Tag: special needs

Self-Care is Critical for Caregivers with Unique Challenges

Posted on by Nicol Walsh

Caring for individuals with disabilities or complex medical needs can be emotionally and physically draining, making intentional self-care essential for long-term well-being.  Simple practices like mindfulness, getting enough sleep, going for a walk, or taking a few deep breaths can help reduce stress and build resilience. Talking to others who understand and finding time to rest can also help caregivers stay strong and healthy.

A Brief Overview

  • Self-care is not selfish. Self-care is any activity or strategy that helps you survive and thrive in your life. Without regular self-care, it can become impossible to keep up with work, support and care for others, and manage daily activities.
  • PAVE knows that self-care can be particularly challenging for family members caring for someone with a disability or complex medical condition. This article includes tips and guidance especially for you.
  • PAVE provides a library with more strategies to cultivate resilience, create calm through organization, improve sleep, and more: Self-Care Videos for Families Series.

Introduction

Raising children requires patience, creativity, problem-solving skills and infinite energy. Think about that last word—energy. A car doesn’t keep going if it runs out of gas, right? The same is true for parents and other caregivers. If we don’t refill our tanks regularly we cannot keep going. We humans refuel with self-care, which is a broad term to describe any activity or strategy that gives us a boost.

Self-care is not selfish! Without ways to refresh, we cannot maintain our jobs, manage our homes, or take care of people who need us to keep showing up. Because the demands of caring for someone with a disability or complex medical condition can require even more energy, refueling through self-care is especially critical for caregivers.

Two Feet, One Breath

Before you read anymore, try this simple self-care tool called Two Feet, One Breath. Doctors use this one in between seeing patients.

Two Feet, One Breath infographic. Calming practice that can help your mental health.

Download this infographic, Two Feet 1 Breath:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Spanish Español | Tagalog | Vietnamese Tiếng Việt

Two Feet, One Breath can become part of every transition in your day: when you get out of bed or the car, before you start a task, after you finish something, or any time you go into a different space or prepare to talk with someone. This simple practice highlights how self-care can become integrated into your day.

Although a day at the spa might be an excellent idea, self-care doesn’t have to be fancy or expensive to have a big impact!

Almost everyone knows or cares for someone with special needs. According to the Centers for Disease Control (CDC), at least 28% of the American population experiences a disability. The result is widespread compassion fatigue, which is a way to talk about burnout from giving more than you get.

Below are some ways to use self-care to avoid burnout!

Connect with others

Building a support network with others who share similar life experiences can be incredibly valuable. When you’re going through a challenging or unique situation—like parenting a child with special needs or managing a family health issue—it can feel isolating. These connections offer emotional validation and a sense of understanding that can be hard to find elsewhere—you don’t have to explain everything because others simply get it. Research shows that social support can significantly reduce stress, anxiety, and depression, enhancing overall well-being and resilience. Beyond emotional comfort, support networks empower individuals by helping them build confidence, understand their rights, and even engage in advocacy efforts that benefit their families and communities.

Here are some communities and resources to help you get connected:

Parent-to-Parent Connections
The Parent-to-Parent network can help by matching parents with similar interests or by providing regular events and group meetings.

Support for Families of Youth Who Are Blind or Low Vision

Washington State Department of Services for the Blind (DSB) offers resources and support for families. You can also hear directly from youth about their experiences in the PAVE story: My story: The Benefits of Working with Agencies like the Washington State Department of Services for the Blind.

Support for Families of Youth Who Are Deaf or Hard of Hearing
Washington Hands and Voices offers opportunities for caregivers of youth who are Deaf or Hard of Hearing (DHH) to connect, share experiences, and find community.

Resources for Families Navigating Behavioral Health Challenges
Several family-serving organizations provide support, education, and advocacy for caregivers of children and youth with behavioral health conditions: 

  • Family, Youth, and System Partner Round Table (FYSPRT). Regional groups are a hub for family networking and emotional support. Some have groups for young people.
  • Washington State Community Connectors (WSCC). WSCC sponsors an annual family training weekend, manages a Substance Use Disorder (SUD) Family Navigator training, and offers ways for families to share their experiences and support one another.
  • COPE (Center of Parent Excellence) offers support group meetings and direct help from lead parent support specialists as part of a statewide program called A Common Voice.
  • Dads Move ​works to strengthen the father’s role in raising children with behavioral health needs through education, peer support and advocacy.
  • Healthy Minds Healthy Futures is an informal network on Facebook.

PAVE provides a comprehensive toolkit for families navigating behavioral health systems, including guidance on crisis response, medical care, education, and family support networks.

Get Enough Sleep

The body uses sleep to recover, heal, and process stress. If anxiety or intrusive thinking consistently interrupts sleep, self-care starts with some sleeping preparations:

Move Your Body

Moving releases feel-good chemicals into the body, improves mood, and reduces the body’s stress response. Walk or hike, practice yoga, swim, wrestle with the kids, chop wood, work in the yard, or start a spontaneous living-room dance party.

The Mayo Clinic has this to say about exercise:

  • It pumps up endorphins. Physical activity may help bump up the production of your brain’s feel-good neurotransmitters, called endorphins. Although this function is often referred to as a runner’s high, any aerobic activity, such as a rousing game of tennis or a nature hike, can contribute to this same feeling.
  • It reduces the negative effects of stress. Exercise can provide stress relief for your body while imitating effects of stress, such as the flight or fight response, and helping your body and its systems practice working together through those effects. This can also lead to positive effects in your body—including your cardiovascular, digestive and immune systems—by helping protect your body from harmful effects of stress.
  • It’s meditation in motion. After a fast-paced game of racquetball, a long walk or run, or several laps in the pool, you may often find that you’ve forgotten the day’s irritations and concentrated only on your body’s movements. Exercise can also improve your sleep, which is often disrupted by stress, depression and anxiety.

Be Mindful

Mindfulness can be as simple as the Two Feet, One Breath practice described at the top of this article. Mindfulness means paying attention or putting your full attention into something. Focusing the mind can be fun and simple and doesn’t have to be quiet, but it should be something that you find at least somewhat enjoyable that requires some concentration.  Some possibilities are working on artwork, cleaning the house or car, crafting, working on a puzzle, cooking or baking, taking a nature walk, or building something.

For more mindfulness ideas, check out PAVE’s Mindfulness Video Series. From this playlist, Get Calm by Getting Organized, explores how getting organized provides satisfaction that releases happiness chemicals and hormones.

