Peninsula School District Special Education programs serve students with disabilities from birth through twenty-one years who reside within district boundaries. As specified in federal and state law, students with disabilities are served in the least restrictive environment to the maximum extent possible. Thus, at all schools in the district, there are students with special needs participating as appropriate in general education classrooms and general education curriculum.

Special education services include individualized, specially-designed instruction in academic, self-help, communication, motor, vocational and social skill areas. Individual Education Programs (IEPs) are developed at least annually. IEP goals are written for each student based on the results of formal and informal testing and observations. Some students will also have objectives for each goal. The district carefully sequences instruction and maintains data about student progress.

For students of all ages, OT, PT, and other related services are available as determined through the IEP process.  Opportunities for integrated extracurricular/non-academic activities are also considered.  Transition services, including goal and objectives, based on functional vocational evaluation and anticipated post-school outcomes are part of the IEP beginning no later than age sixteen, and annually thereafter. The need for extended school year (ESY) services is determined by the IEP team.

First, talk with your student’s classroom teacher about your concerns.  Every school has a process in place to provide help when there are concerns about student learning and achievement.  You may also talk to the counselor, school psychologist, or administrator from your student’s school.  One outcome of that process might be a referral for a special education evaluation.

If you have concerns about a student who is not yet school age, please see the PSD ChildFind information below.

Preschool Child Find is a free developmental screening for children 3 to 5 years of age. If family members, primary care providers or teachers have concern for a child’s development, they may refer a family to PSD’s Child Find process. Upon referral children attend an appointment at one of our monthly Child Find screening clinics where vision, hearing, motor, communication, cognitive, social/emotional and adaptive are screened. 

For additional information or to refer your child for Child Find screening please call (253) 530-1090.  

Once the district receives a written request for evaluation in any form/format, the district has 25 school days to review information about the student, including school records, medical records, and information from parents, and decide whether to evaluate the student for special education eligibility. If the district decides to evaluate the student for special education eligibility, it must obtain written and informed consent from the parent prior to beginning the initial evaluation. See below for a timeline flow chart.

The Evaluation Process:
Parent consent is required to conduct an evaluation to determine whether the student requires special education services. The evaluation will be completed within 35 school days from receipt of your written consent.  All areas of suspected disability are assessed using a variety of assessment tools.  The evaluation team, including parents, then meets to discuss the results and determine eligibility.  Eligibility is based on whether the student has a disability, whether it has an adverse educational impact, and whether the student needs specially designed instruction.  Parents will be provided a copy of the evaluation report.  Students eligible for special education are reevaluated at least every three years. A reevaluation occurs to determine continuing need for special education services.

The Individual Education Plan (IEP):
An annual Individual Education Plan will be developed for each student determined eligible for special education services.  The IEP team consists of parents, at least 1 general education teacher, special education teacher and other service providers, a school district representative, and the student whenever appropriate. The initial IEP will be developed within 30 calendar days of initial eligibility. Parents will be provided a copy of the IEP.  IEPs are reviewed and updated at least once a year.

Placement:
A continuum of special education services is available to meet individual student needs.  Students are educated in the least restrictive environment (LRE) in which they will be able to progress toward their IEP goals.  This means that students with disabilities will be educated with students without disabilities to the maximum extent possible given their unique learning needs.  

Private School Students:
Students attending a private school can be referred for special education through the school district in which the private school is located. IEP services are provided in the school district of residence.  Additionally, in certain circumstances, private school students with disabilities can access an ISP (Individual Services Plan).  Please contact the Special Education Office at 253-530-1080 if you suspect your child attending a private school in Peninsula School District has a disability and may be in need of services.

Transfer students:
When you move to Peninsula School District from another district, please notify your new school if your child has an IEP.  The school will notify our office to request records from your previous school district.  The School Psychologist will process the transfer.  The team will determine most appropriate services and placement based on information from the previous school district.

Progress Reports:
Both state and federal law requires the collection and reporting of student progress toward accomplishing Individualized Education Plan (IEP) goals and objectives.  Evaluation and documentation of student progress is intended to serve three purposes:

1. To measure a student's performance against established IEP goals and objectives
2. To help identify causal factors that account for significant differences between actual and predicted performance
3. To provide a database for adjusting the student's IEP if it does not appear the student will meet the annual goal

Each service provider must collect explicit data on student progress on a regular basis. The provider must develop and maintain a data collection system for monitoring and evaluating student performance, and for measuring progress towards goals and objectives. 

The goals must be written with the data management system in mind. The frequency with which the data is recorded will depend upon the goal and objectives. Some situations require daily data. For some, measurement at weekly or monthly intervals is appropriate. The data must be recorded at least monthly on each objective. 

Transfer of Rights at Age of Majority:
Beginning at least one year before reaching age 18 (IEP in which the student turns 17) the student must be informed that all rights will transfer to the student at age 18 unless there is guardianship or other determination that the student cannot make educational decisions.
When the student reaches age 18 (or majority), the district must notify the parents and the student that rights have transferred to the student. This occurs through documentation in the IEP and a conversation at the IEP meeting. The district shall provide any required notices to both the student and the parent.

