PROPOSED RULES
PUBLIC INSTRUCTION
Original Notice.
Preproposal statement of inquiry was filed as WSR 09-01-157.
Title of Rule and Other Identifying Information: Amending sections of chapter 392-172A WAC as follows: (a) WAC 392-172A-01040, 392-172A-02000 and 392-172A-03000, allow a parent to revoke consent for continued special education services; (b) WAC 392-172A-02090, adds information relating to employment of individuals with disabilities; (c) WAC 392-172A-04015, 392-172A-04040, 392-172A-04045, 392-172A-04060, and 392-172A-04070, remove the prohibition regarding the provision of services to unilaterally placed private school students on the site of religious private schools; (d) WAC 392-172A-05005 clarifies rights for an IEE at the identification stage and omitted federal language regarding timelines is included; (e) WAC 392-172A-05135, addresses steps for appointment of an educational representative; and (f) WAC 392-172A-06000, 392-172A-06005, 392-172A-06085, 392-172A-07010 and 392-172A-07035, address district requirements for receipt of federal funding, including requirements to address compliance with corrective actions. New section WAC 392-172A-07012, addressing determinations, was previously contained in WAC 392-172A-07010. WAC 392-172A-04075, which prohibited services to students on site of religious schools, is repealed. Other amended sections are housekeeping changes for clarity to include cross references; or to correct typographical errors.
Hearing Location(s): Office of Superintendent of Public Instruction, 600 Washington Street, Billings Conference Room, 3rd Floor, Olympia, WA 98501, on September 3, 2009, at 3:30 p.m. You may access the hearing at the following locations via the K-20 system: Educational Service District 101, 4202 South Regal Street, Conference Center, Classroom 1, Spokane, WA 99223, on Monday, September 3, 2009, at 3:30 p.m., remote location information April Bylsma, (509) 323-2780, abylsma@esd101.net; and at the Educational Service District 105, 33 South Second Avenue, Columbia Room, Yakima, WA 98902, on Monday, September 3, 2009, at 3:30 p.m., remote location information Lidia Rodriguez, (509) 454-3132, lidiar@esd105.wednet.edu. For all other questions please contact Jill Pilbro, (360) 725-6067, OSPI/Special Education, jill.pilbro@k12.wa.us.
Date of Intended Adoption: September 30, 2009.
Submit Written Comments to: Doug Gill, Director, Special Education, P.O. Box 47200, Olympia, WA 98501, e-mail Doug.Gill@k12.wa.us, fax (360) 586-0247, by September 22, 2009.
Assistance for Persons with Disabilities: Contact Krissy Hall by August 26, 2009, TTY (360) 586-0126 or (360) 725-6075.
Purpose of the Proposal and Its Anticipated Effects, Including Any Changes in Existing Rules: The proposed changes will address:
| • | The changes in the federal rules, that were effective December 1, 2008, addressing a parent's right to revoke consent for continued special education services, employment of qualified individuals with disabilities, and monitoring, funding and determinations processes for districts. Prior to the change in federal law, parents were not allowed to revoke consent for continued services once a student received special education services. Other changes clarify the processes in place for district compliance. |
| • | Procedures for districts to follow when a student over eighteen needs assistance in making educational decisions, but does not have a guardian. Existing rules did not specifically address this situation. |
| • | Removal of the requirement that districts are prohibited from providing services on site of religious private schools using federal special education funding. |
| • | Inclusion of the right for a parent to request an independent educational evaluation at public expense from a district when the parent disagrees with a district's initial eligibility determination. This change was contained in prior rules, but was omitted in the current rule. The proposed change is consistent with federal guidance. |
| • | Rules addressing district requirements clarify monitoring procedures, application requirements, timely compliance, and steps taken to address district compliance and findings of significant disproportionality. |
Reasons Supporting Proposal: Federal rule changes were effective December 31, 2008, addressing the changes to revocation of consent, employment of individuals with disabilities and state requirements for reporting on district performance. Changes to rules regarding services on site of religious schools clarify that federal funds may be used to address services and allow district options for location of services. Other changes are to address information required under federal law, or to address housekeeping.
Statutory Authority for Adoption: RCW 28A.155.090.
Statute Being Implemented: Chapter 28A.155 RCW.
Rule is necessary because of federal law, 34 C.F.R. Part 300.
Name of Proponent: Office of superintendent of public instruction, special education, governmental.
Name of Agency Personnel Responsible for Drafting: Pamela McPartland, OSPI, P.O. Box 47200, Olympia, WA, (360) 725-6075; Implementation and Enforcement: Douglas Gill, Director, OSPI, P.O. Box 47200, Olympia, WA, (360) 725-6075.
No small business economic impact statement has been prepared under chapter 19.85 RCW. Not applicable. The rules do not impose costs on businesses or industries.
A cost-benefit analysis is not required under RCW 34.05.328.
July 21, 2009
Randy I. Dorn
Superintendent
OTS-2511.2
AMENDATORY SECTION(Amending WSR 07-14-078, filed 6/29/07,
effective 7/30/07)
WAC 392-172A-01040
Consent.
(1) Consent means that:
(a) The parent has been fully informed of all information relevant to the activity for which consent is sought, in his or her native language, or other mode of communication;
(b) The parent understands and agrees in writing to the carrying out of the activity for which consent is sought, and the consent describes that activity. This includes a list of any records that will be released, and to whom they will be released, or records that will be requested and from whom; and
(c) The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time.
(2) If a parent revokes consent, that revocation is not retroactive. This means that it does not undo an action that occurred after consent was given and before the consent was revoked.
(3) If the parent revokes consent in writing for their child's receipt of special education services after the student is initially provided special education and related services, the school district is not required to amend the student's education records to remove any references to the student's receipt of special education and related services because of the revocation of consent.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-01040, filed 6/29/07, effective 7/30/07.]
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-01060, filed 6/29/07, effective 7/30/07.]
(1) Minimum state board private school approval standards as outlined in chapter 180-90 WAC; and
(2) The definition of elementary and secondary schools in WAC 392-172A-01060.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-01145, filed 6/29/07, effective 7/30/07.]
(2) A student who is determined eligible for special education services shall remain eligible until one of the following occurs:
(a) A group of qualified professionals and the parent of the student, based on a reevaluation, determines the student is no longer eligible for special education; or
(b) The student has met high school graduation requirements established by the school district pursuant to rules of the state board of education, and the student has graduated from high school with a regular high school diploma. A regular high school diploma does not include a certificate of high school completion, or a general educational development credential. Graduation from high school with a regular high school diploma constitutes a change in placement, requiring written prior notice in accordance with WAC 392-172A-05010; or
(c) The student enrolled in the public school system or is receiving services pursuant to chapter 28A.190 or 72.40 RCW has reached age twenty-one. The student whose twenty-first birthday occurs on or before August 31 would no longer be eligible for special education. The student whose twenty-first birthday occurs after August 31, shall continue to be eligible for special education and any necessary related services for the remainder of the school year; or
(d) The student stops receiving special education services based upon a parent's written revocation to a school district pursuant to WAC 392-172A-03000 (2)(e).
