IEP Service Delivery in Washington
How are IEP services delivered in Washington?
Washington State does not mandate specific class size ratios or staffing limits by disability category the way some states do — these determinations are made on an individualized basis by the IEP team consistent with FAPE. Under WAC 392-172A-03090(1)(e), the IEP must specify Specially Designed Instruction (SDI) — adaptations to content, methodology, or delivery of instruction — as well as services based on peer-reviewed research to the extent practicable. SDI must be explicitly described, not merely implied by a placement setting. Under WAC 392-172A-02050, services must be delivered in the least restrictive environment appropriate to the student's needs. Washington operates 9 regional Educational Service Districts (ESDs) that provide technical assistance, professional development, and direct services to districts, particularly benefiting smaller or rural districts that cannot independently staff all special education services. Physical education must be available to every student eligible for special education; specially designed physical education must be provided if the student cannot benefit from the general physical education program (WAC 392-172A-02030). Extended school year services must be individualized: districts may not unilaterally limit the type, amount, or duration of ESY services (WAC 392-172A-02020(3)). Home and hospital instruction is addressed under WAC 392-172A-02100, which requires continuation of FAPE for students unable to attend school due to physical or mental condition.
What Washington Requires
Specially Designed Instruction (SDI) must be explicitly described in the IEP, including adaptations to content, methodology, or delivery of instruction (WAC 392-172A-03090(1)(e); OSPI guidance).
Services must be based on peer-reviewed research to the extent practicable and must meet the student's individual needs (WAC 392-172A-03090(1)(e)).
Washington's 9 regional Educational Service Districts (ESDs) provide and contract for special education services, particularly in smaller and rural districts — service delivery may occur through ESDs rather than directly by the school district.
Specially designed physical education must be provided if a student cannot benefit from the general physical education program (WAC 392-172A-02030).
Extended school year services must be individualized; districts cannot unilaterally limit ESY by disability category or service type (WAC 392-172A-02020(3)).
Home and hospital instruction must continue FAPE for students unable to attend school due to physical or mental health conditions (WAC 392-172A-02100).
LRE requirements mandate services in the general education setting to the maximum extent appropriate (WAC 392-172A-02050).
Key Timelines
Services must begin on the projected start date documented in the IEP (WAC 392-172A-03090(1)(g)).
Service delivery models must be reviewed at least annually at the IEP meeting (WAC 392-172A-03110(2)).
ESY eligibility and service levels must be determined before ESY begins, based on regression/recoupment data (WAC 392-172A-02020).