To provide a comprehensive program of educational and related services designed to maximize each student's development of skills that will enable them to successfully participate within integrated, natural environments in our community.
A special education federal regulation (300.212 Public Information) requires that the district "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 call 360.841.2720 to obtain a copy of our most currently available IDEA-B application.
Executive Director of Learning Supports and Alternatives
800 Second Street, Woodland, WA 98674
Michelle McLaughlinAdministrative Special Services Secretary
800 Second Street, Woodland, WA 98674
Please click on the links below to learn more about Woodland School District's Special Education programs.
While some students have few learning challenges, others may need assistance. When a concern about a student is linked to the possibility of a disability a referral to the Special Services Department is made. Any person with a concern about a student may refer the student for testing to determine a disability. For info on referring a student contact the Woodland School District Special Services Department at 360.841.2720.
Each school has a Multidisciplinary Team (MDT) that meets regularly to assess and monitor students' learning needs. In the classroom setting, when a student is a concern the teacher will share those concerns with the MDT. The MDT will discuss the student to see what kind of interventions have been made to assist the student. The MDT may recommend interventions the teacher may try with the student to see if the student will respond. If the student has not responded after a period of time the teacher will meet with the MDT and a referral for testing to determine a disability will be made.
When the student is referred for Special Education Evaluation, the parent/guardian will receive a letter sharing the intent to refer. The parent/guardian will play a large role in the decisions to be made concerning your student. The school psychologist will contact you to set up a meeting to discuss the referral and to decide if an evaluation is appropriate. If an evaluation is decided upon, the parent/guardian will be asked to give written consent allowing an evaluation to be performed.
Once consent is obtained to evaluate, an MDT will evaluate the student based on the student concerns addressed in the referral and at the meetings. The MDT consists of the parent/guardian, school psychologist, general education teacher, and special education teacher who will also serve as the case manager for the student should he/she become eligible for services. Other MDT members may include Speech and Language Pathologist, Occupational Therapist, Physical Therapist and others with knowledge about the student. The parent/guardian can include any team members you wish. Once the evaluation is completed the parent/guardian will be notified of the results.
The MDT will meet to discuss the evaluation results. If the evaluation indicates that the student is eligible for Special Education the team will discuss the student's placement. If the decision is for the student to receive specially designed instruction an Individual Education Plan (IEP) will be written by the case manager. The IEP will detail the special education services your student will receive through the next year and the place where services will be provided. The MDT will meet to discuss the IEP and obtain feedback and signatures approving the IEP. The student will then begin specially designed instruction based on the IEP.
Woodland Primary School Resource Room - Grades K-1
The resource room at the primary building serves students in grades k-1. We partner with parents and classroom teachers to make the most of each student’s early learning years. Instruction may be given in small groups, whether using a push in or pull out model for students identified to need specially designed instruction in one of more of the following areas: reading, writing, mathematics, fine/gross motor and social or behavioral skills. Some students are able to maintain success in the general education setting without extra support in one or more of these areas, which we also support.
The resource team, consisting of a special education teacher and an instructional assistant work closely with the classroom teacher, our SLP (for speech) and OT (for occupational therapy) to develop the best plan to meet each student’s individual needs and learning styles. All academic curriculum used in our classroom is research based and aligned with the Common Core Standards.
For more information regarding the Resource Room at Woodland Primary School please contact Lorie Vogel:
Diverse Support Program: Grades K - 1
The diverse support program at the primary building serves students in grades k-1. The program is staffed by a certified special education teacher as well as educational assistants. It is the goal of the DSP staff to teach students to be as independent as reasonably possible. Students are naturally integrated into the general education and special education settings based on the best environment for individual student progress. Academic, communication, behavior, social, fine/gross motor and adaptive skills are modeled, taught and practiced throughout the school day. The DSP program is equipped with varied, researched and modified curriculum options for students to bridge the gap between their disability and ability to learn. All academic curriculum used aligns with the Common Core Standards.