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-02000, filed 6/29/07, effective 7/30/07.]
(2) Child find activities must be calculated to reach students who are homeless, wards of the state, highly mobile students with disabilities, such as homeless and migrant students and students who are suspected of being a student with a disability and in need of special education, even though they are advancing from grade to grade.
(3) The local school district shall have policies and procedures in effect that describe the methods it uses to conduct child find activities in accordance with subsections (1) and (2) of this section. Methods used may include but are not limited to activities such as:
(a) Providing written notification to all parents of students in the district's jurisdiction regarding access to and the use of its child find system;
(b) Posting notices in school buildings, other public agency offices, medical facilities, and other public areas, describing the availability of special education programs;
(c) Offering preschool developmental screening;
(d) Conducting local media informational campaigns;
(e) Coordinating distribution of information with other child find programs within public and private agencies; and
(f) Using internal district ((review of students)) child
find methods such as screening, reviewing district-wide test
results, providing in-service education to staff, and other
methods developed by the school district to identify, locate
and evaluate students including a systematic, intervention
based, process within general education for determining the
need for a special education referral.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-02040, filed 6/29/07, effective 7/30/07.]
(a) All employees shall hold such credentials, certificates, endorsements or permits as are now or hereafter required by the professional educator standards board for the particular position of employment and shall meet such supplemental standards as may be established by the school district of employment. Supplemental standards established by a district or other public agency may exceed, but not be less than, those established by the professional educator standards board in accordance with TITLE 181 WAC and this section.
(b) In addition to the requirement of this subsection (1), all special education teachers providing, designing, supervising, monitoring or evaluating the provision of special education shall possess "substantial professional training." "Substantial professional training" as used in this section shall be evidenced by issuance of an appropriate special education endorsement on an individual teaching certificate issued by the OSPI, professional education and certification section.
(c) Other certificated related services personnel providing specially designed instruction or related services as defined in this chapter, shall meet standards established under the educational staff associate rules of the professional educator standards board, as now or hereafter amended.
(d) Employees with only an early childhood special education endorsement may be assigned to programs that serve students birth through eight. Preference for an early childhood special education assignment must be given first to employees having early childhood special education endorsement.
(e) Certified and/or classified staff assigned to provide instruction in Braille, the use of Braille, or the production of Braille must demonstrate competency with grade two standard literary Braille code by successful completion of a test approved by the professional educator standards board pursuant to WAC 181-82-130.
(f) Paraprofessional staff and aides shall present
evidence of skills and knowledge necessary to meet the needs
of students eligible for special education, and shall be under
the supervision of a certificated teacher with a special
education endorsement or a certificated educational staff
associate, as provided in (g) of this subsection.
Paraprofessional staff in Title ((One)) 1 school-wide programs
shall meet ESEA standards for paraprofessionals. Districts
shall have procedures that ensure that classified staff
receive training to meet state recommended core competencies
pursuant to RCW 28A.415.310.
(g) Special education and related services must be provided by appropriately qualified staff. Other staff including general education teachers and paraprofessionals may assist in the provision of special education and related services, provided that the instruction is designed and supervised by special education certificated staff, or for related services by a certificated educational staff associate. Student progress must be monitored and evaluated by special education certificated staff or for related services, a certificated educational staff associate.
(2) School districts must take measurable steps to recruit, hire, train, and retain highly qualified personnel to provide special education and related services to students eligible for special education. There may be occasions when, despite efforts to hire or retain highly qualified teachers, they are unable to do so. The following options are available in these situations:
(a) Teachers who meet state board criteria pursuant to
WAC ((181-81-110)) 181-82-110(3) as now or hereafter amended,
are eligible for a preendorsement waiver. Application for the
special education preendorsement waiver shall be made to the
special education section at the OSPI.
(b) In order to temporarily assign a classroom teacher without a special education endorsement to a special education position, the district or other public agency must keep written documentation on the following:
(i) The school district must make one or more of the following factual determinations:
(A) The district or other public agency was unable to recruit a teacher with the proper endorsement who was qualified for the position;
(B) The need for a teacher with such an endorsement could not have been reasonably anticipated and the recruitment of such a classroom teacher at the time of assignment was not reasonably practicable; and/or
(C) The reassignment of another teacher within the district or other public agency with the appropriate endorsement to such assignment would be unreasonably disruptive to the current assignments of other classroom teachers or would have an adverse effect on the educational program of the students assigned such other classroom teachers.
(ii) Upon determination by a school district that one or more of these criteria can be documented, and the district determines that a teacher has the competencies to be an effective special education teacher but does not have endorsement in special education, the district can so assign the teacher to special education. The teacher so assigned must have completed six semester hours or nine quarter hours of course work which are applicable to an endorsement in special education. The following requirements apply:
(A) A designated representative of the district and any such teacher shall mutually develop a written plan which provides for necessary assistance to the teacher, and which provides for a reasonable amount of planning and study time associated specifically with the out-of-endorsement assignment;
(B) Such teachers shall not be subject to nonrenewal or probation based on evaluations of their teaching effectiveness in the out-of-endorsement assignments;
(C) Such teaching assignments shall be approved by a formal vote of the local school board for each teacher so assigned; and
(D) The assignment of such teachers for the previous school year shall be reported annually to the professional educator standards board by the employing school district as required by WAC 181-16-195.
(3) Teachers placed under the options described in subsection (2) of this section do not meet the definition of highly qualified.
(4) Notwithstanding any other individual right of action that a parent or student may maintain under this chapter, nothing in this section shall be construed to create a right of action on behalf of an individual student or a class of students for the failure of a particular school district employee be highly qualified, or to prevent a parent from filing a state complaint about staff qualifications with the OSPI under WAC 392-172A-05025 through 392-172A-05040.
(5) School districts and other public agencies that are recipients of funding under Part B of the act must make positive efforts to employ, and advance in employment, qualified individuals with disabilities in programs assisted under Part B of the act.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-02090, filed 6/29/07, effective 7/30/07.]
Home/hospital instructional services funded in accordance with the provisions of this section shall not be used for the initial or ongoing delivery of services to students eligible for special education. It shall be limited to services necessary to provide temporary intervention as a result of a physical disability or illness.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-02100, filed 6/29/07, effective 7/30/07.]