Schedule Time

A day can disappear into unscheduled chaos without some intentional planning. A carefully organized calendar, with realistic boundaries, can help make sure there’s breathing room.

Set personal appointments on the calendar for fun activities, dates with kids, healthcare routines, and personal “me time.” If the calendar is full, be courageous about saying no and setting boundaries. If someone needs your help, find a day and time where you might be able to say yes without compromising your self-care. Remember that self-care is how you refuel; schedule it so you won’t run out of gas!

Time management is a key part of stress management! This article, “Stress Management: Managing Your Time” from Kaiser Permanente, gives tips for managing your time well, so you can reduce the pressure of last-minute tasks and make space for the things that matter most to you.

Seek Temporary Relief

Respite care provides temporary relief for a primary caregiver. In Washington State, a resource to find respite providers is Lifespan Respite. PAVE provides an article with more information: Respite Offers a Break for Caregivers and Those They Support.

Parents and caregivers of children with developmental disabilities can seek in-home personal care services and request a waiver for respite care from the Developmental Disabilities Administration (DDA). PAVE provides two training videos about eligibility and assessments for DDA. For more information about the application process, Informing Families provides a detailed article and video.

Download the Emotional Wellness Tips for Caregivers

Emotional Wellness Tips for Family Caregivers

Download this checklist of Emotional Wellness Tips for Caregivers in:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Vietnamese Tiếng Việt

In-Person P2P Inclusive Childcare Connections: Pierce County Resource Event

November 8 @ 11:30 am – 1:00 pm PST

REGISTER: Join us for a free in-person networking and resource event for Pierce County childcare providers!

What It’s All About:

This gathering brings together family and center-based childcare providers who serve – or are interested in serving – children with developmental delays, disabilities, or special health care needs. Connect with fellow providers, share your outreach materials (flyers, newsletters, business cards), and take part in a facilitated conversation about what supports you need to best serve children and families in your
care.

Training Topics:

  • Becoming a Lifespan Respite Provider – with Lifespan Respite Washington
  • Individualized support planning
  • Inclusive childcare practices
  • Communication strategies
  • Partnering with families
  • Emergency preparedness for children with disabilities
  • Assistive technology in childcare
  • Collaborating with community agencies & ESIT
  • Understanding sensory processing and accommodations
  • Developmental Screenings & Referring to ESIT

REGISTER

Eastside Community Center

1721 E. 56th St.
Tacoma, Washington

Related Events

Online – P2P Lunch & Learn: Disability & Disaster Planning w/ Peter Jung

September 30 @ 12:00 pm – 1:00 pm PDT

REGISTER Join Peter Jung & Cindy Myers for an important discussion on how to keep your loved ones with disabilities safe during natural disasters. This session ill cover how to plan for essential disability supports before, during, and after emergency events.

As Washington State experiences an increase in natural and weather-related disasters, it is more important than ever to ensure that individuals with disabilities are not overlooked in emergency planning and response. REGISTER

Free

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Online – P2P Lunch & Learn: Intellectual and Developmental Disability, Crisis, & First Response w/ Peter Jung

September 29 @ 12:00 pm – 1:00 pm PDT

REGISTER Join us Monday September 29th for a discussion with former intensive service worker Peter Jung on how intellectual and developmental disabilities intersect with crisis situations and how to effectively engage with first responders. Learn the best practices for supporting your loved one during emergencies and what to expect from local response systems. REGISTER

Free

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Online – Special Edition P2P Lunch & Learn w/ Tahoma Associates

September 25 @ 12:00 pm – 1:00 pm PDT

REGISTER 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. Each session might have a specific theme or topic of discussion. Themes could range from handling tantrums and promoting positive behavior to managing screen time, fostering resilience, and supporting learning at home. REGISTER

Who is our guest Tahoma Associates?

Tahoma Associates takes pride in their availability to serve a person throughout their lifetime. Beginning with Job Foundations and School to Work programs, we support school age adults and continue with our Employment Programs for those with work aspirations and Community Inclusion for those individuals aging out of the workforce or whose goals center around volunteer activities in the community.

This group supports:

Trainings: The trainings are designed to be interactive and engaging. Participants have opportunities to ask questions, participate in discussions, and share their own experiences.

Inclusive Environment: The training sessions are inclusive and welcoming, catering to parents with diverse backgrounds and experiences.

Advocacy Support: The group may provide guidance on how to advocate for their child within the school system, healthcare system, or when dealing with government agencies.

Free

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Childcare-What to Know When Your Child has a Disability 

Posted on by Nicol Walsh

When a parent or family caregiver needs care for their child with a disability, finding safe, appropriate, and affordable care will be a priority. There are resources for children with disabilities and their families in Washington State to find safe and affordable childcare. For providers which take federal funds, civil rights laws protect access and appropriate services for children with disabilities and their families. 

A Brief Overview 

  • Two reliable sites with lists of childcare providers in Washington State are WA State Department of Children, Youth, and Families at findchildcarewa.org, and Childcare Aware of Washington Family Center, which is also by phone at 1-800-446-1114. 
  • Childcare takes place in many different settings, licensed and unlicensed. A state license for childcare can help you decide if a childcare setting is safe. This article tells you how to find out if a provider is licensed. 
  • It’s good to ask certain questions before enrolling a child with a childcare provider. This article offers a sample list. 
  • Three laws protect the rights of children with disabilities in childcare settings that accept federal funding: Americans with Disabilities Act (ADA), Individuals with Disabilities Education Act (IDEA) Part C (Birth to Age 3) and Part B (Age 3 through high school graduation) and Section 504 of the Rehabilitation Act of 1972. 
  • Childcare can be expensive. This article explains about tax credits and state programs that help working families, free early learning programs and preschool, and financial help when family, friends, or neighbors provide childcare for your child. 

How can I find listings for childcare in WA State?

 Use this link for listings on the Washington State Department of Children, Youth, and Families (DCYF): findchildcarewa.org 

Washington State partners with Child Care Aware of Washington Family Center. The phone number for individual assistance with your childcare search is 1-800-446-1114 

How can I find out if a childcare center, program, or family home childcare is safe? 

By law, Washington State licenses certain childcare settings. Licensing sets standards that childcare programs and providers must meet. State inspections help ensure that licensed programs and providers meet the standards, which cover a wide range of topics, from the safety and cleanliness of the physical setting through number of staff per child, staff training, and age-and-ability appropriateness of activities and education. 
Links to Washington’s licensing rules are on DCYF’s page on Becoming a Licensed Child Care and Early Learning Provider. 

