Continuum of Services

The Ready Start Tuition Program is a blended multi-age, inclusive model, serving students, ages 3 - 5. The average class size is 16 students. Classrooms are taught and supported by a general education teacher, a special education teacher, and a para professional.

Inclusive classrooms create a dynamic learning environment for all students. Classrooms utilize The Creative Curriculum & Teaching Strategies GOLD Assessment Tool.

Our staff are committed to fostering student learning and cultivating friendships while creating a sense of community for our students.

Utilizing developmentally appropriate teaching strategies to support a whole child approach to learning, within an inclusive environment, fosters high levels of student learning while fostering social and emotional growth for all students.

Classes for the Ready Start Tuition Program are held at Sorenson Early Childhood Center. 

Class Sessions are Monday, Tuesday, Thursday and Friday 

We offer morning or afternoon sessions . No School on Wednesdays.

Requirements:

• Children must be 3 years old to attend the Tuition Program 
  • (Students with birthdays after March 1st will be considered for the following school years enrollment) 
• Toilet Trained
• Parent Transportation
• Provide Copy of Birth Certificate
• Provided Certificate of Immunization
• No Kindergarten Eligible Students are accepted 

Once accepted into program you will be required to complete:

Direct payment authorization form with Voided Check

Registration Confirmation Form with Non refundable Deposit

The enrollment application and a copy of your students birth certificate.

$425 per month Non-Refundable

One time $250 deposit Non-Refundable

If you feel like your family could benefit from tuition assistance please contact our family advocate Erinn Zavaglia at (425) 408-5566 or ezavaglia@nsd.org for more information.  
For more information about Northshore Preschool Programs or to have your student evaluated for services please contact:

Sorenson Early Childhood Center at 425.408.5570 or email sorensonecc@nsd.org 

Head Start is located at Woodmoor Elementary.

Head Start is a federally funded, comprehensive early learning program that provides services to eligible children and their families.

The program provides:

• Quality early childhood education
•  Family support services
• Social/emotional support for children and health screenings
• Parent education, employment support and job skills training
• Adult learning and leadership opportunities
• Nurturing supportive relationships
• Supportive staff and family engagement

Eligibility is determined through the application process.

• Families with children age 3-5 years (3 years old by Aug. 31)
• Children in foster care/kinship care
• TANF and SSI recipients
• Families experiencing homelessness
• Income eligible children with a disability or IEP 
• Families living on limited incomes (based on federal poverty guidelines)

Extended Day Services are located at Sorenson Early Childhood Center.

Extended Day Services supplement the preschool classroom by providing extra practice to students in a supportive setting, using an eclectic approach. 

The Phonology Preschool is located at Woodmoor Elementary. 

The Phonology Preschool is an intensive, therapeutic program that focuses primarily on the acquisition of correct speech production. Children in this program qualify for special education services in the area of articulation. The curriculum includes oral motor activities as well as direct speech intervention activities.

 

 

Northshore School District also provides communication and/or motor services at neighborhood elementary schools for students who qualify for services with an IEP (Individualized Education Program).

Name: Learning Center (LC) 

Locations: All elementary schools 

Grades: K-5

Students/Staff caseload: 25 students, 1 teacher/case manager, 1 paraeducator

Special Education class: small group instruction, groups vary by period depending on student need

Student Profile: Above average to below average academic, behavior, social, and adaptive skills; Successful in general education setting for majority of the school day with related services and supplementary supports and services as determined by IEP team; Related and supplementary aids and services may include accommodations, modifications, visual schedules, behavior plans, point systems, assistive technology, speech-language, sensory supports, motor etc.; Few to multiple IEP goal areas (i.e. academic, behavior, adaptive, social emotional); Goal areas addressed using core and supplemental curriculum; Benefits from large and small group instruction based on need; responsive to supplementary supports enabling meaningful participation with peers in the general education classroom; Safely and independently navigates school environment with multiple transitions between settings throughout the day; Minimal disruptive behaviors are intermittent and student is responsive to consistently applied interventions as outlined in the IEP/BIP (Behavior Intervention Plan) implemented with fidelity.

