Source: http://lawfilesext.leg.wa.gov/law/wsr/2009/15/09-15-143.htm
Timestamp: 2019-06-25 14:31:23
Document Index: 116843046

Matched Legal Cases: ['art 300', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', 'art 99', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392', '§ 392']

WSR 09-15-143
[ Filed July 21, 2009, 9:32 a.m. ]
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 WAC 392-172A-04075, which prohibited services to students on site of religious schools, is repealed.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.
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.
OTS-2511.2
WAC 392-172A-01040 Consent. (1) Consent means that:
[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.]
WAC 392-172A-01060 Elementary or secondary school. Elementary or secondary school means a public school, a nonprofit institutional day or residential school, including a private school, that provides education to students in any combination of kindergarten through twelfth grade. The definition does not include any education beyond grade twelve.
[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.]
WAC 392-172A-01145 Private school. Private school means a nonpublic school or nonpublic school district conducting a program consisting of kindergarten and at least grade one, or a program of any combination of grades one through twelve and meeting:
(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.]
WAC 392-172A-02000 ((Student's)) Students' rights to a free appropriate public education (FAPE). (1) Each school district, public agency, and residential or day schools operated pursuant to chapters 28A.190 and 72.40 RCW shall provide every student who is eligible for special education between the age of three and twenty-one years, a free appropriate public education program (FAPE). The right to a FAPE includes special education for students who have been suspended or expelled from school. A FAPE is also available to any student determined eligible for special education even though the student has not failed or been retained in a course or grade and is advancing from grade to grade. The right to special education for eligible students starts on their third birthday with an IEP in effect by that date. If an eligible student's third birthday occurs during the summer, the student's IEP team shall determine the date when services under the individualized education program will begin.
[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.]
WAC 392-172A-02040 Child find. (1) The school district shall conduct child find activities calculated to reach all students with a suspected disability for the purpose of locating, evaluating and identifying students who are in need of special education and related services, regardless of the severity of their disability. The child find activities shall extend to students residing in the district whether or not they are enrolled in the public school system. Students attending private elementary or secondary schools located within the district shall be located, identified and evaluated consistent with WAC 392-172A-04005. Districts will conduct child find activities for infants and toddlers, consistent with the child find requirements of the lead agency for Part C of the act.
(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;
(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.]
WAC 392-172A-02090 Personnel qualifications. (1) In addition to the highly qualified requirements for teachers, pursuant to WAC 392-172A-01085, all school district personnel providing special education services shall meet the following qualifications:
(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.
(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.
(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.
[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.]
WAC 392-172A-02100 Home/hospital instruction. Home or hospital instruction shall be provided to students eligible for special education and other students who are unable to attend school for an estimated period of four weeks or more because of ((physical)) disability or illness. As a condition((s)) to such services, the parent of a student shall request the services and provide a written statement to the school district from a qualified medical practitioner that states the student will not be able to attend school for an estimated period of at least four weeks. A student who is not determined eligible for special education, but who qualifies pursuant to this subsection shall be deemed "disabled" only for the purpose of home/hospital instructional services and funding and may not otherwise qualify as a ((special education)) student eligible for special education for the purposes of generating state or federal special education funds. A school district shall not pay for the cost of the statement from a qualified medical practitioner for the purposes of qualifying a student for home/hospital instructional services pursuant to this section.
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.]
(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
(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;
(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.
(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.
[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.]
WAC 392-172A-03045 District procedures for specific learning disabilities. In addition to the evaluation procedures for determining whether students are eligible for special education, school districts must follow additional procedures for identifying whether a student has a specific learning disability. Each school district shall develop procedures for the identification of students with specific learning disabilities which may include the use of:
[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.]
WAC 392-172A-03105 When IEPs must be in effect. (1) At the beginning of each school year, each school district must have an IEP in effect((,)) for each student eligible for special education that it is serving through enrollment in the district.
(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
(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) 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.]
WAC 392-172A-03135 Aversive interventions -- Individualized education program requirements. (1) If the need for use of aversive interventions is determined appropriate by the IEP team, the individualized education program shall:
(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.
[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.]
WAC 392-172A-04015 Expenditures. (1) To meet the requirement of WAC 392-172A-04010(2), each school district must ((spend)) make available the following ((on)) amounts for providing special education and related services, including direct services to parentally placed private students eligible for special education.
(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
(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.]
WAC 392-172A-04040 Equitable services provided. (1) The services provided to parentally placed private school students eligible for special education must be provided by personnel meeting the same standards as personnel providing services in the public schools, except that private elementary school and secondary school teachers who are providing equitable services to parentally placed private school students eligible for special education do not have to meet the highly qualified special education teacher requirements.
(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.]
WAC 392-172A-04045 Location of services and transportation. (1) Services to parentally placed private school students eligible for special education may be provided on the premises of private((, nonsectarian)) schools.
(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.]