(b) Parental consent for an initial evaluation must not be construed as consent for initial provision of special education and related services.
(c) The school district must make reasonable efforts to obtain the informed consent from the parent for an initial evaluation to determine whether the student is eligible for special education.
(d) If the student is a ward of the state and is not residing with the student's parent, the school district or public agency is not required to obtain informed consent from the parent for an initial evaluation to determine eligibility for special education services if:
(i) Despite reasonable efforts to do so, the school district cannot discover the whereabouts of the parent of the child;
(ii) The rights of the parents of the child have been terminated; or
(iii) The rights of the parent to make educational decisions have been subrogated by a judge in accordance with state law and consent for an initial evaluation has been given by an individual appointed by the judge to represent the child.
(e) If the parent of a student enrolled in public school or seeking to be enrolled in public school does not provide consent for an initial evaluation under subsection (1) of this section, or the parent fails to respond to a request to provide consent, the school district may, but is not required to, pursue the initial evaluation of the student by using due process procedures or mediation.
(f) The school district does not violate its child find and evaluation obligations, if it declines to pursue the initial evaluation when a parent refuses to provide consent under (e) of this subsection.
(2)(a) A school district that is responsible for making FAPE available to a student must obtain informed consent from the parent of the student before the initial provision of special education and related services to the student.
(b) The school district must make reasonable efforts to obtain informed consent from the parent for the initial provision of special education and related services to the student.
(c) If the parent of a student fails to respond to a request for or refuses to consent to the initial provision of special education and related services, the school district may not use the due process procedures or mediation in order to obtain agreement or a ruling that the services may be provided to the student.
(d) If the parent of the student refuses to consent to the initial provision of special education and related services, or the parent fails to respond to a request to provide consent for the initial provision of special education and related services, the school district:
(i) Will not be considered to be in violation of the
requirement to make available FAPE to the student for the
failure to provide the student with the special education and
related services for which the ((public agency)) school
district requests consent; and
(ii) Is not required to convene an IEP team meeting or develop an IEP.
(e) If at any time after the initial provision of special education and related services, the parent revokes consent in writing for the continued provision of special education and related services, the school district:
(i) Must provide prior written notice to the parent in accordance with WAC 392-172A-05015 before ceasing to provide special education and related services and may not continue to provide special education and related services after the effective date of the prior written notice;
(ii) May not use mediation or the due process procedures in order to obtain agreement or a ruling that the services may be provided to the student;
(iii) Will not be considered to be in violation of the requirement to make FAPE available to the student because of the failure to provide the student with further special education and related services; and
(iv) Is not required to convene an IEP team meeting or develop an IEP for the student for further provision of special education services.
(3)(a) A school district must obtain informed parental consent, prior to conducting any reevaluation of a student eligible for special education services, subject to the exceptions in (d) of this subsection and subsection (4) of this section.
(b) If the parent refuses to consent to the reevaluation,
the ((public agency)) school district may, but is not required
to, pursue the reevaluation by using the due process
procedures to override consent or mediation to obtain an
agreement from the parent.
(c) The school district does not violate its child find obligations or the evaluation and reevaluation procedures if it declines to pursue the evaluation or reevaluation.
(d) A school district may proceed with a reevaluation and does not need to obtain informed parental consent if the school district can demonstrate that:
(i) It made reasonable efforts to obtain such consent; and
(ii) The child's parent has failed to respond.
(4)(a) Parental consent for an initial or a reevaluation is not required before:
(i) Reviewing existing data as part of an evaluation or a reevaluation; or
(ii) Administering a test or other evaluation that is administered to all students unless, before administration of that test or evaluation, consent is required of parents of all students.
(b) A school district may not use a parent's refusal to
consent to one service or activity of an initial evaluation or
reevaluation to deny the parent or student any other service,
benefit, or activity of the ((public agency)) school district,
except as required by this chapter.
(c) If a parent of a child who is home schooled or placed in a private school by the parents at their own expense does not provide consent for the initial evaluation or the reevaluation, or the parent fails to respond to a request to provide consent, the public agency may not use the consent override procedures and the public agency is not required to consider the student as eligible for special education services.
(d) To meet the reasonable efforts requirements to obtain consent for an evaluation or reevaluation the school district must document its attempts to obtain parental consent using the procedures in WAC 392-172A-03100(6).
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-03000, filed 6/29/07, effective 7/30/07.]
(1) A severe discrepancy between intellectual ability and achievement; or
(2) A process based on the student's response to scientific, research-based intervention; or
(3) A combination of both within a school district, provided that the evaluation process used is the same for all students within the selected grades or buildings within the school district and is in accordance with district procedures.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-03045, filed 6/29/07, effective 7/30/07.]
(2) For an initial IEP, a school district must ensure that:
(a) A meeting to develop the student's IEP within thirty days of a determination that the student is eligible for special education and related services; and
(b) As soon as possible following development of the IEP, special education and related services are made available to the student in accordance with the student's IEP.
(3) Each school district must ensure that:
(a) The student's IEP is accessible to each general education teacher, special education teacher, related services provider, and any other service provider who is responsible for its implementation; and
(b) Each teacher and provider described in (a) of this subsection is informed of:
(i) His or her specific responsibilities related to implementing the student's IEP; and
(ii) The specific accommodations, modifications, and supports that must be provided for the student in accordance with the IEP.
(4) If a student eligible for special education transfers from one school district to another school district within the state and has an IEP that was in effect for the current school year from the previous school district, the new school district, in consultation with the parents, must provide FAPE to the student including services comparable to those described in the student's IEP, until the new school district either:
(a) Adopts the student's IEP from the previous school district; or
(b) Develops, adopts, and implements a new IEP that meets the applicable requirements in WAC 392-172A-03090 through 392-172A-03110.
(5) If a student eligible for special education transfers
from a school district located in another state to a school
district within the state and has an IEP that is in effect for
the current school year from the previous school district, the
new school district, in consultation with the parents, must
provide FAPE to the student including services comparable to
those described in the student's IEP, until the new school
district ((either)):
(a) Conducts an evaluation to determine whether the student is eligible for special education services in this state, if the school district believes an evaluation is necessary to determine eligibility under state standards; and
(b) Develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in WAC 392-172A-03090 through 392-172A-03110.
