Families, teachers, medical professionals, and other individuals can refer a child for an educational evaluation if there is reason to suspect that a disability is impacting that child’s ability to learn. The Richland School District provides comprehensive evaluations, free to the family, if there is a known or suspected disability and reason to believe that appropriate early learning or school success requires intervention.

The school district’s duty to seek out, evaluate and potentially serve infants, toddlers or school-aged students is guaranteed through the Individuals with Disabilities Act (IDEA), as part of the Child Find Mandate.

If you are interested in seeking services, please reach out to your student's boundary school staff. 

IEP Teams are Multi-Disciplinary - collaborating to support and serve students. IEP teams consist of:

• Parents*
• Administrators*
• Special Education Teacher(s)*
• General Education Teacher(s)*
• An individual who can interpret the instructional implications of evaluation results*
• School Psychologist
• School Nurse
• School Counselor
• Additional Service Providers
• Adult Service Agency Representatives (Secondary)
• Student

*Required team members

Deciding Where Your Student’s IEP Will Be Implemented 

IEP teams recommend students’ educational placement during the IEP development process.  Placement refers to the range of continuum of educational settings available to our students.  In recommending the placement, IEP teams intentionally determine the Least Restrictive Environment for the student's placement that accesses general education to the maximum extent appropriate for the individual needs of the student. Learn more about Placement Decisions from OSPI.

>> Learn more about Placement Options

In order to meet student needs in the least restrictive environment, Richland School District provides a continuum of special education services for each student. All decisions regarding a student’s special education services and the location of these services are made by individual IEP teams and are described in the student’s Individualized Education Program (IEP). 

>> Learn more about Placement Options

>> Download a copy of the flowchart 

The measurable postsecondary goals are based upon age appropriate transition assessment. Information from formal and informal assessments is collected by the IEP Team in the area of needs, strengths, preferences and interests. The measurable postsecondary goals are developed or confirmed and assessment information is updated annually.

Beginning no later than with the IEP that is in effect when the student turns 16, or earlier if determined appropriate by the IEP Team, the IEP must include appropriate measurable postsecondary goals based upon age-appropriate transition assessment related to education/training, employment, and where appropriate, independent living skills.

Transition services are a set of coordinated activities designed to be a results-oriented process that facilitates the successful movement from school to postsecondary living. These activities are based on the student's needs, strengths, preferences, and interests. Transition services include instruction, related services, community experiences, the development of employment and other post-school living objectives and, when appropriate, daily living skills.

A course of study is a current description of coursework and/or activities to achieve the student's desired post-school goals, from the student's current to anticipated exit year.

Annual goals are statements that describe what a student with a disability can reasonably be expected to accomplish within a 12-month period of the student's program. Measurable annual goals include timeframe, conditions, behavior, and criterion.

Transition Services are designed to be a results-oriented process that facilitates the movement from school to postsecondary living activities that include adult services.

>> Learn more about adult services

Our goal is to prepare students for life beyond high school. We have several transition service options available to our secondary students.

Learn More

The High School & Beyond Plan is used to guide students’ high school experience and prepare them for postsecondary/college education or training and career. Plans can be revised as necessary for changing interests, goals, and needs.

The High School & Beyond Plan is a graduation requirement and is introduced in the 8th grade.  Every RSD student completes this plan, using the “Career Planner” tool accessible through Launchpad. Most students work on this task in their “Careers & Financial Literacy” class.  Other students complete this task through support from their case manager.

IEP transition components help guide students’ HSBP.