a new IEP.

If the kinship caregiver doesn’t have a copy of the child’s IEP, they can contact the child’s previous school and ask for one copy to be sent to the new school, and one copy to the kinship caregiver. Knowing what’s in the child’s IEP, and keeping records is important to make sure the child is getting the services and supports they need.
Another way is for the new school to contact the previous school to get the IEP. In that case, ask the new school to make a copy and send it to you as early as possible before the first IEP team meeting.

To get help with problems with this process, contact PAVE through PAVE’s Support Form.

504 Plans: 

If a child is going to a new school in the same district, the new school will use the current 504 Plan.

If a child is moving from another school district or another state, the child still has a right under federal law for the accommodations, but the current plan isn’t transferred. This is because putting 504 Plans into action may be slightly different from state to state.

  • Parents (kinship caregivers) must provide documentation (the same type as required by the current 504 Plan) and advocate for current accommodations to continue (or be improved or added to).
  • Schools are required to provide comparable (similar) services and accommodations until a new plan is approved, but they will need the current 504 Plan to make that happen.

If the kinship caregiver has a copy of the 504 Plan, and the documents used to create it (such as medical records and diagnosis from a doctor), they can make copies and deliver them to the new school. Use email to send them if you have it to create a record of what was sent and the date.

If the kinship caregiver doesn’t have the 504 Plan document or the documents, use the same process as the IEP. Contact the office at the previous school and request they send the 504 Plan, along with all the child’s school records.

Schools are required to provide school records, but they may need a copy of a court order (if that is how a child was placed in a kinship family), or another type of document to prove they are acting as the child’s parent.

Kinship caregivers can contact these organizations if they are having problems with getting school records:

Finding out if a child needs Early Intervention, Special Education or a 504 plan

Age birth to 3

For children age 3 and up, the school district where the child attends (or will be attending) school is where kinship caregivers can request an evaluation (testing) to see if their child is eligible for Special Education, or possibly a 504 Plan.

A federal law requires all school districts to find, evaluate (test), and if eligible, serve any infant, toddler, or school-aged child who has a known or suspected disability that might impact (interfere with) their learning in school.

If you are not sure how special education would work for your child, you can fill out PAVE’s support form and you’ll hear back from a PAVE team member with first steps and resources to learn more.

Learn More

Online – P2P Military Families Support Group

January 22 @ 12:00 pm – 12:30 pm PST

REGISTER – Connect with military-connected parents in a welcoming space to share support through deployments, school transitions, IEP/504 plans, medical care, and daily challenges.

What We Do:

The support group provides information about available resources, services, and programs that cater to the needs of military-connected families raising children with disabilities, including educational supports, therapy options, medical services, and assistive technologies.

Inclusive and Welcoming Environment: Safe space where all military-connected parents of children with disabilities feel valued.

Peer Connection and Encouragement: Share stories, offer support, and build relationships with those who understand your journey.

Information Sharing: Tips and resources on deployments, school transitions, IEP/504 plans, medical care, and community supports.

REGISTER

Free

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Online – P2P Military Families Support Group

March 26 @ 12:00 pm – 12:30 pm PDT

REGISTER – Connect with military-connected parents in a welcoming space to share support through deployments, school transitions, IEP/504 plans, medical care, and daily challenges.

What We Do:

The support group provides information about available resources, services, and programs that cater to the needs of military-connected families raising children with disabilities, including educational supports, therapy options, medical services, and assistive technologies.

Inclusive and Welcoming Environment: Safe space where all military-connected parents of children with disabilities feel valued.

Peer Connection and Encouragement: Share stories, offer support, and build relationships with those who understand your journey.

Information Sharing: Tips and resources on deployments, school transitions, IEP/504 plans, medical care, and community supports.

REGISTER

Free

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Online – P2P Lunch & Learn: IEP’s & 504 Plans

March 10 @ 12:00 pm – 1:00 pm PDT

Join us as we welcome Marie Kerr of the Parent Training & Information (PTI) team. Let’s talk all about IEP’s & 504 Plans. Including Q&A session!

The P2P Lunch-n-Learn is a dedicated time for parents, caregivers, and providers to access presentations and training from PAVE programs and local Pierce County service providers.

Presentation/training topics will vary based on the expressed needs of families in the local community. This group takes place during lunchtime, allowing parents to learn while enjoying a meal in a relaxed and informal setting.