If a parent/guardian or adult student revokes consent in writing, for the continued provision of special education and related services, the district must honor the revocation and provide the parent with a prior written notice identifying the date the district will stop providing services. The district may not use due process or mediation procedures to challenge the parent's revocation. Beginning the effective date indicated in the prior written notice, the district may no longer provide special education and related services to the student. The district is not required to amend the student's education records to remove references to the student's receipt of special education and related services. Once the revocation is effective, the student is no longer entitled to receive special education or related services, and the district will not be considered in violation of the requirement to provide a free, appropriate public education (FAPE) available to the student.

By providing written notice of revocation of services, the parent/guardian is acknowledging:

• the district will stop providing special education and related services to the student beginning the date identified in the prior written notice given to them by the district;
• the district cannot use dispute resolution options to challenge their right to terminate special education services for the student;
• the district will no longer be required to conduct reevaluations, convene an IEP team meeting, or develop an IEP for the student;
• the district will not be considered in violation of the requirement to provide a free, appropriate public education (FAPE) available to the student;
• the district is not required to amend the student's education records to remove references to the child's receipt of special education and related services; and
• the student will be subject to all of the same requirements that apply to general education students, such as academics, statewide and district-wide assessments, extracurricular activities, graduation requirements, discipline, and all other general education requirements.

A continuum of special education services are available to meet individual student needs.  Students are educated in the least restrictive environment (LRE) in which they will be able to progress toward their IEP goals.  This means that students with disabilities will be educated with students without disabilities to the maximum extent possible given their unique learning needs.  Although the full continuum of services is available, not all options are available at every school site.

Explanation of commonly used abbreviations, terms and phrases in the special education program:

Peninsula School District is committed to supporting students with disabilities.  Our Special Education Parent Advisory Committee (SEPAC) was started in the 2022-2023 school year to promote educational excellence for students with special needs to reach their maximum potential.

Follow the links in the column on the right for the current school year’s SEPAC Family Education Series and Committee information.

If you would like to provide your thoughts and feedback to SEPAC you can do so through this link: SEPAC Feedback

2022-2023 SEPAC Archive

2023-2024 SEPAC Archive

Policy 2161: Special Education and Related Services for Eligible Students

Procedure 2161P: Special Education and Related Services for Eligible Students

While both staff and parents/guardians approach program development for special education students with their best interests in mind, sometimes differences of opinion can occur.  Parents/Guardians who have questions or concerns about their student should take their concerns first to the special education case manager/teacher, general education teacher and/or school psychologist who works with their student.  If the questions or concerns are not answered at that level, parents have a series of people to whom they can turn for help.  The following list is guidance as to the order of individuals you may contact for support with your questions or concerns.

1. Start with the student’s special education case manager/teacher and/or general education teacher.
2. If questions or concerns are not met, contact the school principal.
3. If questions or concerns are not met, contact the Assistant Director of Special Education.
4. If questions or concerns are not met, contact the Director of Special Education.
5. If questions or concerns are not met, contact the Executive Director of Student Services.
6. If questions or concerns are not met, contact the Chief Academic Officer.
7. If questions or concerns are not met, contact the Superintendent.
8. The Office of the Superintendent of Public Instruction (OSPI) also has resources and venues to assist parents with questions and concerns.  These resources can be found on their website: Family Engagement and Guidance | OSPI

Below is a list of frequently utilized resources by families.  For a more comprehensive list of resources available in Pierce County and Washington State, please contact the Pierce County Parent Coalition for Developmental Disabilities at 253-564-0707 and ask for a free copy of their most current "Resource Guide."

The Arc of Washington State
Services and programs for people with intellectual and developmental disabilities (IDD) and related neurological disorders that occur before age 18.

2600 Martin Way East, Suite D
Olympia, WA 98506
360-357-5596
888-754-8798 (calls from within Washington State only)

Autism Society of Washington
The mission of the Autism Society of Washington is to promote lifelong access and opportunity for all individuals within the autism spectrum, and their families, to be fully participating, included members of their community. Education, advocacy, public awareness efforts and the promotions of research form the cornerstone of AST's activities.

(253) 759-7995

Council for Exceptional Children
International professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities and/or the gifted.

1110 North Glebe Road, Suite 300
Arlington, VA 22201
703-620-3660 TTY: 703-264-9446
FAX: 703-264-9494

Office of the Superintendent of Public Instruction
The state agency charged with overseeing K-12 education in Washington.

Old Capitol Building
PO Box 47200
Olympia, WA 98504-7200
(360) 725-6000 TTY (360) 664-3631

PAVE, Parents Are Vital in Education
PAVE, a parent organization providing support, advocacy, training and information resources to empower families and individuals
with disabilities.

6316 South 12th Street
Tacoma, WA 98465-1900
253-565-2266
800-572-7368

Puget Sound Education Service District (PSESD)
PSESD is one of nine educational regional agencies serving school districts and state-approved private schools in Washington State. ESDs function primarily as support agencies and deliver educational services that can be more efficiently or economically performed regionally.

Main Office
800 Oakesdale Ave. SW
Renton, WA 98057-5221
425-917-7600

Special Education Staff Roster