Special Education

• Cloie Cornell, Behavior Intervention Specialist

• Darion Roth, School Psychologist

• Susan Lybbert, School Psychologist 

• Lynn White, Psychologist  (Virtual)

• Yurigsa Mendoza - SpED Assessment Aide

• Physical Therapy
  • Anne Bergman, Physical Therapist
• Occupational Therapy
  • Jaime King, Occupational Therapist
• Teacher of Visually Impaired
  • Tarin Kendrick

  • Kay Bleazard

• Teacher of the Deaf
  • Carrie Reese
• Speech Language Pathologist
  • Alyssa Roth Drummond
  • Nelly Perez
  • Adriana Cardenas (Virtual)
  • Susanne Matson (Virtual)
  • Shelby Griffin (Virtual)

  • Erika Cleverly,  SLPA

  • Tara Addink, Speech Aide

  • April Longwill, Speech Aide

  • Gladys Munguia, Speech Aide

Child Find Screening 2023-2024

Who is Eligible? We offer preschool screenings to all children between 3 and 5 years of age, living in the Quincy School District, whose family or caregivers would like more information about their child’s development. All school districts within Washington State have Child Find screenings available. We screen children every Monday throughout the school year, screening takes about an hour. We will be able to determine whether your child needs further testing to qualify for the program.

What is Child Find Screening? It is a free check of your child’s development and skill level.

Including:

• Large muscle development

• Eye-hand coordination (fine motor skills)      

• Communication

• Concepts

• Personal-social skills

• Self-help skills

Where do I sign up my child or get more information?

For Assistance, please call 509.797.3052 or The Special Education Department 509.787.4571

Buscando Niños Para Preescolar 2023-2024

Propósito: El propósito de la evaluación es identificar cualquier déficit de habilidades que pueda interferir con el aprendizaje, crecimiento y desarrollo de su hijo. La evaluación también se proporciona para ayudar a los padres a identificar las fortalezas y debilidades de sus hijos, así como para proporcionar sugerencias en el hogar.

¿Quién es elegible? Ofrecemos exámenes preescolares a todos los niños entre 3 y 5 años de edad, que viven en el Distrito Escolar de Quincy,  padres o guardians desean obtener más información sobre el desarrollo de sus hijos. Todos los distritos escolares dentro del estado de Washington tienen evaluaciones de Child Find disponibles. Examinamos a los niños todos los Lunes durante todo el año escolar, la detección dura aproximadamente una hora. Podremos determinar si su hijo necesita más pruebas para calificar para el programa.

¿Qué es el program de “Bucando Ninos”? Es un control gratuito del desarrollo y nivel de habilidad de su hijo.

 Incluido:

• Desarrollo muscular grande
• Coordinación ojo-mano (motricidad fina)      
• Comunicación
• Conceptos
• Habilidades personales-sociales
• Habilidades de autoayuda

¿Dónde inscribo a mi hijo u obtengo más información?

Para obtener ayuda, llame al 509.797.3052 o El Departamento de Educación Especial @ 509.787.4571

Discrimination based on disability is prohibited in public schools (RCW 28A.642.010). By law, school districts must abide by the rules, regulations, and guidance developed by the US Department of Education related to Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act. For more information, please call 509.787.4571.      

Federal law — the reauthorized Individuals with Disabilities Education Act (IDEA) of 2004 —defines the rules and regulations for creating an Individual Education Plan (IEP) when a special education evaluation reveals a disability, adverse effect of the disability and a need for specially designed instruction. The Individual with Disabilities Education Act (IDEA) guarantees the right of all children with disabilities (ages Birth-21) to a free, appropriate public education (FAPE). RCW 28A.155 provides the statutory basis for special education services in Washington and WAC 392-172A provides the regulatory basis for both IDEA and RCW 28A.155. 

Regulation 2161 and Regulation Procedure 2161P are the Quincy School District's Special Education regulations and procedures. 