Free

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Online – P2P Military Families Support Group

January 22 @ 12:00 pm – 12:30 pm PST

REGISTER – Connect with military-connected parents in a welcoming space to share support through deployments, school transitions, IEP/504 plans, medical care, and daily challenges.

What We Do:

The support group provides information about available resources, services, and programs that cater to the needs of military-connected families raising children with disabilities, including educational supports, therapy options, medical services, and assistive technologies.

Inclusive and Welcoming Environment: Safe space where all military-connected parents of children with disabilities feel valued.

Peer Connection and Encouragement: Share stories, offer support, and build relationships with those who understand your journey.

Information Sharing: Tips and resources on deployments, school transitions, IEP/504 plans, medical care, and community supports.

REGISTER

Free

Related Events

Online – P2P Military Families Support Group

January 6 @ 6:30 pm – 7:00 pm PST

REGISTER – Connect with military-connected parents in a welcoming space to share support through deployments, school transitions, IEP/504 plans, medical care, and daily challenges.

What We Do:

The support group provides information about available resources, services, and programs that cater to the needs of military-connected families raising children with disabilities, including educational supports, therapy options, medical services, and assistive technologies.

Inclusive and Welcoming Environment: Safe space where all military-connected parents of children with disabilities feel valued.

Peer Connection and Encouragement: Share stories, offer support, and build relationships with those who understand your journey.

Information Sharing: Tips and resources on deployments, school transitions, IEP/504 plans, medical care, and community supports.

REGISTER

Free

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Help for Military Families: Tips to Navigate Special Education Process in Washington State

Posted on by Nicol Walsh

For families new to Washington State, this article includes state-specific information about special education systems. PAVE wants to extend a warm welcome to your entire family and to let you know that we are ready to support you. If your family has moved here to fulfill a military role, we thank you for your service!  

The language of special education, school and support systems differ between States. Following is some basic information to help you navigate Washington systems.   

Brief overview 

  • The article provides state-specific information about special education and medical systems in Washington State. 
  • Children in Washington must begin attending school by age 8 and continue until age 18, with some special exceptions. Washington offers multiple pathways to graduation and requires a High School and Beyond Plan for all students. 
  • The Department of Children, Youth and Families (DCYF) administers the state early intervention services (EIS) program, called Early Services for Infants and Toddlers (ESIT) for infants and toddlers with disabilities or delays. 
  • Washington school districts must respond to special education evaluation requests within 25 school days and complete evaluations within 35 school days. IEPs must be implemented within 30 days of eligibility determination, with transition plans required by age 16. 
  • Welcome to Washington! 

Welcome to Washington!

Whether your family is newly stationed in Washington or returning after time away, we welcome you! Moving to a new state is a big change, and it can be confusing when programs and services are called different names than they were in your last location. We’re here to help you learn how Washington’s education and medical systems work, so you can find the right support for your child. 

This video shares key facts to help you get started in Washington with a child who has exceptional needs. 

The School System 

The State Education Agency (SEA) is the Office of Superintendent of Public Instruction (OSPI). Local Education Agencies (LEAs) are organized as 295 Districts that operate independently and include a school board governance structure. School boards are responsible to follow the Open Public Meetings Act. There are nine Educational Service Districts (ESDs) that partner with OSPI to provide services for school districts and communities and to help OSPI implement legislatively-supported education initiatives. 

Charter schools, as public schools, have the same responsibilities as all public and non-public entities when serving students with disabilities. This includes developing and implementing Individualized Education Programs (IEPs) or Section 504 Plans for eligible students.  

Washington has adopted the Interstate Compact on Educational Opportunity for Military Children (commonly known as “MIC3”), which addresses certain school transition issues for military children consistently, from State to State. Each Member State has a MIC3 State Commissioner to oversee compliance and coordinate with other commissioners as needed. Parents of military-connected children may contact their School Liaison or MIC3 State Commissioner directly for support with Compact-related issues. PAVE has prepared a MIC3 Step-by-Step Checklist to Resolve Issues with the Interstate Compact. 

Washington’s Purple Star Award Program recognizes school districts that go above and beyond to support military families. Districts with this award provide a webpage with resources, have a trained staff member to help, and make sure teachers understand school transition rules under the Interstate Compact. Families can look for the Purple Star designation when choosing schools—it’s a sign the district is committed to welcoming military-connected students. To see which districts have the award, visit OSPI’s Purple Star page. 