Licenses are required for: 

  • Family home early learning programs: 
    An early learning program licensed by the department where a family home licensee provides childcare or education services for 12 or fewer children in the family living quarters where the licensee lives. 
  • Childcare center early learning programs: 
    A facility providing regularly scheduled care for a group of children aged from birth through 12-years-old for periods of less than 24 hours a day. 
  • School-age programs (might provide before and after-school childcare and school vacation care): 
    A facility providing regularly scheduled care for a group of children 5 through 12-years-old for periods less than 24 hours a day, when children are not attending school. 
  • Outdoor Nature-Based program: 
    An early learning program that offers regularly scheduled care for preschool-age children, school-age children, or mixed-age children for periods less than 24 hours a day, when children are not attending school. 

What types of childcare don’t need a license? 

  • A nanny or babysitter in your family’s home 
  • Informal parent cooperatives (example: “babysitting exchange”) 
  • Play groups 
  • Educational preschools that operate less than four hours a day 
  • Parks and Recreation programs run by cities and towns 
  • Family members, friends, and neighbors who provide occasional care (If friends or neighbors are providing childcare for multiple children on a regular basis, they are required to have a state license.) 

Programs operated by cities and towns may have standards set by the local government. Contact your local Parks and Recreation Departments to find out what standards their facilities need to meet, how staff are chosen and background checked, and any other questions you have about whether a program will be safe and appropriate for your child. 

Programs that operate on federal or state funding must meet Washington State licensing requirements, such as Head Start and Early Childhood Education and Assistance Program 
(ECEAP). 

More on Head Start and ECEAP under “How to pay for childcare.” 

Find out if a program or provider is licensed by: 

This search tool lets you search for licensing history (has the home or center ever lost its license?), state monitoring reports (did the inspectors find anything to worry about?) status of staff background checks (are they being done?) and more. The tool finds information in Washington State’s database of all licensed childcare facilities and home childcare providers. 

Here is a downloadable, printable checklist of questions to ask when you visit a childcare setting. It’s from ChildCare Aware of Washington: Child Care Quality Checklist 

Questions to ask a provider:  

Questions to ask a provider when enrolling a child with disabilities into a childcare program. It’s important for parents to ask questions to ensure the provider can meet their child’s unique needs.  

  • What experience do you have caring for children with disabilities? 
  • Do you have staff trained in special education or disability support? 
  • What is your adult-to-child ratio, and how flexible is it for children needing more support? 
  • Are staff trained in administering medications or managing medical devices (e.g., feeding tubes, EpiPens, inhalers)? 
  • How do you support children with behavioral challenges? 
  • What is your approach to discipline, and how is it adapted for children with developmental or emotional disabilities? 
  • Can you create or follow an Individualized Care Plan or IEP? 
  • Are you willing to make reasonable modifications to activities, routines, or environments? 
  • Do you allow assistive technology or support items (e.g., communication devices, wheelchairs, noise-canceling headphones)? 

Are there laws that support my child with disability and protect their rights in a childcare setting? 

There are three laws that may apply to childcare settings: 

  • Americans with Disabilities Act (ADA)  
  • Individuals with Disabilities Education Act (IDEA), Part C (Birth to Age 3) and Part B (Age 3 through high school graduation) 
  • Section 504 of the Rehabilitation Act of 1972, usually referred to as “Section 504” or “504” 

Title III of the Americans with Disabilities Act (ADA) applies to: 

  • Federal, state, and local government-agency programs. Examples of this are Head Start, ECEAP (preschools operated by local school districts), summer programs, and extended day school programs. 
  • Privately run childcare centers such as those licensed by Washington State. “Even small, home-based centers are covered by title III of ADA”  
  • Private childcare centers that operate on the property of a religious organization, leasing or renting space on that property. 

ADA does NOT apply to childcare centers that are RUN by religious organizations, such as a church, temple, mosque, or synagogue. 

ADA requires childcare providers to give both children and parents with disabilities an equal opportunity to participate in the provider’s programs and services. 

  • Centers cannot exclude children with disabilities from their programs unless their presence poses a direct threat to the health or safety of others or requires a fundamental alteration of the program. 
  • Centers must make reasonable modifications to their policies and practices to integrate children, parents, and guardians with disabilities into their programs unless doing so would constitute a fundamental alteration. 
  • Centers must provide appropriate auxiliary aids and services needed for effective communication with children or adults with disabilities, when doing so would not constitute an undue burden. 
  • Centers must generally make their facilities accessible to persons with disabilities. Existing facilities are subject to the readily achievable standard for barrier removal, while newly constructed facilities and any altered portions of existing facilities must be fully accessible. 

This website has many examples of situations to help parents and childcare providers understand what the law requires: Commonly Asked Questions about Child Care Centers and the Americans with Disabilities Act. 

Individuals with Disabilities Education Act (IDEA), Part C (Birth to Age 3): 

Children aged birth to 3 who have a disability or are at risk for certain disabilities may be eligible for services under IDEA. For children who qualify, Part C of IDEA authorizes services to support and promote a child’s development “in their natural environment.” This usually means the family home and often, the child’s childcare setting.  
 
Parents can request their child be evaluated (tested) to see if they are reaching expected developmental stages. If evaluators find that a child needs support, a Family Resource Coordinator (FRC) will help the family create an Individualized Family Services Plan (IFSP). Family members have important roles in that plan, and professional staff provide services and help the family to use natural learning opportunities like playtime, meals, or baths to create opportunities for a child to practice and develop delayed skills. 

Services in an IFSP may include, but are not limited to:  

  • Specialized instruction 
  • Speech therapy 
  • Occupational therapy 
  • Physical therapy 

If childcare is a part of your child’s regular schedule, services may be able to be provided in the childcare setting, such as a scheduled time for a speech therapist to work with your child during childcare hours, and for childcare staff to include your family’s daily “practice time” to help your child meet their development goals. 

 If you are just beginning to look for childcare, your FRC may be a good resource to advise you on things to look for and questions to ask to find a childcare setting that can support your family’s IFSP. 

You can check out these resources for much more information on Birth-to-3 programs: 
 
Disability Rights for Littles: Key Information for Families of Babies, Preschoolers, and Primary-School Children (videos) -all the basics you need to know 

PAVE: From Birth to Three Toolkit Basics and beyond! Read online or download, includes FAQ sheet and “cheat sheets”, summaries of important information at-a-glance.  