Please feel free to contact Lorie Vogel at Woodland Primary School; 360.841.2949 or email at email@example.com for more information regarding the Diverse Support Program.
Woodland Intermediate School Resource Room
The Woodland Intermediate School's resource room is an environment that is friendly, positive, and conducive to student learning. Our classroom and program utilize small group instruction to meet students' individual needs and learning styles. We assist students in the general education setting as well. We provide support for reading, writing, math, study skills, and social skills. For reading instruction, we use a variety of direct instruction curriculums depending on the students' needs. Some of our students with a reading IEP receive their core reading in the general education setting and may or may not get additional support from the resource room staff.
Almost all of our students in math receive their core math instruction in the general education setting. The resource room staff provides additional support during the school-wide extension block. We assist students with their classroom work and help them work on skills they may be struggling with that are related to grade level math standards.
Our resource room instructors support what students are doing in their classrooms for writing and also provide additional instruction on areas of weakness.
Students are encouraged and pushed to reach their goals in a positive, nurturing atmosphere. Students' strengths are celebrated! We work on building student self-esteem and increasing their confidence in themselves and their ability to learn. The resource room staff is dedicated to providing a rich, welcoming environment that encourages student academic growth.
Please feel free to contact Sonya Stemkoski at Woodland Intermediate School, at firstname.lastname@example.org or 360.841.2750 with your questions, or for further information about the resource room.
Woodland Middle School Resource Room
At the Woodland Middle School's resource room, we strive to create an atmosphere in which students feel empowered to learn. Students are scheduled into resource room classes during their regular school day, as opposed to being taken out of a class to receive additional help. There is a high level of communication between the regular education teachers and the special education teacher in order to ensure students' needs are being met in all classes.
Specific subjects taught as resource classes, are written language, study skills, reading, and math. All classes are differentiated to meet the individual needs of the students and delivered in small groups. The curriculum used in English Language Arts includes the SRA direct instruction reading program rewards our districts new Pearson common core literature texts. The math curriculum used is Engage New York and Acellus, which is a computer-based learning program. Curriculum is not limited to these programs and is supplemented with high interest lessons and activities.
In this program, the expectations are high. Students are expected to be active participants in their learning, to build from their strengths, and to become stronger self-advocates. The Woodland Middle School staff is there to support the students in their personal and academic growth.
Please feel free to call Rebecca Blanshan 5th-6th grade, email@example.com or Geoff Odin 7th-8th grade, firstname.lastname@example.org, at Woodland Middle School, 360.841.2850 with your questions or for further information about the Resource Room.
Woodland High School Resource Room
At Woodland High School the special education case managers for 9-12 grade special education students begin as their case managers in 9th grade and stay with them until they graduate.
The special education teachers teach students with specific learning disabilities, emotional or behavioral disabilities, and/or health impairments. The teacher also collaborates a team that helps figure out ways for ALL students to succeed in Woodland High School (usually this team of experts consists of a School Psychologist, Guidance Counselor, Building Principal, Regular Education Teacher, Parent, Student, District Office Representative, and the Case Manager).
At WHS, we recognize that some of our students have a disability that may inhibit their success in regular "high school" education. That's when the teacher steps in and helps coordinate the team to design both an individual curriculum as well as an instructional approach that will help to set up that student to succeed. If this team determines that the individualized curriculum and specially designed instruction ought to happen in a smaller, closer-knit classroom (we call it the "Resource Classroom"), the teacher may be entrusted as not only the "Case-Manager" but also the basic skills teacher.
The special education teachers teach reading, writing, and math. The teacher provides students with the essential skills they will need to be successful in the classroom and after graduation. Students need to master a skill before moving on to the next skill. The WHS resource classroom for Math and for English "looks and feels" like any other Math or English class at WHS; however, it operates in a more individualized and specialized way, fine tuned by the students in the class.