(6) To facilitate the transition for a student described in subsections (4) and (5) of this section:
(a) The new school in which the student enrolls must take reasonable steps to promptly obtain the student's records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the student, from the previous school in which the student was enrolled, pursuant to RCW 28A.225.335 and consistent with applicable Family Education Rights and Privacy Act (FERPA) requirements; and
(b) The school district in which the student was enrolled must take reasonable steps to promptly respond to the request from the new school district, pursuant to RCW 28A.225.335 and applicable FERPA requirements.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-03105, filed 6/29/07, effective 7/30/07.]
(a) Be consistent with the recommendations of the IEP team which includes a school psychologist and/or other certificated employee who understands the appropriate use of the aversive interventions and who concurs with the recommended use of the aversive interventions, and a person who works directly with the student.
(b) Specify the aversive interventions that may be used.
(c) State the reason the aversive interventions are judged to be appropriate and the behavioral objective sought to be achieved by its use, and shall describe the positive interventions attempted and the reasons they failed, if known.
(d) Describe the circumstances under which the aversive interventions may be used.
(e) Describe or specify the maximum duration of each isolation or restraint.
(f) Specify any special precautions that must be taken in connection with the use of the aversive interventions technique.
(g) Specify the person or persons permitted to use the aversive interventions and the current qualifications and required training of the personnel permitted to use the aversive interventions.
(h) Establish a means of evaluating the effects of the
use of the aversive interventions and a schedule for
periodically conducting the evaluation((, to occur no less
than four times a school year)) at least every three months
when school is in session.
(2) School districts shall document each use of an aversive intervention, circumstances under which it was used, and the length of time of use.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-03135, filed 6/29/07, effective 7/30/07.]
(a) For students eligible for special education aged three through twenty-one, an amount that is the same proportion of the school district's total subgrant under section 611(f) of the act as the number of private school students eligible for special education aged three through twenty-one who are enrolled by their parents in private, including religious, elementary schools and secondary schools located in the school district, is to the total number of students eligible for special education in its jurisdiction aged three through twenty-one.
(b)(i) For children aged three through five, an amount that is the same proportion of the school district's total subgrant under section 619(g) of the act as the number of parentally placed private school students eligible for special education aged three through five who are enrolled by their parents in a private, including religious, elementary schools located in the school district, is to the total number of students eligible for special education in its jurisdiction aged three through five.
(ii) As described in (b)(i) of this subsection, students aged three through five are considered to be parentally placed private school students enrolled by their parents in private, including religious, elementary schools, if they are enrolled in a private school kindergarten level or above.
(c) If a school district has not expended ((for equitable
services)) all of the funds for equitable services described
in (a) and (b) of this subsection by the end of the fiscal
year for which Congress appropriated the funds, the ((school
district must obligate the)) remaining funds must be obligated
for special education and related services to parentally
placed private school students eligible for special education
during a carry-over period of one additional year.
(2) In calculating the proportionate amount of federal funds to be provided for parentally placed private school students eligible for special education, the school district, after timely and meaningful consultation with representatives of private schools under WAC 392-172A-04020, must conduct a thorough and complete child find process to determine the number of parentally placed students eligible for special education attending private schools located in the school district.
(3)(a) After timely and meaningful consultation with representatives of parentally placed private school students eligible for special education, school districts must:
(i) Determine the number of parentally placed private school students eligible for special education attending private schools located in the school district; and
(ii) Ensure that the count is conducted on any date between October 1 and December 1, inclusive, of each year.
(b) The count must be used to determine the amount that the school district must spend on providing special education and related services to parentally placed private school students eligible for special education in the next subsequent fiscal year.
(4) State and local funds may supplement and in no case supplant the proportionate amount of federal funds required to be expended for parentally placed private school students eligible for special education to the extent consistent with state law.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-04015, filed 6/29/07, effective 7/30/07.]
(2) Parentally placed private school students eligible for special education may receive a different amount of services than students eligible for special education attending public schools.
(3) Each parentally placed private school student eligible for special education who has been designated to receive services must have a services plan that describes the specific special education and related services that the school district will provide in light of the services that the school district has determined, it will make available to parentally placed private school students eligible for special education.
(4) The services plan must, to the extent appropriate:
(a) Meet the requirements of WAC 392-172A-03090, with respect to the services provided; and
(b) Be developed, reviewed, and revised consistent with WAC 392-172A-03090 through 392-172A-03110.
(5) The provision of services must be provided:
(a) By employees of a school district or ESD; or
(b) Through contract by the school district with an individual, association, agency, organization, or other entity.
(6) Special education and related services provided to
parentally placed private school students eligible for special
education, including materials and equipment, must be
((nonsecular)) secular, neutral, and nonideological.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-04040, filed 6/29/07, effective 7/30/07.]
(2) If necessary for the student to benefit from or participate in the services provided, a parentally placed private school student eligible for special education must be provided transportation:
(a) From the student's school or the student's home to a site other than the private school; and
(b) From the service site to the private school, or to the student's home, depending on the timing of the services.
(3) School districts are not required to provide transportation from the student's home to the private school.
(4) The cost of the transportation described in subsection (2) of this section may be included in calculating whether the school district has met its proportional share requirement.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-04045, filed 6/29/07, effective 7/30/07.]
(2) Each school district or other public agency providing
services to students enrolled in ((nonsectarian)) private
schools or agencies shall maintain continuing administrative
control and direction over those services.
(3) Services to private school ((special education))
students shall not include the payment of salaries of teachers
or other employees of private schools or agencies, except for
services performed outside regular hours of the school day and
under public supervision and control.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-04060, filed 6/29/07, effective 7/30/07.]
(2) Equipment and supplies used with students in a
private school or agency may be placed on ((nonsectarian))
private school premises for the period of time necessary for
the program. Equipment and supplies placed on private school
premises will be used only for Part B purposes.
(3) Records shall be kept of equipment and supplies and an accounting made of the equipment and supplies which shall assure that the equipment is used solely for the purposes of the program. Equipment and supplies placed in private schools must be able to be removed from the private school without remodeling the private school facility.
(4) The equipment and supplies shall be removed from the private school or agency if necessary to avoid its being used for other purposes or if it is no longer needed for Part B purposes.
(5) Funds shall not be used for repairs, minor remodeling, or to construct facilities for private schools or agencies.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-04070, filed 6/29/07, effective 7/30/07.]
(b) Each school district shall provide to parents, upon request for an independent educational evaluation, information about where an independent educational evaluation may be obtained, and the agency criteria applicable for independent educational evaluations as set forth in subsection (7) of this section.
(c) For the purposes of this section:
(i) Independent educational evaluation means an evaluation conducted by a qualified examiner who is not employed by the school district responsible for the education of the student in question; and
(ii) Public expense means that the school district either pays for the full cost of the evaluation or ensures that the evaluation is otherwise provided at no cost to the parent, consistent with this chapter.