WA State Department of Children, Youth and Families (DCYF) Early Intervention Services page: Includes contact information and links to apply for an evaluation for ESIT services to find out if your child qualifies. 

Individuals with Disabilities Education Act (IDEA), Part B (Age 3 through high school graduation): 

IDEA Part B applies to preschool and school-age children, and exists to ensure schools, preschools, and kindergartens provide eligible children with disabilities a Free, Appropriate Public Education (FAPE). When disabilities affect how a child is doing in preschool or school, IDEA Part B states that schools and preschools are required to evaluate the child to see if they qualify for special education and related services and supports. This article from PAVE has important background on this law: IDEA: The Foundation of Special Education. 

If a child is eligible for special education, a team is brought together that includes parents, and an Individualized Education Program (IEP) is created for the child, listing the goals, education, and other supports the school or preschool will provide to meet the child’s learning needs. 

For childcare settings, IDEA Part B will apply for these types of childcare settings: 

This PAVE resource explains the differences in services between Part B and Part C of IDEA. 

Section 504 of the Rehabilitation Act of 1973 

Often called “Section 504” for short, this federal law administered by the Office of Civil Rights prohibits discrimination based on disability. To be protected under Section 504, a child must have a physical or mental impairment that substantially limits one or more major life activities, have a record of such an impairment, or be regarded as having such an impairment. 

Section 504 applies to individuals 3-22 years of age. The law requires childcare centers, camps, and any other recreational programs that receive federal funding to provide preschool children with disabilities equal access to the program, with reasonable accommodations and modifications. 

It also includes programs like Head Start, summer programs, and extended school day programs.  

Requirements for childcare centers: 

  • Non-discrimination: Childcare centers cannot refuse to admit a child with a disability.  
  • Reasonable Accommodations: They must provide reasonable accommodations to enable children with disabilities to participate in the program.  
  • Individualized Assessments: Childcare providers must make an individualized assessment of a child’s needs.  
  • Modifications to Policies and Practices: They must make reasonable modifications to their policies and practices.  
  • Accessible Facilities: Childcare centers must ensure that physical spaces are accessible.  

Help paying for childcare:  

Federal Tax Credit: The child and dependent care credit is a tax credit that may help you pay for the care of eligible children or dependents. This credit is based on your income and the cost of caring for your children or eligible dependents to work, look for work, or attend school.  

Seattle has a Child Care Assistance Program. 

Washington State offers a program through the Department of Children, Youth, and Families (DCYF): 

Working Connections Child Care (WWCC) helps working families pay for childcare. If a family qualifies and chooses an eligible provider, Washington State will pay part of childcare costs. Parents are responsible for any copayment of childcare fees not covered by the state, and those are payable to the provider every month. 

  • The child or children must live in Washington State 
  • The family with whom the child lives must live in Washington State 
  • The family’s income must be at or below 60% of the State Median Income 
  • The family must have less than $1 million in resources 
  • Parent or parents must be participating in an approved activity, such as self-employment, employment, or being in high school or post-secondary education or taking part in the WorkFirst or BFET program. 
  • Families experiencing homelessness are eligible. 
  • If a parent or parents are seasonal agricultural (farm) workers, and live in certain counties, they may be eligible for the Working Connections program. 

An additional up-to-date online resource is MomsRising.org. This site has brief, helpful information about the Working Families Child Care Program, especially when your child or children have a disability. It goes over issues such as: 

  • How families and family size are defined for this program 
  • Children with physical, intellectual and/or developmental disabilities 
  • Children and families experiencing homelessness 
  • Families where the parent or parents are high school or college students 
  • What types of childcare are available 
  • Getting financial assistance when a family member, friend, or neighbor can take care of your child or children 
  • You can check details of your eligibility, including income requirements, on DCYF’s Working Connections Child Care website page.  
  • Apply by calling the Child Care Subsidy Contact Center 1-844-26-8687 or online at Washington Connection.  
  • Get help applying for this program and help finding childcare that meets your family’s needs through ChildCare Aware of WA. 

Free state-licensed early learning childcare or preschool: 

Head Start programs are federally funded and Early Childhood Education and Assistance Program (ECEAP) is a Washington State-funded program for children aged three and four, and in some locations, infants and toddlers younger than age three. Head Start offers services to pregnant women in some locations.  

Your local school district will have an ECEAP program available. 

Children are eligible for these programs based on their age and family incomes, with some children able to attend these free programs if they have multiple support needs. Visit the ECEAP & Head Start programs page on the DCYF website for more detail and contact information in English and Spanish. 

Financial help for childcare by family, friends, or neighbors: 

In Washington, this category is called Family, Friend and Neighbor Care. These settings are not required to have a license and are very common arrangements.  
Informal care for children in your home or the family’s home may involve some expenses, and Washington State recognizes this with financial assistance (subsidies). Visit the Family, Friend and Neighbor Care page on DCYF’s website for contact information to apply for subsidies. 

Online – Special Education Workshops

October 16 @ 6:00 pm – 7:00 pm PDT

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

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


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

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

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

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

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

Free

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

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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Online – P2P Military Families Support Group

September 2 @ 5:00 pm – 6:00 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

Related Events

Online – Building Legacy And Community Knowledge Support Group

September 23 @ 6:00 pm – 7:00 pm PDT

REGISTER This support group provides a safe, validating, and empowering space for parents, caregivers, and families of African descent so they can find understanding, strength, and resources to navigate their unique and often challenging and isolating journey of raising Black/African American child or family member with a disability.

What We Do:

The support group provides information about available resources, services, and programs that cater to the needs of Black and African American families, including therapists, educational materials, and assistive technologies.

This group supports:

Cultural Sensitivity: The support group is familiar with the cultural nuances, historical context, and systemic challenges that Black and African American families may encounter.

Community Building: The group offers a platform for parents to connect with others who share similar experiences, fostering a sense of belonging and camaraderie.

Celebration of Diversity: The support group celebrates the diversity within the Black and African American community and highlights the strengths and contributions of individuals with disabilities, promoting a positive narrative that challenges stereotypes. REGISTER

Free

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Online – Awesome Autism Parent Support Group

September 11 @ 1:00 pm – 2:00 pm PDT

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

This group supports:

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

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

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

Free

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Developmental Screening (Birth to Three and Medically needed developmental screening)

Posted on by Nicol Walsh
Download understanding milestones and delays

What is Developmental Screening?

