Office of Special Services

Special Education services and support are provided through SKSD for eligible preschooler's age 3 years through 5 years. Students may receive instruction in “Developmental Preschool Classrooms” or in another community preschool program. Community preschool classrooms in which students may be placed include ECEAP (Early Childhood Education Assistance Programs) and Head Start through OESD Early Learning. Some students may need to receive only a support service, for example, Occupational Therapy, Physical Therapy or Speech/Language Therapy. These services are accessed at the child's neighborhood school. 

Specially Designed Instruction (SDI) can be provided in the general education classroom and/or the Resource Support Program (RSP). Accommodations and modifications are provided to students in both settings based on individual need and as outlined in the IEP. Instruction is provided by special education teachers with support from paraprofessionals and in some cases in collaboration with the general education teacher (co-teach). SDI is provided through adaptation of the content, delivery, or methodology in qualifying areas (i.e. Academics, Learning Behaviors, Social-Emotional). Core curriculum, supplemental curriculum, and evidence-based strategies are utilized to address individual student need(s). Progress on goals is monitored through routine data collection, which is used to make educational decisions. Students participate in all federal, state, and district assessments with needed, practiced, and allowable accommodations and modifications as determined by the IEP team. RSP services are available at all schools.

Students served in the Social Communication program need explicit instruction in social skills, social cognition, pragmatics (social language), application of visual and sensory strategies/supports, employment of self-management techniques, and academic instruction at individual skill levels. Services are delivered in a language-rich, highly structured learning environment with positive behavioral supports, academic, sensory, and social skills instruction. Students benefit from an environment where they can access sensory supports, routines, predictability, and instruction in social-emotional and self & shy; regulation skills through a small group and/or individually. Academic levels may range from at or above to below grade level. Certificated, classified, and related service staff will provide and support instruction and carryover for students to access their general education setting as appropriate and as much as possible. Support may be needed throughout the child's school day with fading toward independent skill use. Students participate in all federal, state, and district assessments with needed, practiced, and allowable accommodations and modifications as determined by the IEP team. Services/programs are provided at designated schools.

Global academic skills of these students are well below average with potential social/emotional, behavioral, communication, and/or adaptive skill deficits. Related services and/or supplementary aids and services are provided as determined by the IEP team. Students are successful in accessing the general education setting for a portion of the school day (e.g. music, PE, library, lunch, social studies, science, etc. as appropriate) and may be capable of transitioning safely and independently between classes. Students are capable of participating in general education classroom routines with minimal or moderate adult support. Goal areas are addressed using core, supplemental, and/or replacement curriculum. Students require small group and/or individual instruction based on needs. Students participate in all federal, state, and district assessments with needed, practiced, and allowable accommodations and modifications as determined by the IEP team; alternate assessment consideration is made at the secondary level. Services/programs are provided at designated schools.

Global developmental delays across areas especially in cognitive and adaptive skills (as well as, academics, behavior/sensory regulation, social-emotional, communication, fine and gross motor, etc.) are present and students can access related services and/or supplementary aids and services.as determined by the IEP team. Students are not defined by what they cannot do, but rather the supports they need to achieve their goals. Student goals are focused on a combination of functional academics and developing the skills necessary for independence. Instruction is delivered through small group and/or individually; discrete trials are a foundation for instruction. Support is given for acquiring community independence and vocational skills through classroom activities, community field experiences, and work experiences as appropriate. Students in this program require support throughout their school day to gain skills within and outside their classroom (e.g. during instruction, transitions, lunch, PE/music/library, recess, etc.). Support is given for activities of daily living, meeting sensory needs, and assistive technology. Students may need to access alternate forms of federal, state, and district assessments. Services programs are provided at designated schools.

Services are focused on students with clinically significant social/emotional and behavioral needs and assisting them in altering specific behaviors that interfere with their learning. A Functional Behavioral Assessment (FBA) is completed prior to initial program placement with documented results from implementing a Behavior Intervention Plans (BIP); consideration for program placement can be made based on medical diagnosis and/or prior out-of-district program placement. Students can have difficulty with self-managing behavior, developing interpersonal relationships, and exhibiting expected responses to daily situations. The program focuses on providing support in these areas within the small group setting through promoting positive behaviors in a structured system. Students may have learning problems or may be approaching/at/above grade level in all or specific academic areas with access to general education curriculum/materials and learning supports as appropriate (LAP/Title 1/RSP). Students are included in the general education environment as appropriate and as much as possible. Consideration for programs designated for students with differing needs (conduct disorder vs mental health) is made. Students participate in all federal, state, and district assessments with needed, practiced, and allowable accommodations and modifications as determined by the IEP team. Services/programs are provided at designated schools.

Related Services may be provided to support a student's educational progress when identified in the student's Individual Education Plan (IEP). Related Services may include support services such as, Speech /Language Therapy, Physical Therapy, Occupational Therapy, Health Services, Vision services, Orientation and Mobility instruction, Counseling support, Transition services and Special Transportation. 

This program is for 19 to 21 year old students determined by the Individualized Education Plan (IEP) Team as needing extended transition services into work and the community. The program focuses upon safety and social communication, daily living skills, work training and experience and recreation/leisure activities. The CTP is part of South Kitsap High School Programs.

he Community Transition Program (CTP) is designed to assist students in their transition from the high school learning environment into the community and world of work. Students attending CTP learn basic living skills, work preparation, job skills, personal safety, community access, and recreational skills.?

Community Transition Program location:
751 Mitchell Ave.
Port Orchard, WA 98366
360-443-3705

Who?
The Community Transition Program is designed for students, ages 18-21 years of age, who have met state graduation requirements, but continue to need further skill development and support in transition.

What?
The Community Transition Program assists students with disabilities in their transition from the high school learning environment into the community and world of work.