Case managers ensure that all accommodations and modifications are implemented in all classrooms. Case managers make their rooms available for students to take tests and complete projects and assignments.
Please feel free to call Devon Fliss (Case Manager and specialist in Reading, Writing, and Transition), email@example.com, or Jody Flanagan (Case Manager and specialist in Math), firstname.lastname@example.org, at Woodland High School, 360.841.2800 with your questions or for further information about the Resource Room.
Diverse Support Program
The Diverse Support Program is located on the Woodland High School campus. It encompasses supports for students with diverse disabilities within a variety of educational settings. This program provides supports that are generally referred to as life skills, supports for students with autism and other pervasive developmental disabilities, including students with high functioning autism, and supports for students with multiple disabilities in grades 9-12. The program is staffed with one certified special education teacher and educational assistants. Based on individual needs, students may receive academic instruction in the Diverse Support Program classroom, the Resource Room, or the general education classroom. Students within this class have access to Occupational Therapy, Physical Therapy, and Speech Language Services, per their needs as documented on their IEP’s. The Diverse Support Program focuses on creating independent students. This encompasses academic, school, and community skills and independent mobility.
Life Skills Class
Students with intellectual disabilities, autism, and multiple disabilities receive supports for life skills/functional skills within the special education classroom. Students work on academic, home, social, recreational, and career goals. Students are integrated into the general education program based upon educational needs, appropriate behavior and experiences needed to fulfill goals. Most students are working to earn a high school diploma.
This program utilizes small groups as well as one on one work. Skills are taught through Direct Instruction from staff, modeling, and peer mentoring along with independent learning. Reading, Writing, and Math standards are addressed through functional academics with real world applications. All instruction is individualized for each student's needs, abilities, and goals.
Throughout the year students are able to participate and plan a variety of activities that give them experiences that relate to working or being part of our community, the following items are some of our activities:
- Community Access
- Job Training, including jobs on and off campus
- Library visits
Structured Support Class
This class provides supports for students with High Functioning Autism and other Pervasive Developmental Disorders. Students receive intense supports for Executive Functioning Skills Social Skills through daily support in their general education classes, as well as instruction each day within the Structured Support Class. An Instructional Assistant checks in on students throughout the day, often assisting in general education classrooms to better support our students diverse needs. The Special Education teacher works with the IA to provide social skills instruction and executive functioning skills instruction in a classroom based format.
This program utilizes strategies and curriculum from nationally recognized Autism experts such as Michelle Garcia Winner (http://www.socialthinking.com/) and Jed Baker (http://www.jedbaker.com/) . The structure and content of the class is crafted each year to address the specific needs of the students in the class.
Partners in Transition
Partners in Transition serves students that are between the ages of 18-21 and have a developmental delay. It is staffed by one teacher and two instructional assistants. These staff members assist within the academic setting as well as on the job training.
This program operates within a house setting that is next to our district office. Students will gain experience in transition, community access, employment, academic, social and life skills. These young adults will participate in a variety of work experiences and community activities throughout the school year. These job sites may be on campus or within our community.
Partners in Transition runs their own businesses as well! Students will be a part of personalized grocery shopping, baking dog treats, and detailing cars. The funds from these businesses are used for some of the community activities that the students participate in!
Academic goals from their IEP's are addressed through activities with an emphasis on real world learning.
For recreational needs, our students workout at a local gym facility, take walks in and out of our community, visit local businesses, parks, community centers and public libraries. Once a year, our students research and plan an extended day field trip. In the past, we have had trips to the beach, aquarium, Gorge, museum, and Bullwinkle's Family Center!
It is our goal to:
Provide a safe and enjoyable learning environment for each young adult. This in turn will assist in the development of necessary skills, leading to an independent life.
Click on the following helpful links pertaining to your student's education, as well as post-school and adult agencies.