Developmental screening is the practice of systematically looking for and monitoring signs that a young child may be delayed in one or more areas of development. Screening is not meant to establish a diagnosis for the child, but rather to help professionals and families determine whether more in-depth assessment is the next step. By using a high-quality screening tool, professionals can screen children for delays accurately and cost-effectively.

Think about your child’s first months. The medical professionals set up regular “Well-child” appointments just to monitor how your child is doing.  These “Well-child” visits allow doctors and nurses to have regular contact with children to keep track of the child’s health and development through periodic developmental screening. Developmental screening is a simple process that can have both informal and formal assessments. When using a tool that is more formal in nature, the short test can tell if a child is learning basic skills when he or she should, or if there are delays. Developmental screening can be done by other professionals in health care, community, or school settings.

We have heard many times over the years that a child’s greatest window for development is in the first five years of life. Eighty-five percent of the brain’s development occurs before age three, making the first years of life critical to a child’s future success. The research shows that early intervention greatly improves a child’s developmental and social skills. Early intervention services help children from birth through 3 years of ages. Services usually include the support of an early educator who works with the family, as well as therapy (if identified as a need) to help the child talk, walk, and interact with others.

It’s not uncommon for parents to become concerned when their little one doesn’t seem to be developing within the normal schedule of “baby” milestones. You may worry that he hasn’t rolled over yet, or that he isn’t doing what the neighbor’s child, who is about the same age is doing. There may be concerns about your baby sitting up or beginning to verbalize words and sounds.

While it’s true that children develop differently, at their own pace, and that the range of what’s “normal” development is quite broad, it’s hard not to worry and wonder. If you think that your child is not developing at the same pace or in the same way as most children his or her age, it is often a good idea to talk to your child’s pediatrician. Explain your concerns. Tell the doctor what you have observed with your child. The doctor or other professionals might ask you some questions they may also talk and play with your child to see how he or she plays, learns, speaks, behaves, and moves. A delay in any of these areas could be a sign of a problem.

You can also get in touch with your community’s lead agency for birth-to-three services, and ask for an evaluation to see if there are possible delays. Based on referrals from the Doctor and the evaluation provided by the early intervention team, your child may be eligible for early intervention services, which will be developed with you and will address your child’s special needs.

Screening is a simple process that can identify infants and young children who may be at risk for health, developmental, or social/emotional problems. It identifies children who may need a health assessment, diagnostic assessment, or educational evaluation. “Screening” means using a standardized instrument. This could include a parent questionnaire, observational process, or other form of measurement that has been validated by research to learn more about the child’s development. Using a standardized instrument is much more effective for identifying real concerns or delays than just using professional judgment or informal questions about the child’s development.

The screening process provides an opportunity for young children and their families to access a wide variety of services and early childhood programs. It also supports the parents’ understanding of their child’s health, development, and learning.

The developmental screening and evaluations can lead to the involvement of a Family Resource Coordinator who will walk with the family through those first three years. They do a family needs assessment, if the family wishes to have one done. This helps identify areas the needs and priorities of the child’s family. Family-directed services are meant to help family members understand the special needs of their child and how to enhance the child’s development.

The need to provide early intervention is significant. Many children with developmental delays are not being identified as early as possible. This can result in these children waiting to get the help they need to do well in social and educational settings until they are in a school or pre-school setting. Research has shown that in nearly one in six Washington kids has a developmental delay, but only 30% of these children are identified before starting kindergarten, when early support services are most effective. Additionally, research has also identified that in the United States, about 13% of children 3 to 17 years of age have developmental or behavioral disabilities. These can include autism, intellectual disabilities, and attention-deficit/hyperactivity disorder. Additionally, there are children who have delays in language, social skills, or other areas that affect school readiness. This same research found that many children with developmental disabilities weren’t identified before age 10. These types of delays have significant implications since by that age there are significant delays that might have been addressed earlier and provided opportunities for services and support that was missed.

Because of the rapid growth in a child’s first three years of life, early support and monitoring of child development is essential for these children to reach their full academic potential as well as social and personal success. In all cases, kids will experience greater success academically, socially, and personally if delays are caught early and kids and families get the support they need. Free developmental screening using the Ages and Stages Questionnaire-3 screening tool is one of the best ways to get more awareness of what can help your child. In addition to the Ages and Stages survey a terrific tool and support network has been established called “Within Reach”. The “WithinReach” website is committed to supporting optimal child development of all Washington families. Through the “WithinReach” Family Health Hotline and Plan a Save Care (POSC), families can access free developmental screening, connections to early learning and family support and referrals to early intervention for developmental delays.

If you would like a free developmental screening for your child or have concerns about your child’s development, it is as easy as calling their Family Health Hotline (800) 322-2588 or visiting their website at www.ParentHelp123.org.

Remember that as important as Developmental screening is as a part of early intervention, can go also be important in assuring that the needs of children of older ages also find success and resources. Developmental screening for older youth can include areas of the individual’s development in mental health, social and emotional needs, and communication needs, just to name a few. Developmental screening will help assure that the needs of the individual whether an infant or an older child, can be met, and how those needs can be met. As parents and family members we have a responsibility to help our children thrive and developmental screening can help us know which path to follow to make that happen.

Resources for this article:

Overview of Early Education from Center for Parent Information & Resources

Within Reach – Want to learn more about your child’s development?

Ages and Stages Questionnaires – Helping parents understand the Benefits for Developmental Screening

CDC- Developmental Monitoring and Screening

CDC – Autism Spectrum Disorder (ASD)

CDC – Facts about intellectual Disability

Ages and Stages

 

Getting to Know the Individualized Family Service Plan (IFSP)

Posted on by Nicol Walsh

The Individualized Family Service Plan (IFSP) is an essential tool designed to support infants and toddlers with developmental delays or disabilities. This guide provides a structured overview of each step in the companion worksheet, breaking down the IFSP process and essential actions family caregivers should take. 

Brief Overview 

  • Part C of the Individuals with Disabilities Education Act (IDEA) ensures the right to early intervention services for infants and toddlers (birth to age three) with developmental delays or disabilities. 
  • Washington’s Department of Children, Youth, and Families (DCYF) administers early intervention services to eligible children in the state through Early Support for Infants and Toddlers (ESIT). 
  • The Individualized Family Service Plan (IFSP) is a comprehensive, whole family plan to provide tailored services and supports. 
  • Parents and family caregivers play a crucial role in the IFSP process and have the right to be fully involved. 
  • PAVE provides a fillable Getting to Know the Individualized Family Service Plan (IFSP) Checklist for download in multiple languages. 