Services: Specially Designed Instruction (SDI) can be provided in the general education classroom and/or in the Learning Center classroom. Accommodations and modifications are provided to students in both settings based on individual need and as outlined in the IEP.  Students participate in all federal, state and district assessment processes with allowable accommodations and modifications.

General Education in-class support – in addition to accommodations and modifications special education certificated and classified staff deliver in class SDI support assisting with small group instruction, re-teaching, or individualized help.

Learning Center classroom – SDI is provided through adaptation of the content, delivery or  methodology in qualifying areas (i.e. Academics, Social Emotional, Adaptive, Learning Behaviors). Core curriculum, supplemental curriculum, and evidence-based strategies are utilized. Certificated and classified special education staff provides services. Progress on goals is monitored through routine data collection, which is used to make educational decisions.  Students participate in all federal, state and district assessment processes with allowable accommodations and modifications.

Name: Elementary Mid-Level Blended (MLB)

Locations: Select Elementary Schools

Grades: Primary (K-2) Intermediate (3-5)

Students/Staff Caseloads: 12 students: 1 teacher (case manager); 2 paraeducators

Special Education class: Up to 12 students, varies depending on student schedules

Student Profile: Average to far below average academic, social/emotional, behavioral, and/or adaptive skills; Successful in accessing general education setting for a portion of the school day (Music, PE, Library, lunch, social studies, science and other content areas as appropriate) with related services and supplementary aids and services determined by IEP team; May be on grade level academically but have significant challenges with distractibility, organization, social skills, emotional regulation and self-help skills that requires additional special education staff support in the general education classroom and/or instruction in an alternative setting; Related and supplementary aids and services may include accommodations, modifications, visual schedules, point systems, behavior plan, assistive technology, speech, sensory supports, motor etc.; May have multiple IEP goal areas (i.e. cognitive, academic, behavior, adaptive, social emotional); Goal areas addressed using core, supplemental, and/or replacement curriculum. May require small group and/or individual instruction based on need; May be responsive to supplementary supports enabling meaningful participation with typical peers in the general education classroom; May be capable of transitioning safely and independently between classes and participating in general classroom routines with minimal, moderate to full, adult support. Moderately disruptive behaviors may be frequent but student is responsive to consistently incorporated interventions as outlined in the IEP/BIP (Behavior Intervention Plan) implemented with fidelity.

Services: The goal of MLB is to meet the specific needs of each student as outlined in the student’s Individual Education Program.  The MLB service model is designed to be flexible in meeting highly varied and individualized student needs.  All of the students have both a primary general education classroom/teacher, as well as being part of the MLB classroom.  Specially designed instruction can be provided in the general education classroom and/or in the MLB classroom.  Accommodations and modifications are provided to students in both settings based on individual need.  Examples of accommodations, modifications and supplementary services include homework tracking, alternate settings for work completion or test taking, shortened assignments, paraeducator support, point sheets, extrinsic incentive programs, movement breaks, and free choice time. Students have access to technology (i.e. iPads and laptops) and sensory supports such as specialized seating (i.e. wiggle cushion), calming strategies. Academic and behavior progress is monitored through routine data collection, which is used to make educational decisions. Students participate in all federal, state and district assessment processes with allowable accommodations and modifications.

Name: Elementary Mid-Level Sensory (MLS)

Locations: Select Elementary Schools

Grades:   Primary (K-2) Intermediate (3-5)

Students/Staff Caseloads: 10 students: 1 teacher (case manager) 2 educators

Special Education class:  Up to 10 students, varies depending on student schedules

Student Profile: Students served in the Sensory classroom need explicit instruction in social skills/pragmatics, application of visual supports and communication systems, employment of self-management techniques, and academic instruction at individual skill levels. Students require instruction delivered in a structured, organized setting with small class size and opportunities for small group and/or 1:1 instruction. Students benefit from access to sensory supports, routines, predictability and frequent direct instruction in behavior, social emotional and self-regulation skills. Academic levels may range from at or above grade level to several grades below. Students may need special education and related services delivered in the special education setting for the majority, if not all, of the school day.

