ADMINISTRATIVE

Seattle School District Rise Information (Transition)

2007-2008 Academic Year

• Families attend Seattle School District Meeting to learn about placement process and programs

• This meeting is presented by the Seattle School District

• IEP Team (Family and classroom staff) discuss (in person, by phone or by email):
• (1) student’s present level (i.e., your child’s current strengths and needs),
• (2) current services and program model (i.e., the type of support and services currently being provided and how those services are being delivered)
• (3) program model options (i.e., program models in the district that are available – see Elementary Special Education Service Delivery Continuum)
• (4) which program models best meet the student’s needs (i.e., the level of support and services and the method of delivering those services that seems most appropriate to address the needs of you child)
• (5) IEP team makes a recommendation for service delivery model

• Families are encouraged to visit program models discussed by the IEP team
• The IEP Team can help the family:
1. Identify schools in their cluster that include the recommended program using the Program Inventory (PDF)
2. Use the Seattle School District Tour Schedule (Web) to find the tours in specific schools (not all tours include a special education consulting teacher)
3. Use the Special Education Tour Calendar (PDF) to identify tours that include a special education consulting teacher who can speak about the specific of the program model
• During this time the IEP team may continue discussions regarding transition

• The IEP Team (Family and Classroom Staff) meet either in person or by phone and determine which program model is the most appropriate
• The IEP Team submits the following to the Chris Matsumoto by Feb. 28th 4pm:
• Invitation (Excel)
• Reevaluation Amendment (Kindergarten only)
• IEP Amendment (Excel) identifying the program model
• Prior Written Notice (Excel)
• Parent Preference Form (PDF)
• Parent Preference Form is used to indicate the preference for a particular building (i.e., school)
• Parents can submit additional attachments if they choose
• Please note: Parents should indicate a preference for a building in which the program model (determined by the IEP team) is located

• Seattle Schools Central Special Education Staff reviews IEP Amendment and assigns student to a building closest to their home that has capacity in the service delivery model identified by the IEP team
• Seattle may consider sibling enrollment as appropriate, when making assignments

• EEU Staff will help support the student and family during the transition. Activities may include:
• Transition Reports describing the student’s current strengths, needs, reinforcement systems, adaptations, instructional strategies and/or behavior plans
• Communication with families and new staff members by phone or through email
• Opportunities for new teachers or staff to visit the EEU and observe the student in an EEU classroom
• Copies of visual supports and curriculum modifications used by EEU staff with the student
• Observation and consultation services during the first two weeks of school
• IEP development support for families or staff

Transition Process Paper Work Sample (PDF)

Elementary Program by Cluster (PDF)

Riser Process Flow Chart: Seattle School District (PDF)

Transition Report Cover: EEU (Word)

TRAINING