Frequently Asked Questions

The Primary Service Pathways are defined on the Seattle Public Schools (SPS) website.

Placement is a specific term used in the Individuals with Disabilities Education Act (IDEA), so it means the same thing across the United States, within a special education context. Placement includes the program, facilities, personnel, location, or equipment that will be needed to provide special education services. Placement is all of the connected services provided to a student with disabilities. A student’s assignment is the location where they attend school. The district determines assignment, after considering the student’s placement and services. When possible and appropriate, students receiving special education services will be served in their neighborhood school. Some students may have modified assignments due to the complexity of their services.

SPS requires that students attend a school that offers the program the student is assigned to regardless of whether or not that is their neighborhood school. Parents have a right to object and request placement at their local school. If the district denies this request, the parent could follow due process procedures to allow for a judge to make a ruling.

Students receive services in their least restrictive environment (LRE) which are individualized for each student. This could be across the general education setting or a pull out setting in another classroom one-on-one or in a small group.

An IEP amendment is a slight change or modification to the IEP. A full IEP team meeting for input is not required to make an amendment if all parties are in agreement. It is recommended that the suggested amendment be put in a PWN before any changes are made.

No, goals are based on student need, not school resources.

Put your request in writing at the beginning of the year. If your student’s IEP meeting is scheduled early in the year, ask to discuss ESY at the IEP meeting. Otherwise, request an IEP meeting to discuss ESY.

Discussions can be tabled and scheduled at a later date if there isn’t sufficient time during the meeting. Ensure that the continuation of the IEP meeting is scheduled before the current meeting has ended.

Reach out to the Seattle Special Education PTSA Family and Community Engagement Committee and ask for support connecting with other families. You can also contact your local PTA or school principal. 

Parents/caregivers and your student if appropriate along with the school team that is made up of the case manager, special education teachers, general education teachers, related service providers (OT, PT, SLP), school administrator, district administrator (as needed), transition personnel, and anyone you consider to be an expert of your child who are often private therapists. You may also request a note taker at the meeting. It is recommended that you bring your own note taker when possible. A parent can bring ANYBODY they want to an IEP meeting. Definitely bring a friend or family member if at all possible.

The SIT or Student Intervention Team is involved in evaluations and develops the supports included in a 504 plan. An IEP team manages and develops the Individual Education Plan of students receiving special education services.

It should include advance notice of meetings, access to educational records, honoring parents as collaborators and partners in their child’s education, access to observe their child in the school setting, and parental consent. 

Yes! It is encouraged for them to participate as appropriate. Start early by engaging with them about their goals, supports, and strengths. And encourage staff to seek input from your student frequently. 

Reach out to your student’s Case Manager to share your concerns and request an IEP meeting. At the meeting, discuss your concerns and propose amending the IEP if necessary

No. A parent can request an IEP meeting at any time. Put your request in writing and the reasons for why an IEP meeting is necessary. The district determines if they agree that the student would benefit from an IEP team discussion and either moves forward on proposing a meeting time & date or recommends an alternative to addressing the concerns. If a district refuses to convene an IEP meeting, they must put their refusal in a PWN. 

Put your concerns in writing. You may also request an IEE or Independent Educational Evaluation. The district is responsible for providing information to help assist you in obtaining an IEE.

It must provide a written reason why. This will usually be in a Prior Written Notice (PWN). If you do not agree with the results of the evaluation, be sure to write that you attended the meeting and do not agree with the results of the evaluation

This is a response plan put in place in advance of anticipated “emergencies that pose an imminent likelihood of serious bodily harm.” As a parent or caregiver, you may elect to have an ERP plan by checking a box located in the IEP file indicating your consent or you may choose to leave the box unchecked. “Emergency response protocols, if developed, must be incorporated into a student’s IEP and reviewed annually. Emergency response protocols shall not be used as a substitute for the systematic use of a behavioral intervention plan that is designed to change, replace, modify, or eliminate a targeted behavior. Emergency Response Protocols document the advanced educational planning required to provide a free, appropriate public education (FAPE) and the consent of the parent in advance of the adoption of the Emergency Response Protocols.”

Learn more

• Policy #3246, “The use of isolation is prohibited under all circumstances. The use of restraints on students is prohibited except in situations when there is an imminent likelihood of serious bodily harm to a person. In such situations, restraint may be used only as a last resort and only to the extent necessary to prevent or minimize imminent bodily harm to the student or to others. The use of restraint or other physical crisis intervention must be immediately discontinued once there is no longer an imminent likelihood of serious bodily harm. Under no circumstances will these techniques be used as a form of discipline, punishment, for adult convenience, or as a response to property destruction or a disruption of a student that poses no risk of bodily harm.”