Early Childhood Special Education (ECSE)
The ECSE program is designed for students aged three to five years that have been found eligible for
special education services under the federal Individuals with Disabilities Education Act (IDEA). The Kent
School District provides a continuum of services and supports intended to meet the individual needs of
our preschool aged students. ECSE professionals and related services personnel provide specialized
educational services to students with disabilities in a variety of settings such as a developmental
preschool, Head Start/ECEAP classroom, extended day program and other early childhood settings to
meet the developmental learning needs of these students.
Program Focus
• Provide specialized instruction on the areas of delay in order for the student to gain skills needed
to be successful in his or her environment
• Deliver concrete, manipulative and sensory methods that target and support the development of
developmentally appropriate and specific skills
• Organize and guide play to teach and provide opportunities for practice of newly learned skills
 Design and implement an Individual Education Program (IEP) to meet each student’s unique
educational needs
Program Goals
• Provide quality early childhood programs for children and families in the community
• Prepare children to successfully participate in the community and access their environment
• Prepare children with the necessary skills to be successful in kindergarten and their future
academic journey
Integrated Program (IP)
The Integrated Program (IP) provides an environment which allows students in grades K through 12 to
access the general education curriculum in a manner that is similar to students without a disability. The
program focuses on providing specially designed instruction in multiple academic and non-academic
areas. Students successfully access grade level content with their non-disabled peers to the fullest
extent possible with a teacher student ratio of 1:30. Students receiving IP services may be supported in
special education setting within the general education setting or small group intervention outside of the
general education classroom using the general education curriculum based on the students’ needs.
Program Philosophy
IP is a less restrictive placement option on the continuum of Inclusive Education services designed to
meet the needs of students with disabilities for whom specially designed instruction can typically be
delivered in the general education setting. The academic emphasis must be aligned with the Common
Core State Standards and SBAC Testing programs as provided by OSPI. Services are provided by teacher
experts in the field of special education. Teachers are knowledgeable and apply a variety of instructional
delivery models and research based strategies to support learning, progress and eliminating barriers to
fully accessing general education curriculum in the general education setting. In line with the state
accountability guidelines, the expectation is that 80% of students with disabilities are integrated at least
80% of the school day.
Program Focus
• Provide rigorous academic instruction
• Provide research based instruction for students who exhibit gaps in learning
• Create opportunities for full access to the general education setting
•
Use of evidence-based curriculum for students with various disabilities
Program Goals
• Provide educational services for students who have significant behavioral needs
• Provide students with appropriate, life-long, compensatory strategies
• Design pathways for students to exit successfully from special education
Behavior Learning Support Program (BLSP)
The Behavior Learning Support Program (BLSP) provides an environment which allows students in
grades K - 3 to learn using a systematic approach. The program focuses on developing self-control,
deescalating disruptive behaviors, maintaining instructional control and proactively teaching alternative
behaviors for students who demonstrate the need for intense support in these areas. The anticipated
outcome of the program is that students will successfully reintegrate into a less restrictive environment
following an intentional transition process. The BLSP provides instruction in a highly structured
classroom setting with a teacher student ratio guideline of 1:10.
Program Philosophy
The Behavior Learning Support Program (BLSP) is a more restrictive, short-term placement option on the
continuum of Inclusive Education services designed to meet the needs of students with disabilities who
exhibit behavioral, emotional and/or interpersonal disabilities. Inclusive Education believes that all
students, including students who exhibit severe social/emotional and behavior challenges, have the
right to access education at the highest level. Students who exhibit severe social/emotional and
behavior disabilities require specialized training and instruction on social/emotional, coping and
academic skills necessary to learn and progress in the general education setting. The academic emphasis
must be aligned with the Common Core State Standards (CCSS) and SBAC testing programs as provided
by OSPI with individualization to meet specific student needs. Services are provided by teacher experts
in the field of behavior and social/emotional training and development. Teachers are knowledgeable
and use a continuum of social skills training which includes the use of research-based curriculums for
behavior and social/emotional skill development.