(2)(a) A parent has the right to an independent educational evaluation at public expense if the parent disagrees with an evaluation conducted or obtained by the school district.
(b) A parent is entitled to only one independent educational evaluation at public expense each time the school district conducts an evaluation with which the parent disagrees.
(c) If a parent requests an independent educational evaluation at public expense consistent with (a) of this subsection, the school district must either:
(i) Initiate a due process hearing within fifteen days to show that its evaluation is appropriate; or
(ii) Ensure that an independent educational evaluation is provided at public expense without unnecessary delay, unless the school district demonstrates in a hearing under this chapter that the evaluation obtained by the parent did not meet agency criteria.
(3) If the school district initiates a hearing and the final decision is that the district's evaluation is appropriate, the parent still has the right to an independent educational evaluation, but not at public expense.
(4) If a parent requests an independent educational evaluation, the school district may ask for the parent's reason why he or she objects to the school district's evaluation. However, the explanation by the parent may not be required and the school district must either provide the independent educational evaluation at public expense or initiate a due process hearing to defend the educational evaluation.
(5) If the parent obtains an independent educational evaluation at public or private expense, the results of the evaluation:
(a) Must be considered by the school district, if it meets agency criteria, in any decision made with respect to the provision of FAPE to the student; and
(b) May be presented as evidence at a hearing under this chapter regarding that student.
(6) If an administrative law judge requests an independent educational evaluation as part of a due process hearing, the cost of the evaluation must be at public expense.
(7)(a) If an independent educational evaluation is at public expense, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner, must be the same as the criteria that the school district uses when it initiates an evaluation, to the extent those criteria are consistent with the parent's right to an independent educational evaluation.
(b) Except for the criteria described in (a) of this subsection, a school district may not impose conditions or timelines related to obtaining an independent educational evaluation at public expense.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-05005, filed 6/29/07, effective 7/30/07.]
(1) Any party to a due process hearing has the right to:
(a) Be accompanied and advised by counsel and by individuals with special knowledge or training with respect to the problems of students eligible for special education;
(b) Present evidence and confront, cross-examine, and compel the attendance of witnesses;
(c) Prohibit the introduction of any evidence at the hearing that has not been disclosed to that party at least five business days before the hearing, or two business days if the hearing is expedited pursuant to WAC 392-172A-05160;
(d) Obtain a written, or, at the option of the parents, electronic, verbatim record of the hearing; and
(e) Obtain written, or, at the option of the parents, electronic findings of fact and decisions.
(2)(a) At least five business days prior to a due process hearing conducted pursuant to this section, or two business days prior to a hearing conducted pursuant to WAC 392-172A-05165, each party must disclose to all other parties all evaluations completed by that date and the recommendations based on the offering party's evaluations that the party intends to use at the hearing.
(b) An administrative law judge may bar any party that fails to comply with (a) of this subsection from introducing the relevant evaluation or recommendation at the hearing without the consent of the other party.
(3) The party requesting the due process hearing may not raise issues at the due process hearing that were not raised in the due process hearing request unless the other party agrees otherwise.
(4) ((A parent)) Either party may file a separate due
process hearing request on an issue separate from a due
process hearing request already filed.
(5) Parents involved in hearings must be given the right to:
(a) Have the student who is the subject of the hearing present;
(b) Open the hearing to the public; and
(c) Have the record of the hearing and the findings of fact and decisions described in subsection (1)(d) and (e) of this section provided to the parent at no cost.
(6) To the extent not modified by the hearing procedures addressed in this section and the timelines and procedures for civil actions addressed in WAC 392-172A-05115 the general rules applicable for administrative hearings contained in chapter 10-08 WAC govern the conduct of the due process hearing.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-05100, filed 6/29/07, effective 7/30/07.]
(a) No parent as defined in WAC 392-172A-01125 can be identified;
(b) The school district, after reasonable efforts, cannot locate a parent;
(c) The student is a ward of the state; ((or))
(d) The student is an unaccompanied homeless youth as defined in section 725(6) of the McKinney-Vento Homeless Assistance Act; or
(e) An educational representative is appointed for a student pursuant to WAC 392-172A-05135(5).
(2) School districts must develop procedures for assignment of an individual to act as a surrogate for the parents. This must include a method:
(a) For determining whether a student needs a surrogate parent;
(b) For assigning a surrogate parent to the student; and
(c) Ensuring that an assignment of a surrogate parent is provided within thirty days of the district's determination that a surrogate parent is required.
(3) If a student is a ward of the state, the judge overseeing the student's case, may appoint a surrogate parent, provided that the surrogate meets the requirements in subsections (4)(a) and (5) of this section.
(4) School districts must ensure that a person selected as a surrogate parent:
(a) Is not an employee of the OSPI, the school district, or any other agency that is involved in the education or care of the student;
(b) Has no personal or professional interest that conflicts with the interest of the student the surrogate parent represents; and
(c) Has knowledge and skills that ensure adequate representation of the student.
(5) A person otherwise qualified to be a surrogate parent under subsection (4) of this section is not an employee of the OSPI, school district or other agency solely because he or she is paid by the agency to serve as a surrogate parent.
(6) In the case of a student who is an unaccompanied homeless youth, appropriate staff of emergency shelters, transitional shelters, independent living programs, and street outreach programs may be appointed as temporary surrogate parents without regard to subsection (4)(a) of this section until a surrogate parent can be appointed that meets all of the requirements of subsection (4) of this section.
(7) The surrogate parent may represent the student in all matters relating to the identification, evaluation, educational placement and the provision of FAPE to the student.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-05130, filed 6/29/07, effective 7/30/07.]
(a) The school district shall provide any notices required under this chapter to both the student and the parents; and
(b) All other rights accorded to parents under the act and this chapter transfer to the student.
(2) All rights accorded to parents under the act transfer to students at the age of majority who are incarcerated in an adult or juvenile, state, or local correctional institution.
(3) Whenever a school district transfers rights under this section, it shall notify the student and the parents of the transfer of rights.
(4) Students who have been determined to be incapacitated pursuant to chapter 11.88 RCW shall be represented by the legal guardian appointed under that chapter.
(5) Students over the age of eighteen who have not been determined incapacitated under chapter 11.88 RCW, may be certified as unable to provide informed consent or to make educational decisions, and have an educational representative appointed for them pursuant to the following procedures:
(a) Two separate professionals must state in writing they have conducted a personal examination or interview with the student, the student is incapable of providing informed consent to make educational decisions, and the student has been informed of this decision. The professionals must be:
(i) A medical doctor licensed in the state where the doctor practices medicine;
(ii) A physician's assistant whose certification is countersigned by a supervising physician;
(iii) A certified nurse practitioner;
(iv) A licensed clinical psychologist; or
(v) A guardian ad litem appointed for the student.
