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Special Services

over 3 years ago




Special Education and Related Services for Eligible Students 

The Naches Valley School District recognizes that students whose disabilities adversely impact educational performance and who require specially designed instruction can improve their educational performance when they receive special education and related services tailored to fit their needs. The district adopts the state’s full educational opportunity goal to provide students in need of special education services with a free appropriate public education.  

Special education programs for students eligible for special education shall be an integral part of the general educational programs of this district, and shall be operated in compliance with federal and state requirements governing special education.  The district will provide a continuum of placement options which may include services within and outside the district depending on the student’s needs. 

Not all students with disabilities are eligible for special education services. The needs of those students will be addressed individually and if, appropriate, the student will be provided accommodations or modifications required under Section 504 of the Rehabilitation Act in accordance with district policy and procedures.

 Mediation or Resolution Agreements 

The board authorizes the superintendent or a designee to bind the district to a mediation or resolution agreement. 

Certificate of Attendance  

In order to participate in commencement exercises, students must have met the minimum criteria for graduation prior to the date of the exercise and otherwise be in good standing with their school through the commencement date. Minimum criteria for participation may be adjusted for students with an IEP whose disabilities have impacted their opportunity to accumulate credits. 

Each student’s IEP team will determine the student’s graduation plan, including graduation date. IEP students who have attended four years of high school and need additional time to complete IEP goals and/or credits may request participation in commencement exercises. IEP students will receive a certificate of attendance until they complete their credits for graduation. The district superintendent shall develop and maintain special education procedures necessary to implement this policy. This policy and the procedures shall be available to the public.  

• Free appropriate public education (FAPE); 

• Confidentiality of personally identifiable information;

 • Identification, evaluation, eligibility and reevaluation; 

• Development of individualized education program (IEP) and placement; 

• Participation in regular education, least restrictive environment (LRE); 

• Procedural Safeguard; 

• Private school students unilaterally placed by parents

Staff Members

Section 504 of the Vocational Rehabilitation Act of 1973

over 2 years ago

Section 504 is a federal law that prohibits discrimination on the basis of documented disability, history of a disability, or the appearance of having a disability. Any student who has been found eligible for special education services is also considered covered under Section 504. However, there are some students who may have a disability but are not eligible for special education services.

Just having a disability does not, by itself, make a student eligible under Section 504. The presence of the disability has to “substantially limit” the student’s participation in, or access to, what the law calls a “major life activity”. In the context of school, this is most often considered to be the activity of learning, but could also be others, such as the ability to access a class or activity.

When it looks like the student might not be able to participate in a “major life activity” such as learning like students without that disability, the school is required to make “reasonable accommodations”. The purpose of these accommodations is for the student to have access to the same degree as other students. Many times teachers make these accommodations in many different ways on an informal level because they recognize the needs of the student. If, for whatever reason, the student is still substantially limited in his/her learning or other major life activity at school, then a referral to the building’s Section 504 Coordinator should be considered.

To determine eligibility, each school has a designated evaluation team. If it appears that the impact of the student’s disability requires him/her to receive specially designed instruction eligibility for special education must be evaluated. If the impact of the disability represents primarily an issue of having to find or create accommodations to insure equal access then a 504 plan needs to be developed.

Any decision concerning Section 504 eligibility or accommodations may be appealed to the district-level Section 504 coordinator.

Although there are some similarities between special education and Section 504, they are based on two very different principles. Special education eligibility is limited to a defined set of disabilities and a need for specially designed instruction, meaning the curriculum or way of teaching is distinctly altered or altogether different from the general curriculum. The focus of Section 504 is about defining reasonable accommodations to ensure non-discrimination and providing equal access.

Section 504 Procedural Safeguards

       You have the right to:

  • Have your child take part in and receive benefits from public education programs without discrimination because of their disabling condition(s).
  • Have the school district advise you of your rights under federal law.
  • Have an evaluation that draws on information from a variety of sources.
  • Have your child receive an appropriate public education. This includes the right to be educated with non-disabled students to the maximum extent appropriate.
  • Have your child receive special education and related services in facilities which are comparable to those provided non-disabled students.
  • Have your child receive special education and related services if they are found to be eligible under the Individuals with Disabilities Education Act or accommodations under Section 504 of the Rehabilitation Act.
  • Request mediation for dispute resolution.
  • Have transportation provided to and from an alternative placement setting (If the setting is a program operated by the district.
  • Have your child be given an equal opportunity to participate in nonacademic and extracurricular activities offered by the district.
  • Examine all relevant records relating to decisions regarding your child’s identification, evaluation, and educational program placement.
  • Obtain copies of educational records at a reasonable cost unless the fee would effectively deny you access to the records.
  • A response from the school district to reasonable requests for explanations and interpretations of your child’s records.
  • Request amendment of your child’s educational records if there is reasonable cause to believe that they are inaccurate, misleading, or otherwise in violation of the privacy rights of your child.
  • File a grievance with the school district over an alleged violation of Section 504 regulations.
  • Request an impartial due process hearing if there is disagreement with the school district’s proposed action.
  • Be represented by counsel in the impartial hearing process.
  • Appeal the impartial hearing officer’s decision.
  • Ask for payment of reasonable attorney fees if you are successful on your claim.