September 1, 2015
A child with a disability may be eligible for special education and related services. If you have reasons to suspect your child or another child may have a disability which affects his/her education, please contact the school for additional information.
Individuals with disabilities who may need a modification to participate in a school related meeting or activity should contact the school or Port Angeles School District office location no later than three (3) days before the meeting or as soon as possible so that arrangements for the modification can be made.
Complaints regarding discrimination relative to disability, as it pertains to Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973, are addressed in Policy and Procedure 2161. Questions pertaining to IDEA or 504 should be directed to Director of Special Services Brianne Barrett, 360.565.3745.
Notice of Special Education Procedural Safeguards for Students and Their Families
Parent involvement is addressed in two district policies: 2108 Remediation Program (Title 1 and LAP), and 2180 Parent, Family and Community Partnerships. The district parent involvement policy was drafted by a group of individuals consisting of Title 1 parents, the Director of Special Education/ Federal Programs, a Teacher on Special Assignment (TOSA), and the School District LSTs (Learning Support Teachers-Title 1).
Remediation Programs, Policy No. 2108, Procedure 2108P
The School District, within its financial capacity, will offer programs that are designed to meet the needs of educationally disadvantaged students. Eligible students may receive services from one of three special needs programs - special education, Learning Assistance Program (LAP), and Title I of the Elementary and Secondary Education Act of 2001.
The School District or individual school shall conduct a needs assessment and shall develop a plan for the use of Title I and LAP funds. Such a plan shall be determined in consultation with an advisory committee, including, but not limited to, parents of participants; teachers; principals; administrators; and school directors. The plan shall include:
A. How students will be identified;
B. Planned services and activities;
C. A plan for annual evaluation (performance objectives); and
D. Record-keeping procedure.
In compliance with the federal law, the following provisions for parent involvement, developed jointly with, agreed upon by and distributed to the parents of children participating in the federal remediation program:
The School District will put into operation programs, activities, and procedures for the involvement of parents in all of its schools withTitle I, Part A programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). These programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children. The district and participating buildings will:
A. Involve parents in the joint development of the School Districtoverall Title I plan and the process for school review and improvement;
B. Identify barriers to participation by parents who are disabled, or have limited English and or literacy;
C. Use information from surveys and parent meetings to design strategies for more effective parent involvement;
D. Plan for the coordination and technical assistance necessary to carry out the plan; and
E. Develop activities that promote each school’s capacity for parent involvement.
Parent, Family, and Community Partnerships, Policy No. 2180
Each school and the families and community it serves is different.Therefore, each school must have its own approach to parent and community partnerships. Working together, the principal and the site improvement council/team at each school shall develop a school improvement plan which includes a time line, success indicators, evaluation, and a report to the community, to the Superintendent, and Board of Directors, to be reviewed and evaluated annually. The plan shall include the following goals:
1. A variety of strategies are used to ensure that: (a) all parents understand their children’s school experience; and (b) the school staff understands parents’ and community expectations for the school;
2. School staff, parents and community volunteers work cooperatively to benefit students and strengthen school and community relations;
3. Families receive information about how to support their children’s learning through: (a) volunteer opportunities within the school; (b) help with study skills and strategies for home assignments; and (c) access to referral to available community resources when they encounter difficulties; and
4. Representatives of administration, staff, families, and community members served by the school have a full role in the school’s student learning improvement team. All parents have the opportunity to review,comment, and provide input, through their site improvement councils/team, on their student’s learning experiences.
Request for Information
Parents of children in schools that receive Title I dollars have the right to request specific information about the professional qualifications of staff who work with their student. This information includes:
1. Whether the teacher has met state qualifications and licensing criteria for the grade levels and subject areas in which the teacherprovides instruction.
2. Whether the teacher is teaching under emergency or conditional certification.
3. The baccalaureate degree major of the teacher and other graduatecertification or degree, and the field of discipline of the certification and/or degree.
4. The information must also disclose whether the child is provided services by paraprofessionals, and if so, the paraprofessionals’ qualifications. [Section 1111(h)(6)(A), ESEA.] Guidance, C-6.