Woodland School District has four School Psychologists. As team members of the Woodland School District Special Education Department our focus is on helping students and their families recognize and understand different learning styles, learning disabilities, and other handicaps as well as supporting and empowering them in their efforts to become successful advocates.
Our building teams, consisting of a school psychologist, general education teachers, resource teacher, school counselor, Occupational Therapist and speech & language therapist meet regularly to discuss student referrals, students requiring reevaluations, and to problem solve with difficult behavior issues. We work closely with general education staff to ensure that special education students receive appropriate classroom accommodations. Our team also works collaboratively with outside mental health agencies, physicians and hospitals, and the department of social services in exchanging pertinent information and evaluations about our students to better understand and serve their needs.
The team takes each referred student through an extensive referral process to determine if an evaluation is appropriate. Each team member conducts an evaluation in the suspected area of disability, writes a report and collaborates with the team about her/his findings. Parents play an important role in this process as they provide important information about their child's developmental history, medical history, behavioral patterns, and family constellation. Parents are a vital part of the team during the decision making process about their child's special education goals and placement.
Our main focus is to strongly advocate for our special education students so that they become successful and confident students as they go through the Woodland schools system.
Please feel free to contact our School Psychologists for further information:
|Arick Branenemail@example.com||Pre-K - 1st Grade||360.841.2919|
|Arick Branenfirstname.lastname@example.org||2nd - 4th Grade||360.841.2758|
|Joe Crawfordemail@example.com||5th - 8th Grade||360.841.2857|
|Jennifer Barryfirstname.lastname@example.org||9th - 12th Grade, Partners in Transition, and Yale||360.841.2836|
Speech and Language Services
The Woodland School District offers a variety of services to students ages 3 years to 21 years with communication needs. These services are provided by nationally certified speech-language pathologists (speech therapists).
As part of a collaborative team, consisting of parents, teachers, special educators, psychologists and motor therapists, the school speech pathologist has several responsibilities. These responsibilities include helping teachers identify students who are at risk for speech, language or hearing problems and collaborating with teachers and parents to promote opportunities for successful communication in the classroom and at home. Speech pathologists evaluate students who are identified by teachers and parents as having communication difficulties, with standardized assessments and informal measures.
Woodland's speech pathologists provide research based therapy to individuals, small and large groups in the classroom or therapy room to appropriately address the needs of those students identified with difficulties in language understanding, verbal expression, speech sound production, fluency, vocal quality and/or hearing, which negatively impacts their educational performance. In addition, these speech pathologists screen our student's hearing annually as mandated by law and make appropriate follow-ups and referrals for hearing difficulties. Finally, as part of a redesign effort of Woodland Schools the speech pathologists are participating in collaborative meetings and interventions to support reading progress of all of our students.
Please feel free to contact our Speech Pathologists for further information:
|Shelby Linnemeyeremail@example.com||Grades PK-1||360.841.2924|
|Kelsey Johnsfirstname.lastname@example.org||Grades 2-4||360.841.2771|
|Elizabeth Gianottiemail@example.com||Grades 5-12||360.841.2994|
Physical and Occupational Therapy Services
Physical and Occupational Therapy Services (PT/OT) are available for students that meet specific qualifications as determined by the Special Education Team. The services that are provided at the school are different than the PT/OT services one might receive through the medical field. The goal of PT/OT services in the school are to enhance and facilitate the educational and school experience. Many students also receive PT/OT services through their private insurance as prescribed by their physician. This is highly recommended for students with multiple or complicated needs. The school therapists can coordinate with the outside school therapists to help the student experience school in the best possible way.
The focus for therapy in the schools can include but not be limited to the following:
- full campus access
- increased attention in class
- increased readiness to learn
- increased participation in Physical Education
- identifying best learning styles and practices
- functional written communication
- appropriate adaptations for learning
- participating with and at the level of the students peers
- increased independence
Please feel free to contact our Special Services Office for further information 360.841.2720.