Washington’s compulsory attendance law requires that children begin attending school full-time at the age of 8 and continue attending regularly until the age of 18 (RCW 28A.225.010). A child must have turned 5 years old by August 31 to enroll in kindergarten, and 6 years old to enroll in first grade. Military-connected children who are covered by the provisions of MIC3 may continue kindergarten or first grade, despite the school’s age requirement, if they were already enrolled and attending at the sending school in their previous state. This PAVE article explains how MIC3 supports children in military families with enrollment-related issues. 

Washington has multiple Pathways to Graduation and requires a High School and Beyond Plan (a career and college exploration experience that students begin in seventh grade) for all students. Under MIC3, schools must place military children in courses and programs based on placement and assessments performed by the sending school. Schools and districts may waive course requirements for placement and/or graduation of military-connected children, if a child has met the sending school’s requirements for grade advancement, placement, or graduation. Learn more about how MIC3 protects academic progress toward graduation in this PAVE article. 

Early Learning Programs (ages 0-5) 

Families concerned about a child’s development can call the Family Health Hotline at 1-800-322-2588, with support in multiple languages, or complete a free developmental screening online at ParentHelp123. The Department of Children, Youth and Families (DCYF) administers the state early intervention services (EIS) program, called Early Services for Infants and Toddlers (ESIT). After evaluating a child for eligibility and developing a family-focused plan, ESIT provides services to help infants and toddlers with disabilities or delays to learn and catch up in their development. Planning for the child’s transition out of ESIT by their third birthday includes coordination with the local school district to evaluate the child for school-aged services and supports. PAVE’s toolkit for family caregivers of infants and toddlers, From Birth to Three, outlines the educational rights of children and families in early intervention services. 

The Early Childhood Education and Assistance Program (ECEAP) is Washington’s no-cost prekindergarten program, aimed at preparing 3- and 4-year-old children from families facing more significant challenges for success in school and life. Families with children aged 3 or 4 by August 31st may be eligible for ECEAP. Children are eligible for ECEAP and Head Start based on their age and family income. Up to 10 percent of ECEAP and Head Start children can be from families above the income limit if they have certain developmental factors or environmental factors such as homelessness, family violence, chemical dependency, foster care, or incarcerated parents. PAVE’s 3-5 Transition Toolkit includes more information and resources to support families of children with disabilities in this age range. 

Special Education Information (School age) 

Every student with a disability is protected from discrimination under Section 504 of the Rehabilitation Act of 1973, including each student with a 504 Plan and each student with an Individualized Education Program (IEP). OSPI provides fact sheets about Section 504 in multiple languages that describe the evaluation process and state requirements. Parents may contact the Section 504/Civil Rights compliance officer assigned to their student’s school district. 

Washington Administrative Code (WAC), implements the provisions of the Individuals with Disabilities Education Act (IDEA) in WAC Chapter 392-172A. Parents’ rights and responsibilities in special education, known as procedural safeguards, are described in a short handbook available for download in multiple languages on OSPI’s website. 

A child’s right to a timely evaluation and the school district’s responsibility to seek out and serve students with disabilities, referred to as Child Find, is described on OSPI’s website. A school district has 25 school days to respond to a referral/request for special education evaluation. Once a parent/caregiver signs consent to evaluate, the district has 35 school days to complete the evaluation. A parent can request an evaluation any time there are concerns about whether services match the student’s present levels of performance and support needs. PTI provides a sample letter for requesting evaluation. 

Areas of evaluation are associated with 14 eligibility categories. Developmental Delay is a category for children ages 0-9 years old. The category of Emotional/Behavior Disability is unique to Washington – it is known as Emotional Disturbance under IDEA. Washington law requires that schools screen children in kindergarten through second grade for signs of dyslexia and to provide reading support for those who need it. 

School districts must write and implement an IEP within 30 calendar days after eligibility is determined. Decisions about the provision of special education services are made by an IEP team, which includes parents and specific required staff members (WAC 392-172A-03095). 

For a student with an IEP, there must be a transition plan in place by the beginning of the year in which they turn 16 years of age, unless the IEP deems it appropriate to begin earlier. Students “age out” of special education when they graduate from high school with a diploma or at the end of the school year in which they turn 21 years of age. If the student’s birthday is after August 31 of the current school year, they may continue special education until the end of that school year.  