WAC 392-172A-04060 Use of personnel. (1) School district or other public agency personnel may be made available to ((nonsectarian)) private schools and agencies only to the extent necessary to provide services required by the ((special education)) student if those services are not normally provided by the private school.
(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.]
WAC 392-172A-04070 Property, equipment and supplies. (1) A school district must control and administer the funds used to provide special education and related services for students eligible for those services in private schools, and hold title to and administer materials, equipment, and property purchased with those funds for the uses and purposes provided in the act.
(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.
[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.]
WAC 392-172A-05005 Independent educational evaluation. (1)(a) Parents of a student eligible for or referred for special education have the right under this chapter to obtain an independent educational evaluation of the student if the parent disagrees with the school district's evaluation subject to subsections (2) through (7) of this section.
[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.]
WAC 392-172A-05100 Hearing rights. These hearing rights govern both due process hearings conducted pursuant to WAC 392-172A-05080 through 392-172A-05125 and hearings for disciplinary matters conducted pursuant to WAC 392-172A-05160 and 392-172A-05165.
(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;
(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.
(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.]
WAC 392-172A-05130 Surrogate parents. (1) School districts must ensure that the rights of a student are protected when:
(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).
[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.]
WAC 392-172A-05135 Transfer of parental rights to the student at age of majority. (1) ((When)) Subject to subsections (4) and (5) of this section, when a student eligible for special education reaches the age of eighteen or is deemed to have reached the age of majority, consistent with RCW 26.28.010 through 26.28.020((, unless the student is declared incapacitated as to person under chapter 11.88 RCW, the following shall occur)):
(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.
[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.]
WAC 392-172A-05150 Determination of setting. The student's IEP team determines the interim alternative educational setting for services under WAC ((392-172A-07105)) 392-172A-05145 (3), (4)(e) and (7).
[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.]
WAC 392-172A-05170 Protections for students not determined eligible for special education and related services. (1) A student who has not been determined to be eligible for special education and related services under this chapter and who has engaged in behavior that violated a code of student conduct, may assert any of the protections provided for in this chapter if the school district had knowledge as determined in accordance with subsection (2) of this section that the student was a student eligible for special education before the behavior that precipitated the disciplinary action occurred.
(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.]
WAC 392-172A-05180 Definitions -- Destruction of records, educational records, participating agency. As used in WAC ((392-172A-07150)) 392-172A-05180 through ((392-172A-07215)) 392-172A-05245:
(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:
(c) Child find requirements for students; including evaluation;
(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.
[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.]
WAC 392-172A-06005 Consistency with state policies. The school district or other public agency, in providing for the education of students eligible for special education must have in effect policies, procedures, and programs that are consistent with the state policies and procedures established in this chapter((, that address the actions outlined in WAC 392-172A-06000 (1)(b) through (p))).
[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.]
WAC 392-172A-06085 Coordinated early intervening services. (1) A school district may not use more than fifteen percent of the amount the school district receives under Part B of the act for any fiscal year, less any amount reduced by the school district pursuant to WAC 392-172A-06015 if any, in combination with other amounts (which may include amounts other than education funds), to develop and implement coordinated, early intervening services, which may include interagency financing structures. Those services are for students in kindergarten through grade twelve, with a particular emphasis on students in kindergarten through grade three, who are not currently identified as needing special education or related services, but who need additional academic and behavioral support to succeed in a general education environment.
(2) In implementing coordinated, early intervening services under this section, a school district may carry out activities that include:
(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.]
WAC 392-172A-07010 Monitoring. (1) ((The OSPI shall monitor selected local school districts special education programs, so that all districts are monitored at least once every six years. The focus of)) OSPI's monitoring of school districts' special education program is to:
(a) Improve educational results and ((functional)) outcomes for all 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.
(a) Collection ((of previsit data)), review, and analysis of quantitative and qualitative data and other information;
(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:
(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;
(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.]
WAC 392-172A-07012 Determinations. (1) OSPI annually reviews the data it obtains from school districts through monitoring, submission of other data required by the district, and other public information provided by the district. Based on the data and information provided, OSPI determines if the school district:
WAC 392-172A-07035 Child count. The OSPI reports to the secretary of the department of education no later than February 1 of each year the number of ((special education)) students aged three through twenty-one residing in the state who are receiving special education and related services. This report is based on the school districts' ((reports)) annual federal count of eligible students provided to OSPI ((which are due by)) on a date selected by OSPI between October 1 and December 1 of each year.
(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)).
(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.]
WAC 392-172A-07040 Significant disproportionality. (1) The state collects and examines data annually from school districts to determine if significant disproportionality based on race or ethnicity is occurring in the state with respect to:
(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;
(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
[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.]
WAC 392-172A-07055 State safety net fund for high need students. (1) The state has established a special education safety net fund for students eligible for special education. The rules for applying for reimbursement for the fund are contained in WAC 392-14-600 through 392-14-685 or as may be amended.
(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.
[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.]
WAC 392-172A-04075 Other service arrangements for students, including students placed in sectarian schools.