Where?
Our facility is located next to South Kitsap High School, with job sites and field trips throughout the community.

Why?
The goal of CTP is to help students acquire the skills needed to become independent at home, on the job, and in the community.

How?
Students attending CTP learn basic living skills, work preparation, job skills, personal safety, community travel and recreation skills.

Hours:
Monday: 8:30 -3:00
Tuesday: 8:30-3:00
Wednesday: 9:15-3:00
Thursday: 8:30-3:00
Friday: 8:30-3:00
Though daily class times differ, The Community Transition Program is in session the same attendance days as South Kitsap High School.      

Syllabus
Download a copy of the CTP Syllabus

Students
This program is designed for students (ages 18-21 years old) who have met most state graduation requirements, but who's IEP Team believe that the child could benefit from additional time and skill development before becoming a more independent adult.

Overview
Students are taught in each area to achieve the greatest level of independence possible for their disability. Students gain experience in a number of community jobs based upon their interests and abilities. Through collaboration with community agencies, such as the Department of Vocational Rehabilitation, the Department of Disabilities, and the Department of Developmental Disabilities the goal is to transition each adult student into the community where they will be employed and be a productive community citizen.

Location
Our facility is located adjacent to South Kitsap High School, with daily access to in-house academic and independence training, job sites experiences and community based experiences.

Curriculum
Student's Individualized Educational Program's (IEP) dictate the amounts of time spent and specific targets of involvement with:

• Work Experience Opportunities
• Independence and Consumerism Training
• Social and Community Access Skills Development
• Health and Safety Concerns
• State and Local Graduation Requirements

Grading and Attendance
Grades are commonly listed as Pass or No Credit, based upon satisfactory or better (50%+) demonstration of the following evaluated Employability Skills: Portfolio completion, Punctuality, Dependability, Dress Code, Appropriateness, Team Work, and Initiative. Common school policies apply (85%+ attendance) in order to earn credit in any given class period. Credits earned through CTP are generally accepted as supplanting remaking credits needed for graduations, with Team approval.

The Options Program provides specialized instruction for students who are placed in a 45 day interim alternative placement. Students continue to receive specially designed instruction per their IEP and are supported in the district's general education curriculum. A second component of this program is G.E.D. instruction for those special education students who have chosen not to pursue a high school diploma.

South Kitsap School District conducts regular activities to identify children with disabilities, aged birth through 21 years of age. A disability may present a delay in learning, speech or language, motor skills, or social and emotional abilities. Parents or staff that suspect a school aged child of having a disability shall contact their neighborhood school's School Psychologist or Principal. A school aged child is defined as those kindergarten age eligible through 21 years of age. Parents and caregivers of children not yet old enough to attend kindergarten should contact the Early Childhood Coordinator at the Office of Special Education.

Regular screening and assessment activities are conducted to identify preschool aged children (approx. 3-5 years) that may have a disability and be in need of special education services. Screenings are generally held once per month and one week each July.

If you believe your child may have a disability and you are interested in having him or her screened, please contact the Office of Special Services at (360) 443-3625.

The LEA must make available to parents of children with disabilities and to the general public all documents relating to the eligibility of the agency under Part B of the Act. Please contact the Office of Special Services if you wish further information at (360) 443-3625.

Any application and any required policies, procedures, program evaluations, plans and reports are readily available to parents and other members of the public through the district's Office of Special; Services and the Office of the Superintendent.

The district will provide a free appropriate public education to students with disabilities found eligible within the provision of Section 504 of the Rehabilitation Act of 1973. The district will educate students with disabilities with non-disabled students to the maximum extent appropriate. Instruction will be designed and provided through reasonable accommodations, aids, and services to meet the needs of students with disabilities as equally effective as the needs of students without disabilities. Section 504 also ensures that students with disabilities will be afforded protection from discrimination that may occur as a result of their disability.

WAC 392-172A-05235 Destruction of educational records. 

(1) Each school district shall inform parents and adult students when personal­ly identifiable information collected, maintained, or used in compli­ance with this chapter is no longer needed to provide educational services to the student, or is no longer required to be retained under state or federal law. State procedures for school district records re­tention are published by the secretary of state, division of archives and records management, and specify the length of time that education records must be retained.

(2) The information shall thereafter be destroyed at the request of the parent or adult student. However, a permanent record of a stu­dent's name, address, and phone number, his or her grades, attendance record, classes attended, grade level completed and year completed may be maintained without time limitation.

[Statutory Authority: RCW 28A.155.090(7) and 42 U.S.C. 1400 et. seq. WSR 07-14-078, § 392-172A-05235, filed 6/29/07, effective 7/30/07

Notice is hereby given that South Kitsap School District Special Services Department intends to destroy the special education records of students that have exited from all special education programs prior to and during this 2022-2023 school year beginning August 1, 2029.

In accordance with WAC 392-172A-05235 and RCW 28A.155.090 and U.S.C. 1400, South Kitsap School District is hereby notifying any student, or former student that has reached 18 years of age or legal guardian of said student, that they may review and or receive the records by contacting the Special Programs office at 360-443-3625.

In accordance with state and federal laws, special education records are retained by South Kitsap School District for a minimum of 6 years past the time the student exits special education and/or separates from the district.  If no contact is made by the student or guardian in response to this bulletin, the school district will proceed to destroy all Special Education records of students that have exited Special Education Programs prior to and during the 2022-2023 school year, on or after August 1, 2029.

To obtain copies of IEP’s and Evaluations from the SKSD Office of Special Services Department please complete form and the OSS dept will compile the request and complete in an orderly manner.

In accordance with state and federal laws, special education records are retained by South Kitsap School District for a maximum of 6 years past the time the student exits special education and/or separates from the district.