In 2019, the Washington State Legislature provided students with multiple pathways to graduation by passing House Bill (HB) 1599. PAVE provides an on-demand webinar on this topic: Life After High School: A Two-Part Training to Help Families and Young People Get Ready. 

OSPI offers both informal and formal dispute resolution processes. IEP facilitation is available at no cost through Sound Options Group as a voluntary and informal process where a neutral facilitator helps parents and schools resolve special education concerns collaboratively. Washington State Governor’s Office of the Education Ombuds (OEO) acts as a neutral guide to help parents and schools resolve disagreements about special education services, without providing legal advice or advocacy. OSPI provides three formal special education dispute resolution processes: mediation, special education community complaint, and due process hearing. 

In addition to educational resources, families often need healthcare support. Washington offers options that work alongside TRICARE benefits to meet your child’s needs. 

Medical Supports and Services 

Washington’s Medicaid, which includes the Children’s Health Insurance Program (CHiP), is called Apple Health. Applications are managed through the Health Care Authority (HCA), which oversees various Managed Care Organizations (MCOs) to provide health plan options. Open enrollment for Medicaid and Medicare starts on November 1st, 2025 and ends on January 15th, 2026. This is the annual opportunity to sign up, renew, or change coverage to best suit your family’s situation. Washington Health Plan Finder has step-by-step instructions for applying and navigators to help with the application process. Help is available for those who are having trouble navigating the health insurance landscape.  

Eligible dependents of military families can benefit from both TRICARE and Medicaid. When a military family member is dually enrolled in TRICARE and Medicaid, TRICARE is the primary payee and Medicaid covers remaining costs. When a service member leaves the military and TRICARE benefits change, Medicaid can provide services similar to those of TRICARE Extended Care Health Option (ECHO).  

TRICARE allows beneficiaries to make changes to their health coverage when a Qualifying Life Event (QLE) occurs, such as a move to a new city, region, or zip code. When a QLE happens, you generally have 90 days from the date of the move to update your enrollment. 

In addition to QLEs, TRICARE offers an annual open season for making changes to health coverage. Open season starts on the second Monday in November and ends on the second Monday in December each year. Any changes made during this period take effect January 1 of the following year. During open season, families can: 

  • Stay in their current plan – no action required. 
  • Enroll in a new plan. 
  • Switch between plans. 
  • Change enrollment type from individual to family coverage, or vice versa. 

PAVE provides more information about TRICARE’s basic plans, ECHO, and the Autism Care Demonstration in the TRICARE’s Big Three on-demand module. For this and more personalized learning at your own pace, check out our PAVE Learning Library.  

Learn More

PAVE offers downloadable toolkits filled with fact sheets, worksheets, sample letters, and practical tips to guide you through every stage of your child’s education and care. These resources are designed to make complex systems easier to understand and navigate. 

Celebrate your military child all year long with social stories, activities, and tools that help families stay connected and ease transitions. The PAVE article, Purple Up! Celebrating the Month of the Military Child, includes free downloads in the top five languages spoken in military households. 

Want to know what makes a military family “exceptional”? Explore PAVE’s two-part series on the Exceptional Family Member Program (EFMP) to learn how enrollment works and what supports are available to help your family thrive. 

Need personalized help? Military families can access one-on-one support, training, information, and resources through PAVE’s Get Support request form — wherever the military takes you! 

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

Posted on by Nicol Walsh

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

A Brief Overview 

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

Introduction

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

Who Can Make the Referral?

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

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

Removing the Barriers to Evaluation

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

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

Appropriate Evaluation

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

Evaluation Criteria as a 3-part Process

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

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

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

Family Role in Evaluation

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

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

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

From Evaluation Results to IEP

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

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

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

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

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

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

In What Areas Can a Student Be Evaluated?

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

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

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

Areas of evaluation

Download In What Areas Can a Student Be Evaluated?:
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Eligibility Categories for Special Education

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

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

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

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

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

Timeline of Evaluation and Development of an IEP

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

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

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

Download the Timeline of Evaluation and Development of an IEP:
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Sample Letter to Request an Evaluation

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

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

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

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

Options When Families and Schools Disagree

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

Eligibility for Section 504 Protections

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

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

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

Learn More

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

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

Evaluations Part 2: Next Steps if the School Says ‘No’

Posted on by Nicol Walsh

Families may feel uncertain or discouraged when a school denies a request for special education evaluation or finds a student ineligible for services. Fortunately, there are steps families can take to respond, seek clarification, and continue advocating for their child’s needs. Understanding available options and protections can help families take informed action and make decisions that support their child’s access to appropriate educational services.