Program Focus
• Provide quality academic instruction
• Provide research based classroom management strategies for students who have significant
behavioral needs
• Provide intensive social/emotional and behavior instruction and supports
• Create opportunities for full access to the general education setting
• Use of evidence-based curriculum for students with social/emotional and behavior disabilities
• Frequent progress monitoring
Program Goals
• Provide educational services for students who have significant behavioral needs
• Design pathways for students to transition back to less restrictive educational settings
• Students successfully transition to a general education setting
LINK
We have three LINK programs currently. One is for K-3 students, and two are for secondary students.
LINK is designed for KSD students who are in need of a more restrictive educational program due to
significant challenges in learning, behavior and social-emotional well-being affecting their success at
their boundary school. The LINK program is designed to support students who have average to above
average cognitive abilities who are capable of meeting standard on Common Core State Standards
(CCSS) and related state assessments. The program will serve students with High Functioning Autism
(HFA), Attention Deficit Hyperactive Disorder/Attention Deficit Disorder (ADHD/ADD), mental health
disorders and other health impairments that effect social communication. Students are provided and
educated with preventative autism specific strategies that include high levels of positive reinforcement,
structure and visual/tactile supports, differentiation and skill development through the consistent use of
proven classroom management techniques, data collection systems and progress monitoring systems.
Program Philosophy
LINK is a more restrictive placement option on the continuum of Inclusive Education services designed
to meet the needs of students with High Functioning Autism (HFA), related spectrum disorders,
Attention Deficit Hyperactive Disorder/Attention Deficit Disorder (ADHD/ADD), mental health disorders
and other health impairments that effect social communication. Inclusive Education believes that all
students are general education students first, and this program works to maintain their ability to
meaningfully participate in the general education curriculum and setting. Students with spectrum
disorders require specialized training and explicit instruction in cognitive behavior strategies, applied
behavior analysis, executive functioning and pragmatic language instruction, combined with a rigorous
academic program. The academic emphasis must be aligned with the Common Core State Standards
(CCSS) and SBAC Testing programs as provided by OSPI. Services, training and development are provided
by teacher experts in the field of autism and related disabilities. Teachers are knowledgeable and use a
continuum of social communication training which includes the use of research-based curriculums, highquality instruction and social/emotional skill development.
Program Focus
• A competency based instructional program
• Provide individualized management plans to increase the student’s adaptive/functional classroom
behaviors and academic acceleration to improve academic competencies
• Provide instruction to increase the student’s display of adaptive social skills, emotional awareness
and problem solving abilities
• Help students become more cooperative, independent and self-confident, and assist them in using
adaptive/functional skills throughout the school
• Family members are regularly involved in the student’s education to learn more effective
parenting and interpersonal skills and to work cooperatively with the program staff and school
personnel
Program Goals
• Areas addressed include social, communication, restrictive patterns of behavior interests and
activities, sensory differences, emotional vulnerability, cognitive differences, motor differences
and medical/biological factors
• Apply, teach and reinforce effective communication skills
• Procedure for reintegrating students into the general education setting
• Provision of assistance and training to general education teachers
• Social skills training program
• Consistent use of interpretive and confrontive feedback
• A program for providing parents with training and support
School Adjustment Program (SA)
The School Adjustment program (SA) provides an environment which allows students in grades 4
through 12 to learn using a systematic approach. The program focuses on developing self-control,
deescalating disruptive behaviors, maintaining instructional control, and proactively teaching alternative
behaviors for students who demonstrate the need for intense support in these areas. The anticipated
outcome of the program is that students will successfully reintegrate into a less restrictive environment
following an intentional transition process. The SA program provides instruction in a highly structured
classroom setting with a teacher student ratio of 1:10.