Download the: Getting to Know the Individual Family Service Plan (IFSP) Checklist
English | Spanish Español |

Introduction 

Part C of the Individuals with Disabilities Education Act (IDEA) protects the rights of infants and toddlers with disabilities, from birth to age three, who qualify for early intervention services. In Washington, the Department of Children, Youth and Families (DCYF) administers services for eligible children through Early Support for Infants and Toddlers (ESIT). Children who qualify receive services through an Individualized Family Service Plan (IFSP). 

An IFSP is a comprehensive plan designed to support infants and toddlers with developmental delays or disabilities. It outlines the child’s current levels of development, sets specific goals, and details the services and supports needed to achieve these goals. The IFSP also includes information about the child’s family and their resources, priorities, and concerns, ensuring that the plan is tailored to the family’s unique situation. Additionally, it specifies the frequency, intensity, and method of the services to be provided, along with the professionals responsible for delivering them. The plan is reviewed every six months and is updated at least once a year but can be reviewed at any time by request of parents or other team members. The review process involves discussing: 

  • Progress toward existing goals 
  • Whether services should continue, increase, or decrease 
  • Any new concerns that need to be addressed 

Step 1: Read the IFSP draft before the IFSP meeting.

 Ask for a copy of the IFSP draft in advance of the meeting. Getting the draft before the meeting gives you time to read through it and understand what is being proposed. If you prepare and know what will be discussed, you will feel more confident and involved in the planning process. This will also help you give better feedback during the meeting. 

Review the document carefully to ensure all necessary information is included. Take your time to go through each section of the IFSP draft. Make sure that the details about your child and their needs are correct and clearly stated. Look for any missing information or areas that need more explanation.  

Understanding the IFSP is crucial for making informed decisions about your child’s care. Under state and federal law, parents have the right to information about their child’s education in a language they can understand. If English is not your first language, ask for a translation so you can fully understand the document. This ensures that you can participate effectively in the meeting and advocate for your child’s needs.  

Step 2: Review your child’s present levels and needs.

After a child is evaluated, data are compared against typically developing children of the same age. If scores show a 25 percent delay overall or if the score in one developmental area is statistically 1.5 standard deviations below typical peers, then the child is eligible for an IFSP. Your child’s present level of development will include a developmental level, including the percentage of delay, for each of the developmental areas evaluated. 

ESIT uses standardized tools and observations to evaluate a child’s development in five areas: physical, cognitive, social-emotional, communication, and adaptive. Physical skills include fine motor and gross motor development, including movement and coordination. Cognitive skills involve thinking and learning. Social-emotional skills are about interacting with others and managing emotions. Communication skills cover understanding language (receptive) and using language (expressive).  Adaptive skills are daily living activities like dressing and eating. Your child may also be evaluated for vision and hearing development. Assessing these areas gives a complete picture of your child’s development and helps guide the support they need. 

Carefully read the summary of your child’s functional performance to identify their social-emotional, communication, and behavioral strengths. By knowing their strengths, you can build on them to help your child grow. This means identifying areas where your child excels and using these strengths as a foundation for further development. For example, if your child has strong fine motor skills, you can incorporate activities that involve drawing, building with blocks, or holding eating utensils. Recognizing and leveraging strengths can boost your child’s confidence and motivation, making learning more enjoyable. It also helps create a more balanced and positive approach to their development, focusing not only on areas of need but also on celebrating and expanding their abilities. 

Understanding your child’s weaknesses will allow you to focus on areas that need improvement. Based on the evaluation data, the IFSP will identify what specific supports and services your child requires. These needs might include therapies, special education, or other interventions. For example, if your child has cognitive delays, the plan might include early intervention services that focus on developing problem-solving and learning skills. This could involve activities like puzzles, matching games, or simple counting exercises that help your child improve their cognitive abilities. 

Step 3: Read the family priorities and concerns for accuracy. 

The IFSP is a whole family plan, with the child’s primary caregivers as major contributors to its development and implementation. Carefully read the sections that refer to family priorities and concerns. Write down anything you would like to add or change. 

The IFSP includes goals, and progress is monitored to determine whether the plan is supporting appropriate outcomes. The plan is reviewed every six months and is updated at least once a year but can be reviewed at any time by the request of parents or other team members. 

As you think of additional concerns and priorities, make note of them to discuss at the IFSP meeting. Every six months, or whenever necessary, the IFSP can be adjusted to reflect new developments, emerging needs, or changes in family priorities. Urgent or time-sensitive issues do not have to wait until the six-month review. Family caregivers can request a meeting to discuss their concerns or update the IFSP at any time.  

Step 4: Review any recommended resources. 

Explore the community resources and supports listed by the Family Resource Coordinator (FRC). Some may require additional application processes and paperwork. Begin by identifying which resources are most important and the starting point to connect with their services or information. Plan to work through each step and make note of those resources that you want to explore further. 

Step 5: Consider the major results/outcomes expected of your child. 

The IFSP outlines specific outcomes, or goals, based on the child’s present levels of development. Review the outcomes outlined for your child’s development. The outcomes should be practical and fit into daily routines, and they should be written so the IFSP team can measure progress. 

Some skills require gradual learning. If a goal seems too broad or complex, breaking it into smaller, manageable steps (or “chunking”) can make it easier for the child to achieve success. For example, if the goal is for a child to use a spoon independently, the steps might include: 

  1. Holding the spoon correctly 
  2. Scooping food with assistance 
  3. Practicing controlled movements to the mouth 
  4. Eating independently with minimal spills 

Write down your concerns and observations about specific outcomes to discuss with the IFSP team. If a goal is too ambitious or not challenging enough, adjustments can be made to better fit your child’s pace of development. 

Step 6: Identify the services, including frequency and duration. 

 Early intervention services are designed to meet the child’s individual needs. Locate your child’s services, the frequency and duration, and the outcomes related to each service. Review the types of services your child will receive, such as speech therapy or occupational therapy, and whether they will be provided individually or as part of a group. 

 Step 7: Review the location(s) of service delivery. 

Services are typically provided in the child’s home or other natural environment, where everyday learning opportunities occur, such as their home or daycare. They also can be offered in a medical hospital, a clinic, a school, or another community space. Any services provided outside the child’s natural environment require a statement explaining the rationale for the placement, including why an outcome cannot be achieved in a natural environment and a plan to move the service or support into the natural environment.  