A Brief Overview

  • If the school denies a request for a special education evaluation or does an evaluation and determines a student is ineligible for services, families have options.
  • Schools must issue a Prior Written Notice (PWN) explaining their decision to evaluate or deny a request.
  • Students who do not qualify for an IEP may still be eligible for a Section 504 Plan.
  • Procedural Safeguards provide a specific process for special education and offer families the right to file formal complaints when they disagree with school decisions.
  • When there is a dispute about a district’s evaluation, one option is to request an Independent Educational Evaluation (IEE) from a provider outside of the school district. This article includes a downloadable sample letter in multiple languages to help with that process.
  • PAVE supports students and families navigating educational services. Click Get Support at wapave.org to request 1:1 support.

Introduction

Parents have a variety of choices if the school denies a request to evaluate a student for special education, or if the school does an evaluation and finds the student ineligible for services through an Individualized Education Program (IEP). These decisions can feel discouraging, but they do not mark the end of the road. Under the Individuals with Disabilities Education Act (IDEA) and its implementation through Washington Administrative Code (WAC 392-172A), families have the right to challenge decisions, seek clarification, and request further evaluation. Understanding these options can help families take informed next steps and ensure that their concerns are heard and addressed.

Ask for the Decision in Writing

The school is required to respond through a formal letter, called Prior Written Notice (PWN), to explain its rationale for moving forward with an evaluation or denying the request. If the explanation is unclear or lacks detail, families can ask for a more complete written response. Schools may not deny an evaluation based on internal resource limitations or staffing challenges. According to the Child Find Mandate of IDEA, schools are obligated to evaluate any student with a known or suspected disability, regardless of whether other classroom supports are being used. For example, schools may implement approaches like Response to Intervention (RTI) to support learning, but these methods cannot be used to postpone or deny assessment when a disability is suspected.

Request a Meeting

Discussing a student’s difficulties in a meeting, in-person or virtually, can help school staff understand a parent’s level of concern. A district representative, such as a director of special education, can provide insight about the process and additional options. Parents can invite anyone they would like to attend who has knowledge of the student, including a support person to take notes and help track the conversation.

Is a Section 504 Plan Appropriate?

If a student has a known disability, with some educational impacts, but there is no documented need for Specially Designed Instruction (SDI) and/or related services, the student might qualify for accommodations provided through a Section 504 Plan.

Section 504, which is part of the Rehabilitation Act of 1973, defines disability as an impairment that impacts a major life activity. A formal evaluation is helpful but not required, and parent involvement is best practice. The team asks:

  1. Does the student have a disability?
  2. Does the disability limit one or more major life activities?

If the answer to these two questions is yes, the school can develop a plan to support the student within the general education setting. Assistive technology and modifications to the curriculum can be part of the plan, which includes individualized accommodations to ensure the student is able to access school in ways that are equitable. PAVE provides an article with more information about Section 504.

Options When Resolution Requires More Support

Families are protected by Procedural Safeguards, which outline a specific processes for resolving disagreements in special education. When informal conversations don’t lead to resolution, options such as mediation, community complaint, and due process may be appropriate. PAVE’s article, When Parents and Schools Disagree: Navigating Special Education Disputes, offers clear guidance on these pathways and what to expect. 

If a school denies a request for a specific evaluation, such as a Functional Behavioral Assessment (FBA) or an assistive technology evaluation, families can still pursue dispute resolution options. These types of assessments may be essential for understanding a student’s behavioral needs or identifying tools that support access to learning. Requests for these evaluations are protected under the same legal framework as other special education decisions, specifically the procedural safeguards.

The Office of Superintendent of Public Instruction (OSPI) provides assistance to navigate these processes through a Special Education Parent Liaison, and families may also seek help from the Governor’s Office of the Education Ombuds for collaborative problem-solving. For personalized assistance, PAVE supports students with disabilities and their families. Click Get Support at wapave.org to request 1:1 support.

Request an Independent Education Evaluation (IEE)

Families who disagree with a school district’s evaluation results have the right to request an Independent Educational Evaluation (IEE) conducted by a qualified professional outside the district. An IEE can offer additional information that may support the need for Specially Designed Instruction (SDI) and/or related services.