(b) When it receives the required written certification, the school district will designate an educational representative from the following list and in the following order of representation:
(i) The student's spouse;
(ii) The student's parent(s);
(iii) Another adult relative willing to act as the student's educational representative; or
(iv) A surrogate educational representative appointed pursuant to and acting in accordance with WAC 392-172A-05130.
(c) A student shall be certified as unable to provide informed consent pursuant to this section for a period of one year: Provided, That the student or an adult with a bona fide interest in and knowledge of the student may challenge the certification at any time. During the pendency of any challenge, the school district may not rely on the educational representative under this section until the educational representative obtains a new certification under the procedures outlined in (a) of this subsection. If a guardianship action is filed on behalf of the student while a certification is in effect, the school district must follow any court orders in the guardianship proceeding regarding the student's capacity.
(6) Nothing within this section shall prevent a student, who has reached the age of majority, from authorizing another adult to make educational decisions on that student's behalf using a power of attorney consistent with the requirements in chapter 11.94 RCW.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-05135, filed 6/29/07, effective 7/30/07.]
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-05150, filed 6/29/07, effective 7/30/07.]
(2) Basis of knowledge. A school district must be deemed to have knowledge that a student is eligible for special education if before the behavior that precipitated the disciplinary action occurred:
(a) The parent of the student expressed concern in writing to supervisory or administrative personnel of the appropriate educational agency, or a teacher of the student, that the student is in need of special education and related services;
(b) The parent of the student requested an evaluation of the student pursuant to WAC 392-172A-03005; or
(c) The teacher of the student, or other personnel of the school district, expressed specific concerns about a pattern of behavior demonstrated by the student directly to the director of special education or to other supervisory personnel of the school district.
(3) A school district would not be deemed to have knowledge under subsection (2) of this section if:
(a) The parent of the student:
(i) Has not allowed an evaluation of the student pursuant to WAC 392-172A-03000 through 392-172A-03080; or
(ii) Has refused services under this chapter; or
(b) The student has been evaluated in accordance with WAC 392-172A-03005 through 392-172A-03080 and determined to not be eligible for special education and related services under this part.
(4)(a) If a school district does not have knowledge that a student is eligible for special education prior to taking disciplinary measures against the student, the student may be disciplined using the same disciplinary measures applied to students without disabilities who engage in comparable behaviors consistent with (b) of this subsection.
(b)(i) If a request is made for an evaluation of a student during the time period in which the student is subjected to disciplinary measures under WAC 392-172A-05145, the evaluation must be conducted in an expedited manner.
(ii) Until the evaluation is completed, the student remains in the educational placement determined by school authorities, which can include suspension or expulsion without educational services.
(iii) If the student is determined to be eligible for
special education services, taking into consideration
information from the evaluation conducted by the school
district and information provided by the parents, the agency
must provide special education and related services in
accordance with this chapter and follow the discipline
requirements, including the ((requirements of Section 612
(a)(1)(A) of the act)) provision of a free appropriate public
education for students suspended or expelled from school.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-05170, filed 6/29/07, effective 7/30/07.]
(1) Destruction means physical destruction or removal of personal identifiers from information so that the information is no longer personally identifiable.
(2) Education records means the type of records covered under the definition of "education records" in the Family Educational Rights and Privacy Act, 34 CFR Part 99.
(3) "Participating agency" means any agency or institution which collects, maintains, or uses personally identifiable information or from which information is obtained in implementing this chapter, and includes the OSPI, school districts and other public agencies.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-05180, filed 6/29/07, effective 7/30/07.]
(1) Assurances that: The school district or other public
agency meets each of the conditions contained in 34 CFR
300.201 through (([300])) 300.213 relating to:
(a) Development of policies and procedures consistent with this chapter and Part B of the act;
(b) The provision of FAPE to students;
(c) Child find requirements for students; including evaluation;
(d) Development of an IEP;
(e) The provision of services in the least restrictive environment, and the availability of a continuum of services, including access to extracurricular and nonacademic activities;
(f) The provision of procedural safeguard protections and implementation of the procedural safeguards notices;
(g) Confidentiality of records and information;
(h) Transition of children from Part C to Part B services;
(i) Participation of students enrolled in private school programs, using a proportional share of Part B funds;
(j) Use of funds;
(k) Personnel preparation;
(l) Availability of documents relating to the eligibility of the school district;
(m) Provision to OSPI of all necessary information and data for the state's performance goals;
(n) Provision of instructional materials to blind persons or persons with print disabilities;
(o) ((Compliance with corrective actions as a result of
monitoring, or dispute resolution processes)) Timely
correction of noncompliance; and
(p) A goal and detailed timetable for providing full educational opportunity to all special education students.
(2) Identification of the local district ((or other
public agency)) designee responsible for child identification
activities and confidentiality of information.
(3) Information related to participation of students enrolled in private school programs using a proportional share of Part B funds.
(4) Information that addresses the school district's progress or slippage in meeting the state's performance goals and in addressing the state's annual performance plan.
(5) A description of the use of funds received under Part B of the act.
(6) Any other information requested by the OSPI which is necessary for the management of the special education program, including compliance with enforcement activities related to monitoring, due process, citizen complaints, or determinations status.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-06000, filed 6/29/07, effective 7/30/07.]
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-06005, filed 6/29/07, effective 7/30/07.]
(2) In implementing coordinated, early intervening services under this section, a school district may carry out activities that include:
(a) Professional development, which may be provided by entities other than the school district, for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
(b) Providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.
(3) Nothing in this section shall be construed to either limit or create a right to FAPE under Part B of the act or to delay appropriate evaluation of a student suspected of having a disability.
(4) Each school district that develops and maintains coordinated, early intervening services under this section must annually report to the OSPI on:
(a) The number of students served under this section who received coordinated, early intervening services; and
(b) The number of students served under this section who
received coordinated, early intervening services and
((subsequently)) later receive special education and related
services ((under Part B of the act during the preceding))
within the following two year period.
(5) Funds made available to carry out this section may be used to carry out coordinated, early intervening services aligned with activities funded by, and carried out under the ESEA if those funds are used to supplement, and not supplant, funds made available under the ESEA for the activities and services assisted under this section.
(6) Districts who have been determined to have significant disproportionality will be required to reserve the maximum amount of coordinated, early intervening funds for students, in accordance with WAC 392-172A-07040.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-06085, filed 6/29/07, effective 7/30/07.]