Program Philosophy
The SA Program is a more restrictive placement option on the continuum of Inclusive Education services
designed to meet the needs of students with disabilities who exhibit behavioral, emotional, and/or
interpersonal concerns. Inclusive Education believes that all students, including student who exhibit
severe social/emotional and behavior challenges, have the right to access education. Students who
exhibit severe social/emotional and behavior disabilities require specialized training and instruction on
social/emotional, coping, and academic skills necessary to learn and progress in the general education
setting. The academic emphasis must be aligned with the Common Core State Standards and SBAC
Testing programs as provided by OSPI. Services are provided by teacher experts in the field of behavior
and social/emotional training and development. Teachers are knowledgeable and use a continuum of
social skills training which includes the use of research-based curriculums for behavior and
social/emotional skill development. Our belief is that when appropriate instructional programing and
supports are provided, students will learn and apply the skills needed to participate in the general
education setting. In line with the state accountability guidelines, the expectation is that 80% of
students with disabilities are integrated at least 80% of the school day.
Program Focus
• Provide quality academic instruction
• Provide research based classroom management strategies for students who have significant
behavioral needs
• Provide intensive social/emotional and behavior instruction and supports
• Create opportunities for full access to the general education setting
• Use of evidence-based curriculum for students with social/emotional and behavior disabilities
Program Goals
• Provide educational services for students who have significant behavioral needs
• Design pathways for students to transition back to less restrictive educational settings
• Students successfully transition to a general education setting
Support Center (SC)
The Support Center (SC) program provides an environment which allows students in grades K through 12
access to the general education curriculum. The program focuses on academic, self-advocacy, and
embedded social/emotional skill development through modeling and learning by doing. Typically,
students receiving Support Center services have mild intellectual or other disabilities that represent as
significant learning gaps when compared with typically developing peers. The pacing, timing and amount
of material covered is modified to meet individual student needs. When appropriate to meet student
goals, approved alternate curriculum might also be used in the Support Center classroom. The SC
program ensures instruction in a highly structured classroom setting with a teacher student ratio of
1:12.
Program Philosophy
Support Center (SC) is a more restrictive placement on the continuum of Inclusive Education services
and is designed for students, grades K through 12, who cannot succeed in the general education setting
or through Integrated Program services, even with specific accommodations and modifications to the
curriculum and instructional delivery method. Our belief is that students who exhibit mild intellectual or
other disabilities require a flexible instructional environment considerate of the student’s learning
process and rate of learning. Specially-designed instruction incorporating visuals, real experiences, and
manipulatives are integral to the acquisition of skills and knowledge. Students receiving SC services
benefit from an array of instructional opportunities provided through general education and/or
Integrated Program services. The academic emphasis must be aligned with the Common Core State
Standards and/or Common Core Essential Elements and SBAC Testing programs as provided by OSPI.
Services are provided by teacher experts in the field of special education. Teachers are knowledgeable
and use a continuum of learning strategies which includes the use of research-based curriculums and
multi-sensory activities and tools. In line with the state accountability guidelines, the expectation is that
80% of students with disabilities are integrated at least 80% of the school day.
Program Focus
• Provide rigorous academic instruction
• Provide research based instruction for students who exhibit gaps in learning
• Create opportunities for access to Integrated Program services and/or the general education
setting
• Use of evidence-based curriculum, and multi-sensory activities and tools for students with various
disabilities
• Flexible program opportunities, curriculum, and instructional delivery
Program Goals
• Provide educational services for students with mild intellectual or other disabilities that present as
severe/profound development delays
• Close the learning gaps between students served in SC programs and typically developing peers
• Provide pathways for students to transition to a less restrictive environment
Adaptive Support Center (ASC)
The Adaptive Support Center (ASC) program provides an environment which allows students, grades K
through 12, access to a modified general education curriculum. The program focuses on academic,
communication, social, motor, and daily living skills. Students receiving ASC services have intellectual
and/or multiple disabilities that represent as profound learning gaps when compared with typically
developing peers. Students receive intensive supports, including individualized instruction that focuses
on academic and life readiness skills, smaller classroom settings, daily small group instruction. The
pacing, timing and amount of material covered is modified to meet individual student needs. For high
school students, the ASC program emphasizes transition into work and adult living. The ASC program
ensures instruction in a highly structured classroom setting with a teacher student ratio of 1:10.