Services: Classroom/setting design and distribution of team members allow all students to be monitored at all times; students are able to independently access personal space and materials; physical structures or boundaries exist to support students’ understanding of activities that take place in specific locations Schedules and/or written instructions are provided in a variety of formats and most students have portable schedules to support transitions.  Team members plan and implement instruction that directly targets IEP goals; activities are an appropriate length and distractions minimized; there is an individualized plan for what kind of prompt and scaffolding to use with students, opportunities for generalization of skills in general education, when the student is ready, is provided; visual supports are routinely used and individualized and available across settings and activities; students have multiple opportunities to respond and are provided frequent feedback. District Board Certified Behavior Analyst (BCBA) is a resource for the team and students. Strategies are used across classroom activities to promote students’ personal independence and strategies are used to promote self-management skill.  Functional Behavior Assessments are conducted when interfering behaviors occur and Behavior Intervention Plans are implemented. Students participate in specialists (Music, PE & Library) with modifications/accommodations in a class with adult support.

 

Name: Social Emotional (S/E)

Locations: Canyon Creek Elementary 

Grades: 1st - 5th

Students/Staff Caseloads: 10 students: 1 teacher (case manager) 2 para educators

Special Education class: Up to 10 students, varies depending on student schedules.

Student Profile: Services are designed for students with clinically significant social/emotional and behavioral needs. Students may be at, above, or approaching grade level in all or specific academic areas with access to general educational curriculum/materials.  Students may have significant dysregulated behaviors, difficulty with impulse control or chronic overt acting-out behaviors that interfere with their ability to attend and learn in the general education environment. Such behaviors have persisted for a prolonged period of time and have been resistant to prior interventions implemented with fidelity in other district educational services.

Services: SDI is provided through the provision of a continuum of emotional and behavior supports. Interventions increase or decrease to match the services and supports of student needs. Interventions and supports are implemented under a model of behavior supported by best practice to improve student social and behavioral functioning. Such services include academic supports as outlined in the IEP including implementation of specialized curriculum – Social Skills instruction and Social-Emotional Learning. School staff is trained in program design and implementation, social skills, positive behavior management, Crisis Prevention Intervention techniques, and data collection. Special education staff collaborates with general education staff to facilitate smooth transitions when students are ready. Mental Health services provided on site. Frequent communication with parents regarding structures and routines at the beginning along with providing daily point sheets for tracking student performance.

 

Name: Elementary Functional Skills and Academics (FSA)

Locations: Select Elementaries

Grades: K-5, multi-grade classrooms

Students/Staff Caseloads:  8 students: 1 teacher (case manager), 2 para educators

Special Education class: 8 students, varies by period depending on student schedules.

Student Profile: Students participating in the elementary FSA program demonstrate a variety of differing abilities in the areas of cognitive skills, academics, social/emotional skills, adaptive/self-help skills, behavior/sensory regulation, communication, fine/gross motor, and/or vision.  Students are not defined by what they cannot do, but rather the supports they need to achieve their goals.  Student goals are focused on a combination of functional academics and developing the skills necessary for independence.  Students within our FSA programs require support throughout their entire school day in order to be successful.  Success includes support within their special education classes, during transitions, lunch, specialists and recess.  Students also require support when they are included in the general classroom.  Students gain skills through specially designed instruction in whole class, small group or individual-based instruction.  Students often need sensory supports and the ability to take self-initiated breaks in a quiet space.  Students may require speech/language therapy, motor skill development and/or nurse support.  Students often need assistance with activities of daily living.  

Services: Instruction is provided (within small groups or individually) within FSA classes including:

• English and Language Arts utilizing replacement curriculum

• Math utilizing replacement curriculum

• Social Emotional skills

• Self-help and adaptive skills

• Embedded communication skills including AT devices

• Therapy services – OT/PT, SLP, Audiology, Vision services as needed

Daily schedules can be provided in a variety of formats.  Team members plan and implement instruction that directly targets IEP goals; activities are an appropriate length and distractions minimized.  The frequent communication between parents and school is important and teams are willing to partner with outside service providers.  Students participate in specialists with modifications/accommodations (i.e. PE, Music) and other activities in the school including extra-curricular activities with supports as needed.