(a) Improve educational results and ((functional))
outcomes for all students eligible for special education;
(b) Ensure that school districts meet the program requirements under Part B of the act with a particular emphasis on those requirements that are most closely related to improving educational results for students eligible for special education;
(c) Determine the school district's compliance with this
chapter, chapter 28A.155 RCW, and federal regulations
implementing 20 U.S.C. Sec. 1400, et seq. ((in order to
validate compliance with this chapter));
(d) Validate information included in school district or other public agency requests for federal funds; and
(e) Measure and report district performance on relative targets and priorities from federally approved state performance plans.
(2) Procedures for monitoring school districts and other public agencies may include any or all of the following:
(a) Collection ((of previsit data)), review, and analysis
of quantitative and qualitative data and other information;
(b) Conduct of on-site visits;
(c) ((Comparison of a sampling of evaluation reports and
individualized education programs with the services provided;
and
(d))) Review and analysis of such quantifiable and qualitative data and indicators as are needed to measure performance in the following areas:
(i) Provision of a FAPE in the least restrictive environment;
(ii) State exercise of general supervision, including child find, effective monitoring, and the use of resolution meetings, mediation, and a system of transition services; and
(iii) Disproportionate representation of racial and ethnic groups in special education and related services to the extent the representation is the result of inappropriate identification.
(3) As part of the monitoring process, ((a monitoring
report)) a notification of identified noncompliance shall be
((submitted)) issued to the school district. ((The monitoring
report shall include, but not be limited to:
(a) Findings of noncompliance, if any;
(b) Required student specific corrective actions; and
(c) Areas that will require a corrective action plan and/or improvement plan to address any systemic issues determined through the monitoring.
(4) The school district shall have thirty calendar days after the date of its receipt of the monitoring report to provide the OSPI with supplemental arguments and/or facts which may serve as a basis for alteration of the monitoring report. In the event that the school district submits supplemental arguments and/or facts which may serve as a basis for alteration of the monitoring report, the OSPI shall determine whether or not any revisions are necessary, the extent to which the proposed action is acceptable and will issue a final monitoring report within thirty calendar days after receipt of the supplemental response.
(5) The school district will have ninety calendar days after the date of its receipt of the final monitoring report to provide the OSPI with a proposed corrective action/improvement plan, if required, which sets forth the measures the district shall take and time period(s) within which the district shall act in order to remediate any areas of noncompliance.
(6))) This notification will initiate a process of corrections, verification, and validation to ensure that the noncompliance is corrected as soon as possible, but no later than one year from the identification of noncompliance. If noncompliance is systemic in nature, a systemic corrective action plan is required.
(4) If the school district does not ((comply with a
corrective action plan approved pursuant to subsections (4)
and (5) of this section)) timely address compliance with
corrective actions, the OSPI shall institute procedures to
ensure compliance with applicable state and federal rules and
priorities and targets from the state performance plan. Such
procedures may include one or more of the following:
(a) Verification visits by OSPI staff, or its designee, to:
(i) Determine whether the school district is taking the
required corrective action(s)((;
(ii) Expedite the school district's response to the final monitoring report)); and/or
(((iii))) (ii) Provide any necessary technical assistance
to the school district or other public agency in its efforts
to comply.
(b) ((Withholding)) Withhold, in whole or part, a
specified amount of state and/or federal special education
funds, ((in compliance)) to address noncompliance.
(c) ((Requesting)) Request assistance from the state
auditors office ((to initiate an audit.
(7) When monitoring districts under this section or when enforcing other provisions of this subpart relating to the district's obligations to provide OSPI with data under WAC 392-172A-06000 through 392-172A-06060:
(a) If the OSPI determines, for two consecutive years, that a district needs assistance in implementing the OSPI's annual performance requirements, OSPI will take one or more of the following actions:
Advise the district of available sources of technical assistance that may help the district address the areas in which the district needs assistance, which may include assistance from the OSPI, Office of Special Education Programs, other offices of the Department of Education, other federal agencies, technical assistance providers approved by the Department of Education, and other federally or state funded nonprofit agencies, and require the district to work with appropriate entities. Such technical assistance may include:
(i) The provision of advice by experts to address the areas in which the district needs assistance, including explicit plans for addressing the area for concern within a specified period of time;
(ii) Assistance in identifying and implementing professional development, instructional strategies, and methods of instruction that are based on scientifically based research;
(iii) Designating and using distinguished superintendents, principals, special education administrators, special education teachers, and other teachers to provide advice, technical assistance, and support; and
(iv) Devising additional approaches to providing technical assistance, such as collaborating with institutions of higher education, educational service districts, national centers of technical assistance, and private providers of scientifically based technical assistance.
(b) If the OSPI determines, for three or more consecutive years, that a district needs intervention in implementing the OSPI's annual performance requirements, OSPI will take one or more of the following actions:
(i) Require the district to prepare a corrective action plan or improvement plan if the OSPI determines that the district should be able to correct the problem within one year;
(ii) Withhold, in whole or in part, any further payments to the district under Part B of the act.
(c) Notwithstanding (a) or (b) of this subsection, at any time that the OSPI determines that a district needs substantial intervention in implementing the requirements of Part B of the act or that there is a substantial failure to comply with any condition of a school district's eligibility under Part B of the act, OSPI will withhold, in whole or in part, any further payments to the district under Part B of the act, in addition to any other actions taken under (a) or (b) of this subsection)).
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-07010, filed 6/29/07, effective 7/30/07.]
(a) Meets the requirements and purposes of Part B of the act;
(b) Needs assistance in implementing the requirements of Part B of the act;
(c) Needs intervention in implementing the requirements of Part B of the act; or
(d) Needs substantial intervention in implementing the requirements of Part B of the act.
(2) If the OSPI determines, for two consecutive years, that a district needs assistance in implementing the OSPI's annual performance requirements, OSPI will advise the district of available sources of technical assistance that may help the district address the areas in which the district needs assistance, which may include assistance from the OSPI, office of special education programs, other offices of the department of education, other federal agencies, technical assistance providers approved by the department of education, and other federally or state funded nonprofit agencies, and require the district to work with appropriate entities. Such technical assistance may include:
(a) The provision of advice by experts to address the areas in which the district needs assistance, including explicit plans for addressing the areas of concern within a specified period of time;
(b) Assistance in identifying and implementing professional development, instructional strategies, and methods of instruction that are based on scientifically based research;
(c) Designating and using distinguished superintendents, principals, special education administrators, special education teachers, and other teachers to provide advice, technical assistance, and support; and
(d) Devising additional approaches to providing technical assistance, such as collaborating with institutions of higher education, educational service districts, national centers of technical assistance, and private providers of scientifically based technical assistance.