Program Philosophy
Adaptive Support Center (ASC) is a more restrictive placement on the continuum of Inclusive Education
services and is designed for students, grades K through 12, who cannot succeed in the general education
setting, through Support Center or Integrated Program services, even with specific accommodations and
modifications to the curriculum and instructional delivery method. Our belief is that students who
exhibit intellectual and/or multiple disabilities require a flexible instructional environment considerate
of the student’s learning process, rate of learning, communication, adaptive, and daily living skill needs.
Specially-designed instruction incorporating visuals, picture schedules, instructional chunks, real-life
experiences, and manipulatives are integral to the acquisition of skills and knowledge in preparation for
post-secondary transition. Students receiving ASC services may benefit from social opportunities or
hands on experiences in academic areas such as science lab, music, and PE. The academic emphasis
must be aligned with the Common Core State Standards-Essential Elements and Dynamic Learning Map
(DLM) Portfolio Assessment programs as provided by OSPI. Services are provided by teacher experts in
the field of special education. Teachers are knowledgeable and use a continuum of learning strategies
which includes the use of research-based curriculums, adaptive, and multi-sensory activities and tools.
Program Focus
• Provide rigorous academic instruction
• Provide research based instruction for students who exhibit the most significant gaps in learning
• Create opportunities for socialization in general education setting
• Use of evidence-based curriculum, adaptive, multi-sensory activities and tools for students with
intellectual or multiple disabilities
• Structured classroom environment with a strong emphasis on use of visuals, picture schedules,
real-life experiences, and instruction in smaller chunks
• Transition from school to work and adult living
Program Goals
• Provide educational services for students with intellectual and/or multiple disabilities
• Close the learning gaps between students served in ASC programs and typically developing peers
• Provide pathways for students to transition from school to work and adult living
The Outreach Program (TOP)
The Outreach Program (TOP) is designed for students in the Special Education Program who are 18 to 21
years old and have completed their academic requirements at their home high school, but have not yet
met all of their Individual Education Plan goals in the area of Transition.
TOP is a vocational program designed to prepare students for their future by providing community
based transition services to enhance post school quality of life for students with disabilities.
Students in the TOP program spend the majority of their time outside of the building, participating in
supported job experiences and recreational opportunities in the community. The program utilizes
community “real-life” locations such as the public library, restaurants, grocery stores, Kent Parks
Department, and movie theatres.
TOP staff work closely with the student and his or her family to develop the best plan to meet the
student’s needs and increase his or her independence to the maximum degree possible. Our goal is to
teach students to be successful in the community with natural supports. As students’ community skills
increase, their time at TOP is decreased, gradually fading students’ time in the program in order to make
their last day at TOP mirror the first day of their post-school lives.
Frequent Student Objective in The Outreach Program:
 Work assessments and job sampling in both volunteer and private business opportunities.
 Using public transportation (Metro and Access).
 Ideally students will learn to use the form of transportation they will be using when they complete
TOP.
 Community awareness & pedestrian safety.
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Daily living: managing money, budgeting, and performing their own personal care needs.
Interpersonal skills such as maintaining effective relationships, demonstrating socially acceptable
behavior, accepting criticism and re-direction, and good citizenship.
Personal and disability awareness, self-direction, and determination.
Independence to the maximum extent possible based on each individual.
Connecting Students to Adult Services:
The Outreach Program also helps connect students and their families to the essential adult students will
need through their adult lives such as:
 Division of Developmental Disabilities
 Division of Vocational Rehabilitation
o SSI Benefits
o Guardianship
o Employment vendors
o Community Recreation