Individual Education Plan (IEP)

Specially Designed Instruction (SDI) means adapting the way we teach to meet your child’s unique needs. SDI could include:

• Changing how content is delivered
   
• Modifying materials or strategies
   
• Providing additional support

SDI is developed by special education teachers but may be delivered by a variety of professionals—general ed teachers, speech-language pathologists, occupational and physical therapists, and paraeducators—depending on what’s in the IEP.

By law, students with disabilities should learn in the Least Restrictive Environment (LRE). This means learning alongside their peers as much as possible, with support in place. The IEP team carefully considers each student’s placement to ensure access, inclusion, and equity.

Some students need support beyond the regular school year to prevent significant regression. Extended School Year (ESY) services are provided when:

• A student loses skills during breaks and struggles to regain them
   
• Progress toward IEP goals is very slow despite adjustments
   
• Unique circumstances (like a medical issue) disrupt learning

The IEP team reviews progress data and decides whether ESY is needed based on individual student needs. ESY eligibility is reviewed each year and based on specific data in each service area.

Progress matters. Your child's IEP includes goals, and their progress toward those goals is monitored regularly. You’ll receive progress reports—aligned with grading periods—to keep you informed. Teachers and specialists use data and observations to evaluate how well strategies are working and whether changes are needed.

At age 18, unless legal guardianship is in place, educational decision-making rights transfer to the student. The IEP team will discuss this with you and your child beginning at age 17.

Graduation Pathways for Students with IEPs

Students receiving special education services must fulfill the same credit and subject area requirements as their peers. However, their IEP teams can provide accommodations, modifications, and supports building on students' strengths, to help them access the curriculum and demonstrate their knowledge. This may include substituting courses with comparable content when necessary due to the student's disability.

Additionally, students must complete a Graduation Pathway, which demonstrates readiness for post-secondary life. Options include state assessments, dual credit courses, or industry-recognized credentials. The IEP team determines the most appropriate pathway based on the student's strengths, interests, and post-secondary goals.

Transition Planning: Preparing for Life After High School

By age 16, the IEP must include a Transition Plan outlining the student's goals for life after high school and the services needed to achieve them. This plan aligns with the High School and Beyond Plan (HSBP), a state requirement for all students, ensuring a coordinated approach to post-secondary planning.

Transition services may address areas such as employment, further education, independent living, and community participation. The IEP team collaborates with the student and family to develop a plan that reflects the student's aspirations and needs.

Extended Eligibility: Continuing Services Beyond Four Years

Students with IEPs are eligible to receive special education services until they earn a regular high school diploma or until the end of the school year in which they turn 22, whichever comes first. If a student requires additional time to meet graduation requirements or transition goals, the IEP team can determine an extended timeline for completion.

Participation in Commencement Ceremonies

Students who have attended four years of high school but have not yet met all graduation requirements may participate in commencement ceremonies with their peers. In such cases, they walk with their peers, allowing them to celebrate this milestone while continuing to work toward their diploma.

If you choose to stop special education services, you can submit your request in writing. The school must honor your decision and provide a written notice confirming when services will end. After this date:

• Your child will be educated as a general education student
   
• No further IEP meetings or services will be provided
   
• Records will still reflect that special education services were once in place

This is a significant decision, and we encourage families to have a thoughtful discussion with their IEP team beforehand.

Special education services are governed by federal law (IDEA) and Washington state regulations. These laws guarantee a Free Appropriate Public Education (FAPE) to all eligible students.

In our district, Policy 2161 and Procedure 2161P guide how we provide services. You can request copies of these documents or the district’s federal grant application by contacting the Special Services Department at 425-837-7085.

Navigating special education can feel overwhelming—but you are not alone. We are here to support you every step of the way. Your voice is a vital part of the IEP team, and together, we can help your child thrive.

Have questions? Need to request an evaluation or IEP meeting? Please reach out— we’re here to help. To access support, please reach out to your child’s case manager, building leader or the ISD Special Services Department:

Special Services Phone number: 425-837-7085

Special Services email: specialservices@issaquah.wednet.edu

Additionally, Issaquah has an active and helpful Special Education PTSA. For more information, please visit https://issaquahspecialeducationptsa.org/