Review the location(s) where your child will receive their services and note any concerns you have, including issues with accessibility, transportation, and distance from their natural environment. 

Step 8: Identify the source of funding or payment for services. 

Washington State provides most early intervention services at no cost to families of eligible children. Some services covered by insurance are billed to a child’s health insurance provider, with the signed consent of a family caregiver. The early intervention system may not use health care insurance (private or public) without express, written consent. The IFSP will include any payment arrangements for services that are not covered by Part C. 

Part C of the IDEA requires states to provide the following services at no cost to families: Child Find (outreach and evaluation), assessments, IFSP development and review, and service coordination. 

Step 9: Save your FRC’s information. 

The FRC is your main contact for your child’s early intervention services. The IFSP lists the FRC’s name and contact information. If you have any concerns or disagree with any part of the process, you can reach out to your FRC at any time for help and guidance with accessing services. While your child is receiving early intervention services, communicate any updates or additional support needs to your FRC. 

Final Thoughts 

As a parent or caregiver, you have the right to be fully involved in your child’s early intervention journey. Following these steps ensures that families are well-prepared to navigate the IFSP process. Understanding the IFSP process gives you the knowledge and confidence to make informed decisions, ensuring your child receives the best possible support for their development. By staying informed, actively engaging with the IFSP team, and advocating for their child’s needs, families can help create an effective and supportive early intervention plan for their child’s development. 

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Beyond School Walls: A Guide to Homeschooling in Washington State 

Posted on by Nicol Walsh

Homeschooling is a popular and flexible educational option for many families. “Home-based instruction” (HBI), as it’s referred to in Washington State law, must meet specific required subjects and instructional hours (or school days) annually. If you’re considering homeschooling, it’s important to understand the legal requirements and steps involved, including the qualifications that make a parent or guardian eligible to provide home-based instruction. Homeschooled students can access public school resources like extracurricular activities, part-time classes, and even special education services. By understanding and adhering to these guidelines, you can ensure a successful and enriching homeschooling experience for your child.

A Brief Overview

  • Homeschooling or home education programs are called “home-based instruction (HBI)” in Washington state.
  • A parent or guardian must meet one of four qualifying criteria to homeschool, or register through an approved private school extension program.
  • Homeschooling must cover 11 required subjects and at least 1,000 instructional hours annually (or 180 school days), but Washington law (RCW 28A.200.020) allows for flexibility in teaching methods and curriculum selection, emphasizing a personalized approach.
  • Beginning on their eighth birthday, your child must be enrolled in a school or home-based instruction, in accordance with Washington’s compulsory attendance law (RCW 28A.225.010).
  • If your student was enrolled in school prior to homeschooling and they are 8 years of age or older, they must be withdrawn by written and signed statement, and you must file a Declaration of Intent with your local public school district. The Declaration of Intent must be filed by September 15th annually, or within two weeks of the beginning of the public school year.
  • Homeschooled children must complete yearly assessments, either through standardized testing or an evaluation by a certificated educator. Parents and guardians must keep the results in their homeschooling files as a permanent record.
  • Families can request a special education evaluation from the public school district regardless of whether their child is enrolled in public school. If the child is eligible, the district must provide ancillary services unless the family declines them (RCW 28A.150.350).
  • Homeschooled students can participate in public school resources, including part-time enrollment in virtual or in-person classes, extracurricular activities, and sports.
  • PAVE provides a downloadable Annual Checklist for Home-Based Instruction to help families maintain compliance with Washington’s homeschool statutes.

Introduction

Whether you are looking for an alternative to public school or continuing a home education program you began before moving from out of state, there are some things you need to know before homeschooling your student in Washington State. Homeschooling, referred to as “home-based instruction (HBI)” in the state statutes, comes with specific guidelines and requirements.

To homeschool, a parent or guardian must:

  1. Meet the qualifications for homeschooling under state law (RCW 28A.225.010(4))
  2. Provide 180 school days or 1,000 instructional hours annually in the 11 required subjects
  3. Formally withdraw the student from public school
  4. Notify the school district of annually with a Declaration of Intent
  5. Have the student complete an annual test or assessment
  6. Maintain homeschool records
Download the Annual Checklist for Home Based Instruction

What qualifications must a parent or guardian meet to homeschool?

A parent or guardian has to meet one of the following qualifications to homeschool their child:

  1. Hire a certified teacher to supervise the instruction.
  2. Complete 45 college quarter credits or the equivalent in semester credits.
  3. Complete a course in home-based education, sometimes referred to as a parent qualifying course, at a postsecondary or vocational-technical institute.
  4. Gain approval from the superintendent as “sufficiently qualified to provide home-based instruction.” Those who have homeschooled in another state and move into Washington may be more successful with this by demonstrating a documented history of homeschooling.

If you do not meet these qualifications, you may homeschool through a private school extension program. Locate an approved private school that allows the homeschooling option and contact the school directly.

What do homeschool students learn?

Washington law mandates that homeschooled children receive at least 1,000 instructional hours annually (or 180 school days), similar to the public school system. There are 11 required subjects, although parents do not have to teach every subject daily, weekly, or even yearly. Some subjects, like social studies, are for younger grades, while others, like history, are for older grades. The homeschool curriculum must include the following subjects:

  • Occupational education
  • Science
  • Math
  • Language
  • Social studies
  • History
  • Health
  • Reading
  • Writing
  • Spelling
  • Art and music appreciation

You have full control over your homeschooling curriculum, allowing you to tailor the education to your child’s needs and interests. You are responsible for decisions related to educational philosophy, selection of books, teaching materials, curriculum, and methods of instruction (RCW 28A.200.020).

Washington law acknowledges that “home-based instruction is less structured and more experiential than the instruction normally provided in a classroom setting.” As a result, the nature and quantity of instructional and educational activities are “construed liberally”. This flexibility gives you the freedom to create a personalized educational experience. (RCW 28A.225.010(5))

When and how can I withdraw my student from public school?

Children living in Washington must be enrolled in a school or home-based instruction starting on their eighth birthday. The law requires compulsory attendance from age eight until eighteen (RCW 28A.225.010). Any educational programs your child participates in before age eight are not subject to state requirements for home-based instruction.

If your child is enrolled in a public or private school and you decide to homeschool, you must first formally withdraw your student. This process involves submitting a withdrawal form provided by the school or a written statement including the student’s name, school name, date of withdrawal, your signature, and the date of signing.