The IEP team works together to create Specially Designed Instruction (SDI) and goals for the student. The Initial IEP is done before an initial placement in special education following an initial evaluation of eligibility. The IEP is reviewed every year to measure the student's progress and must be completed by the anniversary date. An IEP amendment can be done anytime a change in the program is needed. IEP Progress Reports are done two times per year for elementary and middle school students and every trimester for high school students. 

A three-year reevaluation is completed by the three-year anniversary date of the initial evaluation. Off-cycle evaluations can be proposed by a parent or the school in one or all areas at any time prior to the 3-year evaluation. 

An IEP team consists of: 

• Student at age 15 and above when transition services are addressed 
• Parent(s)/guardian(s) 
• Special education teacher(s) 
• General education teacher(s)—if the student participates in a regular education environment 
• A representative of the local educational agency 
• Individual who can interpret instructional implications of evaluation results 
• The team may also include a counselor, therapists, behavior specialist, and the student, when appropriate. 
• Parent participation in meetings WAC 392-172A-05001 

Specially Designed Instruction is organized and planned instruction, which adapts to the needs of eligible students. The content and methodology or delivery of instruction address the student's unique needs. SDI is provided by either qualified special education staff or designed and supervised by special education staff and carried out by general education staff, as determined by the student's IEP. Special education staff monitors and evaluates student progress. 

Program placement decisions are made in accordance with the concept of educating students with disabilities in the least restrictive environment. Each student has access to an appropriate learning environment and an opportunity for education with non-disabled students to the maximum extent appropriate within his or her neighborhood school or as close as possible to his or her neighborhood school. When programming decisions are addressed by the IEP team, proper consideration must be given to the least restrictive environment. 

If a parent/guardian or adult student revokes consent, in writing, for the continued provision of special education and related services, the district must honor the revocation and provide the parent with prior written notice identifying the date the district will stop providing services. The district may not use due process or mediation procedures to challenge the parent's revocation. Beginning the effective date indicated in the prior written notice, the district may no longer provide special education and related services to the child. The district is not required to amend the child's education records to remove references to the child's receipt of special education and related services. Once the revocation is effective, the student is no longer entitled to receive special education or related services, and the district will not be considered in violation of the requirement to make a free, appropriate public education (FAPE) available to your child. 

By providing written consent, the parent/guardian is acknowledging: 

• the district will stop providing special education and related services to their child beginning the date identified in the prior written notice given to them by the district; 
• the district cannot use dispute resolution options to challenge their right to terminate special education services for their child; 
• the district will no longer be required to conduct reevaluations, convene an IEP team meeting, or develop an IEP for their child; 
• the district will not be considered in violation of the requirement to make a free, appropriate public education (FAPE) available to their child; 
• the district is not required to amend their child's education records to remove references to their child's receipt of special education and related services; and 
• their child will be subject to all of the same requirements that apply to general education students, such as academics, statewide and district-wide assessments, extracurricular activities, graduation requirements, discipline, and all other general education requirements. 

WAC 392-172A-03090 states, "The term IEP means a written statement for each student eligible for special education that is developed, reviewed, and revised in a meeting in accordance with WAC 392-172A-03095 through 392-172A-03100, and that must include: (1) g. ESY services; if determined necessary by the IEP team for the student to receive FAPE." Each student who receives special education services, including related services, will be considered for an ESYr. 

An appropriate IEP is a critical step in establishing FAPE. The IEP should document progress toward IEP goals and objectives. In cases where a lack of progress exists, the IEP must be reviewed to determine the appropriateness of the goals/objectives. The IEP team must document ongoing interventions including changes in materials, methodologies, placement, and service minutes in order to facilitate opportunities for student progress. This documentation should be reviewed when determining ESY. 

Extended school year (ESY) services. The consideration for ESY services is a team decision, based on information provided in the evaluation report and based on the individual needs of a student. ESY services are not limited by categories of disability or limited by type amount or duration of the services.  

If the need for ESY services is not addressed in the IEP and ESY services may be appropriate for the student, the IEP team will meet by the last working day in the month of April to address the need for ESY.  

