Regulations Manual

Alterations for the 2021-22 school year

Some of the regulations may not be in effect as written given current guidance and/or emergency rules from the state legislature, OSPI, the State Board of Education and other governing bodies. Please see our Returning to School 2021-22 FAQ page for more information on practices that may be altered at this time.

Administrative Regulations Manual & Procedures

Under Policy Governance®, within the directives and limitation listed in the Board Governance Policies, the Board delegates the development and implementation of Administrative Regulations and procedures to the Superintendent and staff, except in regard to issues for which they are mandated by law to take direct action. A comprehensive review and revision of all District policies and procedures was completed between August and December 2015, and the conversion to an Administrative Regulations Manual was completed on February 1, 2016.

Regulations establish legal records and standards of conduct for the school district. Regulations can provide a bridge between the School Board's philosophy and goals and the everyday administration of programs.

The Issaquah School District is continually updating Regulations and procedures to keep current with state laws and regulations as well as best practices. Regulations or procedures on this website may be in transition or in process of being revised.

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2000 - Instruction

Special Education and Related Services - 2161

Code: 2161

Adopted: 3/10/2008

Last Revised Date: 1/12/2015

Related Procedures:

The District recognizes that students whose disabilities adversely impact educational performance and who require specially designed instruction can improve their educational performance when they receive special education and related services tailored to fit their needs. The District adopts the state’s full educational opportunity goal to provide students in need of special education services with a free appropriate public education.

Special education programs for students eligible for special education shall be an integral part of the general educational programs of this District, and shall be operated in compliance with federal and state requirements governing special education. The District will provide a continuum of placement options which may include services within and outside the District depending on the student’s needs.

Not all students with disabilities are eligible for special education services. The needs of those students will be addressed individually and if, appropriate, the student will be provided accommodations or modifications required under Section 504 of the Rehabilitation Act in accordance with District Regulation and procedures.

Mediation or Resolution Agreements

The Board authorizes the superintendent or a designee to bind the District to a mediation or resolution agreement.

Certificate of Attendance

In order to participate in commencement exercises, students must have met the minimum criteria for graduation prior to the date of the exercise and otherwise be in good standing with their school through the commencement date. Minimum criteria for participation may be adjusted for students with an IEP whose disabilities have impacted their opportunity to accumulate credits. Each student’s IEP team will determine the student’s graduation plan, including graduation date. IEP students who have attended four years of high school and need additional time to complete IEP goals and/or credits may request participation in commencement exercises. IEP students will receive a certificate of attendance until they complete their credits for graduation, meet their IEP goals and/or reach the end of the school year in which they turn 21 years of age.

The Superintendent shall develop and maintain special education procedures necessary to implement this Regulation. This Regulation and the procedures shall be available to the public.

Cross References:


Legal References:

  • RCW 28A.155 Special Education
  • RCW 28A.600.485 Restraint of students with individualized education programs or plans developed under section 504 of the rehabilitation act of 1973 — Procedures — Definitions.
  • RCW 28A.600.486 District Regulation on use of isolation or restraint – Notice to parents and guardians of children who have individualized education programs or plans developed under section 504 of the rehabilitation act of 1973.
  • RCW 28A.605.020 Parents’ Access to Classroom or School Sponsored Activities — Limitation
  • RCW 49.60 Law against Discrimination
  • WAC 392-172A Rules for the Provision of Special Education
  • 20 U.S.C. 1400 et seq. Individuals with Disabilities Education Improvement Act of 2004
  • 42 U.S.C. 12131-12133 Americans with Disabilities Act of 1990
  • 28 CFR Part 35 Nondiscrimination on the Basis of Disability in State and Local Government Services
  • 34 CFR Part 99 Family Education Rights and Privacy Act (FERPA)
  • 29 U.S.C. 794 Section 504 of the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1974, Pub. L. 93‑516, 29 U.S.C. 794
  • 34 CFR Part 104 Nondiscrimination on the basis of handicap in programs and activities receiving or benefiting from federal financial assistance
  • 34 CFR Part 300 Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities
  • 34 CFR Part 303 Early Intervention Program for Infants and Toddlers with Disabilities