(3) If the OSPI determines, for three or more consecutive years, that a district needs intervention in implementing the OSPI's annual performance requirements, OSPI may take actions described under subsection (2) of this section and will take one or more of the following actions:
(a) Require the district to prepare a corrective action plan or improvement plan if the OSPI determines that the district should be able to correct the problem within one year;
(b) Withhold, in whole or in part, any further payments to the district under Part B of the act;
(4) Notwithstanding subsections (2) or (3) of this section, at any time that the OSPI determines that a district needs substantial intervention in implementing the requirements of Part B of the act or that there is a substantial failure to comply with any condition of a school district's eligibility under Part B of the act, OSPI will withhold, in whole or in part, any further payments to the district under Part B of the act, in addition to any other actions taken under subsections (2) or (3) of this section.
[]
(1) Information required in the report includes:
(a) The number of ((special education)) students
receiving special education and related services ((on December
1 of that school year));
(b) The number of ((special education)) students aged
three through five ((who are)) receiving ((free, appropriate
public)) special education and related services;
(c) The number of ((those special education)) students
aged six through seventeen, and eighteen through twenty-one
within each disability category((, as defined in the
definition of "special education students")); and
(d) The number of ((those special education)) students
aged three through twenty-one for each year of age (three,
four, five, etc.).
(2) For the purpose of this part, a student's age is the
student's actual age on the date of the child count((:
December 1)).
(3) A student may not be reported under more than one disability category.
(4) If a special education student has more than one disability, the student is reported as follows:
(a) A student with deaf-blindness and not reported as having a developmental delay must be reported under the category "deaf-blindness."
(b) A student who has more than one disability (other than deaf-blindness or developmental delay) must be reported under the category "multiple disabilities."
(5) ((The office of the superintendent of public
instruction shall include in its report a certification signed
by an authorized official of the agency that the information
provided is an accurate and unduplicated count of special
education students receiving special education and related
services on the dates in question.)) School districts must
provide OSPI a certification signed by an authorized official
of the district, stating that the information provided by the
district is an accurate and unduplicated count of special
education students receiving special education and related
services on the dates in question.
(((6) The OSPI will include in its report special
education students who are enrolled in a school or program
that is operated or supported by a public agency, and that:
(a) Provides them with both special education and related services; or
(b) Provides them only with special education if they do not need related services to assist them in benefiting from that special education.
(7) The superintendent may not include special education students in its reports who:
(a) Are not enrolled in a school or program operated or supported by a public agency;
(b) Are not provided special education that meets state standards;
(c) Are not provided with a related service that they need to assist them in benefiting from special education;
(d) Are counted by the state's lead agency for Part C services; or
(e) Are receiving special education funded solely by the federal government including students served by the U.S. Departments of the Interior or Education.))
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-07035, filed 6/29/07, effective 7/30/07.]
(a) The identification of ((students eligible for special
education, including the identification of students in
accordance with a particular impairment described in this
chapter;
(b) The placement in particular educational settings of these students; and
(c) The incidence duration and type of disciplinary actions including suspension and expulsions.
(2) Disproportionality is determined by a ratio of the risk that a student from a particular racial or ethnic group is identified as eligible for special education, placed in a particular eligibility category, placed in a particular setting, or is subject to discipline, compared to the risk factor for all other students in that district.
(3) Significant disproportionality means:
(a) The overall percentage of students eligible for special education in the district is greater than the statewide average plus one percent;
(b) The weighted risk ratio for a school district as calculated by the state is greater than 3.0 in one or more racial or ethnic groups by disability category or discipline when compared to all students within the school district, and placement when compared to all eligible students within the school district; and
(c) Placement of one or more racial or ethnic groups on the least restrictive environment tables published by the OSPI annually is greater than the statewide average plus one percent, to the extent the representation is the result of inappropriate identification.
(4))) children as students eligible for special education;
(b) The identification of students with a particular disability;
(c) The placement of students in particular educational settings; or
(d) The incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
(2)(a) In the case of a determination of significant disproportionality with respect to the identification of students eligible for special education, the placement in particular educational settings of these students, or discipline, the OSPI shall provide for the review and, if appropriate, revision of the policies, procedures, and practices used in the identification or placement to ensure that the policies, procedures, and practices comply with the requirements of the act;
(b) Require any school district identified under
((subsection (1) of)) this section to reserve the maximum
amount of funds under WAC 392-172A-06085 to provide
comprehensive coordinated early intervening services to serve
students in the school district, particularly, but not
exclusively, students in those groups that were significantly
over identified; and
(c) Require the school district to publicly report on the revision of policies, practices, and procedures described under (b) of this subsection.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-07040, filed 6/29/07, effective 7/30/07.]
(2) Part B funding is available through the safety net
fund to reimburse high need, low incidence, catastrophic, or
extraordinary aid for applicants with eligible high need
special education students whose cost is ((greater than)) at
least three times the average per pupil expenditure; and whose
placement is consistent with least restrictive environment
provisions and other applicable rules regarding placement,
including placement in nonpublic agencies.
(3) Disbursements provided under subsection (2) of this section must not be used to pay costs that otherwise would be reimbursed as medical assistance for a student eligible for special education under the state medicaid program under Title XIX of the Social Security Act.
(4) The costs associated with educating a high need student eligible for special education, in subsections (2) and (3) of this section, are only those costs associated with providing direct special education and related services to the student that are identified in that student's IEP, including the cost of room and board for a residential placement determined necessary, consistent to implement a student's IEP.
(5) The disbursements to an applicant must not be used to support legal fees, court costs, or other costs associated with a cause of action brought on behalf of a student to ensure FAPE for such student.
(6) Federal funds reserved for the safety net fund from the appropriation for any fiscal year, but not expended to eligible applicants for safety net funding must be allocated to school districts in the same manner as other funds from the appropriation for that fiscal year are allocated to school districts during their final year of availability.
(7) The funds in the high cost fund remain under the control of the state until disbursed to a school district to support a specific child who qualifies under this section and the state regulations for safety net funding described in subsection (1) of this section.
(8) Nothing in this section:
(a) Limits or conditions the right of a student eligible for special education who is assisted under Part B of the act to receive a FAPE in the least restrictive environment; or
(b) Authorizes the state or a school district to establish a limit on what may be spent on the education of a student eligible for special education.
[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. 07-14-078, § 392-172A-07055, filed 6/29/07, effective 7/30/07.]
The following section of the Washington Administrative Code is repealed:
| WAC 392-172A-04075 | Other service arrangements for students, including students placed in sectarian schools. |