If the school district denies a request for an IEE at public expense, the district must initiate a due process hearing within 15 calendar days to show that its evaluation was appropriate.

When an IEE request is accepted, the school district provides a list of independent evaluators. Parents have discretion to call each one or to seek an alternative evaluator at their own expense before choosing who will evaluate the student. The school must consider the results of the IEE when deciding whether the student qualifies for special education programming.

Sample Letter to Request an IEE

Download the Sample Letter to Request a Functional Behavioral Assessment (FBA) in:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Ukrainian українська | Vietnamese Tiếng Việt

Families can email the IEE request letter, send it by certified mail (and keep the receipt), or hand carry it to the district office and request a date/time receipt. It is important to keep a copy of this letter and all school-related correspondence in the student’s home records. Organizing with a binder or a filing system helps with keeping track of all letters, meetings, conversations, etc. These documents will be important for student throughout their educational career and beyond, including when they transition out of school.

Final Thoughts

When a school says “no,” it can feel like a door has closed—but that moment can also mark the beginning of a more empowered path forward. Each action a family takes is a meaningful expression of care and commitment. Family caregivers should trust their instincts, lean on trusted resources, and reach out for support. Persistence paired with informed choices can lead to real change and this journey is about more than advocacy—it’s about championing a child’s right to thrive.

Learn More

PAVE Provides Sample Letters to Support Families in their Advocacy

Posted on by Nicol Walsh

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

What is an Advocate?

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

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

Always Keep Your “Why” in Mind

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

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

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

Request an Evaluation

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

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

Request an IEP Meeting

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

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

Request a Functional Behavioral Assessment

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

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

Request an Independent Educational Evaluation (IEE)

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

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

Final Thoughts

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

Disability History Month Provides Opportunities for Reflection

Posted on by Nicol Walsh

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

A Brief Overview

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

Celebrating the History of Disability Rights

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

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

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

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

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

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

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

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

1964​: Civil Rights Act​

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

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

1971: Washington guarantees special education rights

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

1972: Key precedents are established in other states

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

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

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

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

1973: The Rehabilitation Act

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

1975: The Education for All Handicapped Children Act

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

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

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

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

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

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

1988: Washington State recognizes the capacity of all persons

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

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

1990: Americans with Disabilities Act (ADA)

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

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

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

1990: Individuals with Disabilities Education Act (IDEA)

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

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

1992: Rehabilitation Act Amendments

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

The primary responsibilities of the vocational rehabilitation system include:

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

2000: Settlegoode v. Portland Public Schools

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

2004: IDEA Amendments

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

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

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

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

2012: Employment First in Washington State

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

The legislation:

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

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

2013: Doug C. v Hawaii

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

2015: Every Student Succeeds Act (ESSA)

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

The law:

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

2017: Endrew F v. Douglas County School District

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

The ruling emphasized:

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

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

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

Download the Disability Rights Timeline

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

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

View this infographic in PDF form

Sample Letter to Request Evaluation

Posted on by Nicol Walsh

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

A Brief Overview

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

Introduction

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

What Schools Must Do After a Referral

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

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

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

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

Evaluation Process and Timelines

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

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

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

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

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

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

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

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

How to Refer a Student for Evaluation for Special Education

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

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

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

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

Sample Letter to Request an Evaluation

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

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

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

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

Special Education is a Service, Not a Location

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

Parents Can Appeal Decisions and/or Seek a 504 Plan

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

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

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

Final Thoughts

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

Learn More

Online – Special Education Workshops

January 15 @ 6:00 pm – 7:00 pm PST

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

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


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

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

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

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

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

Free

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

Related Events

Get Ready for School with IEP Essentials

Posted on by Nicol Walsh

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

A Brief Overview

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

Introduction

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

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

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

What to do before the first day

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

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

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

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

What parents need to know about FAPE

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

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

IDEA includes six important principles

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

Effective communication is key to student success

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

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

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

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

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

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

This 5-step process is downloadable as an infographic.

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

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

1. Schedule

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

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

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

2. Prepare

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

3. Learn

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

Familiarize yourself with the components of an IEP: 

4. Attend

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

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

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

5. Follow up

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

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

Tips for a smooth school year

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

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

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

Let’s wrap things up!

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

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

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