Factors for the team to consider when determining the need for ESY may include, but are not limited to:  

1) Evidence of regression or recoupment time based on documented evidence; or  

2) A documented determination based on the professional judgment of the IEP team including consideration of the nature and severity of the student’s disability, the rate of progress and emerging skills. 

Both state and federal law requires the collection and reporting of student progress toward accomplishing IEP goals and objectives both in-process and end result. Progress reporting must be provided to parents as often as report cards. Objectives are required Early Childhood Education (ECE) through second grade and for any students participating in the Washington Alternative Assessment System (WAAIM) portfolio. Evaluation and documentation of student progress are intended to serve three purposes: 

1. To measure a student's performance against established IEP goals and objectives 
2. To help identify causal factors that account for significant differences between actual and predicted performance 
3. To provide a database for adjusting the student's IEP if it does not appear the student will meet the annual goal 

Each service provider must collect explicit data on student progress on a regular basis. The provider must develop and maintain a data collection system for monitoring and evaluating student performance, and for measuring progress towards goals and objectives. Keeping a grade book is not sufficient as a data system to reflect progress on goals and objectives. 

The goals and objectives must be written with the data management system in mind. The frequency with which the data is recorded will depend upon the goal and objectives. Some situations require daily data. For some, measurement at weekly or monthly intervals is appropriate. Datasheets used to support the written progress report should be maintained in the teacher (related service provider) files for a period of seven years. 

What are the three Pathways? 

Graduation pathway options allow students to pursue a personalized, meaningful education that results in a diploma and skills needed for college or career. Students may select one or more of the following pathway options based on their High School and Beyond Plan: 

1. Postsecondary Education Pathway Options 
2. Military (ASVAB) 
3. Career & Technical Field (CTE Sequence) 

Click on the links below for more details on graduation requirements and pathways. 

Overview of Graduation Requirements - English 

Overview of Graduation Requirements - Spanish 

Beginning at least one year before reaching age 18 (IEP in which the student turns 17) the student must be informed that all rights will transfer to the student at age 18 unless there is a guardianship or other determination that the student cannot make educational decisions. 

When the student reaches age 18 (or majority), the district must notify the parents and the student that rights have been transferred to the student. This occurs through documentation in the IEP and a conversation at the IEP meeting. The district shall provide any required notices to both the student and the parents. 

To request student records, please send an email request to specialeducationsupport@qsd.wednet.edu, or submit a fax request to 509.787.8995. 

Discrimination based on disability is prohibited in public schools (RCW 28A.642.010). By law, school districts must abide by the rules, regulations, and guidance developed by the US Department of Education related to Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act. Section 504 requires school districts to provide "free appropriate public education" to each qualifying student with a disability within the district's jurisdiction, regardless of the nature or severity of the student's disability. For more information, please call 253.800.6920. 

Parents who have questions or concerns about their students should first contact the special education teacher/case manager, general education teacher, and/or school counselor who works with their student. If the questions or concerns are not answered at that level, the following list shows who to contact, and in which order: 

1. Start with the special education teacher/case manager, general education teacher, and/or school counselor 
2. If you feel your concerns are not met, contact your school principal. 
3. If you feel your concerns are not met, contact the following Special Education Contacts: 

• Sunshine Pray ~ spray@qsd.wednet.edu Special Education Coordinator for Ancient Lakes, George, Mountain View and Quincy Middle School 
• Tawyna Martinez-Halliday ~ tmartine@qsd.wednet.edu Special Education Coordinator for Pioneer, Monument, Quincy High School and Quincy Innovation Academy 
• Connie Martin ~ cmartin@qsd.wednet.edu Director of Special Education and Health Services 

4. The Office of the Superintendent of Public Instruction (OSPI) also has resources and venues to assist parents with questions and concerns. They can be found on their website: http://www.k12.wa.us/SpecialEd/Families/default.aspx. You can directly contact OSPI Special Education Parent Liaison Scott Raub at 360-725-6075.