If your child is 8 years of age or older, notify the school district of your intent to homeschool on the same day that you withdraw them from public school, even if they have not yet begun classes or an educational program at the school.

How do I notify the school district that I am homeschooling my child?

For every school year that your child is homeschooled, you must file a written statement, called a Declaration of Intent, with the district superintendent. The address of the superintendent is usually the district office, which you can find on the school’s website or by calling your local school. You may retain a district-stamped copy of the Declaration of Intent by including a second copy and a self-addressed envelope with prepaid postage in your mailer. The deadline to file is September 15th or within two weeks of the beginning of the public school year.

A Declaration of Intent is not required for children who begin school before age 8. For example, a 5-year-old who has started kindergarten may be withdrawn for home-based instruction. The child started going to school before compulsory attendance applied. As a result, the parent is not required to file a Declaration of Intent. If you intend to start your student’s educational career in homeschool, submit your first Declaration of Intent when your child turns 8 years old and compulsory education begins.

The Office of Superintendent of Public Instruction (OSPI) has provided a Sample Declaration of Intent that includes all of the required information: the child’s name, age, address, and parent’s name. This documents that the parent is complying with compulsory education requirements, and the student is receiving an education. The Declaration of Intent must also specify whether a certified teacher will supervise the instruction.

What are my options to complete the required annual assessments?

There are two options for the required annual assessments:

  1. Standardized Test: Administered annually by a qualified individual approved by the test publisher. The test must be a standardized academic achievement test recognized by Washington State Board of Education (SBE). For a list of examples of tests, see the SBE Home Instruction FAQs page.
  2. Annual Assessment: Conducted by a certificated person currently working in the field of education. The evaluation must be written. Washington law does not provide as much detail about the criteria for evaluations, but it should include “statements and documents that reflect the child’s progress, or lack thereof” (OSPI).

The purpose of the annual test or evaluation is to provide an external metric to measure a student’s progress. The results are for the parent’s use only, unless the child is later enrolled at a public or private school. Parents can choose either option each year based on what works best for their child. Keep the test results in your permanent homeschool record.

Homeschooled students may take part in standardized testing at the public school. The testing dates for the year are usually available at the school office by late September and parents can call the assessment coordinator at the school district to register their student for these tests. Be sure to request a copy of the test scores for your homeschooling file during registration for the standardized test.

If a homeschooled student performs poorly on a test or assessment and the results indicate that they are “not making reasonable progress consistent with his or her age or stage of development,” the parent or guardian is expected to “make a good faith effort to remedy any deficiency”. (RCW28A.200.010(1)(c))

What records do homeschooled students have?

Maintaining good records is an essential part of homeschooling in Washington state, serving as proof of education and compliance with state laws. While the law does not specify the exact form records should take, there are several types of documentation that are meaningful for homeschooled students:

  • Attendance records tracking the 180 school days or 1,000 instructional hours required
  • Curriculum information documenting the textbooks and workbooks used
  • Student work samples and portfolios demonstrating application of what they’ve learned
  • Communication with school officials, including the annual Declaration of Intent and proof of mailing, such as the Certified Mail-Return Receipt
  • Test results, such as annual standardized tests and assessments
  • Immunization records

These records can be requested by school administrators if your child later enrolls in a traditional school setting. You should permanently keep proof of compliance with home education laws, including the Declaration of Intent and results of the annual assessments. Homeschool Legal Defense Association (HSLDA) recommends keeping all records from your student’s high school years because they may be requested as proof of education by a post-secondary education program, upon joining the military, or as part of an employment-related background check.

Does the public school have to provide special education and related services to homeschooled students?

Families have the right to request an evaluation for special education from the public-school district regardless of whether a child attends public school. If the child is found eligible, the local district is responsible for providing services unless the family does not want them. In some cases, families arrange to have a child attend private or home-based school but receive special-education services through the public school. These special education services are known as “ancillary services” and they are defined in Washington Administrative Code (WAC) as “any cocurricular service or activity, any health care service or activity, and any other services or activities, except ‘courses,’ for or in which preschool through twelfth grade students are enrolled by a public school” (WAC 392-134-005).

Ancillary services include but are not limited to:

  • Therapies, such as counseling, speech and hearing therapy
  • Counseling and health services
  • Testing and assessments
  • Supplementary or remedial instruction
  • Tutorial services, which may include home or hospital instruction
  • Sports activities

According to The Pink Book: Washington State Laws Regulating Home-Based Instruction, available on OSPI’s Home-Based Instruction page, the definition of “course” specifies that a service or activity meets all of the requirements of an ancillary service but is instructional in nature.

Can homeschooled students take part in public school classes or activities?

Students homeschooled in Washington have access to public school resources, including standardized testing, extracurricular activities, and specialized programs. Families can enroll their children as part-time students to access specific classes or services that complement their home-based instruction (RCW 28A.150.350(d)). Homeschooled students can attend virtual and online public school programs on a part-time basis without losing their homeschool status.

Access to extracurricular activities includes participation in sports and other interscholastic competitions through the Washington Interscholastic Activities Association (WIAA). Homeschooled students are considered “regular members” as long as they have met the State’s home-based instruction requirements, and –

  • Annually file a WIAA Rule 18.6.3 form with the principal’s office where the student is enrolled part-time. This form is available on the WIAA website, on the Student Eligibility Center page in multiple languages.
  • Do not receive assistance from the school district, and the school district does not receive funding for the student.
  • Meet both WIAA and the local school district eligibility requirements.
  • Follow transfer rules if they change schools after registering as a homeschool student.
  • Provide acceptable documentation of any interscholastic eligibility standards required of all other student participants.
  • Comply with WIAA and local school district regulations during participation.
  • Adhere to the same team responsibilities and standards of behavior and performance as other team members.
  • Participate as a member of the public school in the service area where they reside.

Final Thoughts

Homeschooling in Washington State provides families with a flexible and personalized approach to education while adhering to the state’s legal requirements. By understanding and meeting the necessary qualifications, maintaining proper records, and fulfilling annual assessment obligations, parents and guardians can ensure their child’s education remains compliant and effective. The wide array of resources, from specialized classes to extracurricular activities, further supports a well-rounded learning experience. Whether you are new to homeschooling or continuing from another state, Washington’s supportive framework allows for a rich and adaptable educational journey tailored to each child’s unique needs.