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About Special Education

Special Education Services

Our district programs are specifically designed to meet the instructional needs of students ages birth to 21, who have learning and/or other disabling conditions. We look forward to helping your child achieve.

Our Model for Achievement

All Bremerton schools, grades K-12, follow an inclusion model for teaching students with special needs. This model helps students learn in traditional classroom settings, surrounded by their peers. Every effort is also made to keep students at their home school.

All Bremerton schools, grades K-12, provide a full continuum of services dependent upon student need, from least to most support. This model helps students learn in traditional classroom settings, surrounded by their peers. Every effort is also made to keep students at their home school.

By recognizing each child's differences, we can provide the instruction and support services needed to help make sure that every child achieves. To assist with this, we provide Occupational Therapy (OT), Speech Language Pathology (SLP), Physical Therapy (PT), and Psychological Services at every school.

Bremerton High School offers a strong transitional work experience program to help special needs students develop skills needed to find employment after graduation.

Our staff is committed to helping these students have a positive experience in school. Our Selective Swim program and an annual trip to Corey's Day on the Farm are designed to enrich student learning. This program is teacher- directed and participation is not mandatory.

Please contact us at if you need additional help or to find out more about the services we offer.

Learn about the Referral Process

Special Education Services Team

Kelsey McCreary
Co-Director of Special Education & Early Learning

Carly Takata
Co-Director of Special Education & Early Learning

Brittan Sears
Office Coordinator

Allison Aukland
Data Technician

Wendy Merrill
Special Education Secretary

 

Questions? Need help?

For questions or assistance, or to request IEP records, please contact the Special Services team by email or call 360-473-1008.

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Special Education Referral

Parents, district staff, public agencies, or other people with information about a student can request a special education evaluation (also called a “special education referral”). Any written request for evaluation is valid. Districts may follow up a verbal, email, or other written request to complete the Special Education Referral Form, but may not require the referrer to complete the form prior to considering the student for evaluation. It is important to note that the 25-day timeline described below starts as soon as a written request is received, whether or not this form is used.

Request for Special Education Referral
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Process

Once the district receives a written request for evaluation in any form/format, they have 25 school days to review information about the student, including school and medical records and information from the parent(s), and decide whether to evaluate the student for special education eligibility. If the district decides to evaluate, it must obtain written and informed consent from the parent(s) prior to beginning the initial evaluation.

Section 504

What is a 504?

Section 504 is part of the federal Rehabilitation Act of 1973, which was enacted by Congress to combat discrimination against individuals with disabilities in services, programs and activities.

Which students qualify for coverage under Section 504?

Section 504 and the Americans with Disabilities Act (ADA) provide specific protections for “qualified individuals with a disability.” There are three categories that may qualify someone as an “individual with a disability.” These are:

  1.  A person who has a physical or mental impairment which substantially limits one or more major life activities;

  2.  A person who has a record of such an impairment; or

  3.  A person who is regarded as having such impairment.

Most of the student situations that schools encounter involve students with actual current impairments that substantially limit a major life activity. These students may need specific services and accommodations in order to access the school program, but it may occasionally also be true that an eligible child under Section 504 is not in need of any interventions at the present time. 

If you would like more information regarding possible 504 accommodations, please contact Carol Bailie at 360-473-1026 or email carol.bailie@bremertonschools.org.

Important information about 504s

  • All students are protected under Section 504 of the Rehabilitation Act of 1973. This is a Civil Rights statute that prohibits discrimination against students with disabilities. 
  • This is a different program from Special Education. Students qualifying for Special Education services do not need to be assessed for coverage under Section 504. 
  • Section 504 protects any student who has a mental or physical impairment that substantially limits one or more major life activities including walking, learning, breathing, seeing, hearing, learning, concentrating, etc. 
  • Mental impairments include ADHD, anxiety, depression or physical impairments including asthma, cystic fibrosis, anaphylaxis, diabetes mellitus, as well as other chronic physical or mental illnesses that may impact a student’s ability to carry out major life functions. 
  • Parents/guardians and students are encouraged to be a part of the planning process once a student has been evaluated and is eligible for a Section 504 plan. 
  • If you have a concern about your student’s possible eligibility for Section 504 or about accommodations presently being provided under a Section 504 plan, please contact the District’s 504 Coordinator Mark Mayfield at mark.mayfield@bremertonschools.org or 360-473-4702 for a Section 504 evaluation or reevaluation.

Early Learning & Elementary Programs

  • Developmental Preschool

    Our Developmental Preschool program provides a structured, inclusive, and nurturing environment for young learners with disabilities that require specialized support to build foundational skills, enhance communication, and foster early independence. Grounded in a strength-based philosophy, the program facilitates growth in academic readiness, social connections, and self-regulation at an individual pace alongside general education peers. 

     

  • Elementary Resource Room

    Bremerton’s K–5 Resource Room program provides targeted academic interventions and specialized instruction for elementary students while prioritizing inclusion in the general education setting for the majority of their school day. Designed to close learning gaps and foster student independence, the program delivers structured, individualized support that enables students to access grade-level content, build core academic skills, and participate meaningfully alongside their peers.

    Social Communication 

    The Social Communication (SoComm) program provides specialized, neurodiversity-affirming support for elementary students who demonstrate needs in social communication and interaction. Grounded in a strength-based philosophy, the program honors each student's unique communication style while providing explicit, supportive instruction to help them navigate social connections, communicate effectively, and thrive in the school environment.

    Elementary Integrated Skills Program

    Our District’s Elementary Integrated Skills Program (ISP) provides comprehensive, highly individualized support for students with significant and complex learning needs. Grounded in a holistic approach to development, the program emphasizes functional skills, adaptive growth, and long-term independence to facilitate meaningful engagement across school and community-based environments.

    Sequoia

    The Sequoia K-5 program provides a highly structured, therapeutic setting for elementary students with significant behavioral and mental health needs that impact their ability to access learning in less restrictive settings. Grounded in trauma-informed and relationship-based practices, the program emphasizes safety, predictability, and skill development to help students build self-regulation, satisfy behavioral expectations, and succeed academically.  This program partners with Kitsap Mental Health to provide comprehensive behavioral supports to students throughout their day. 

     

  • Students can also access additional support services including Speech-Language Pathology (SLP), Occupational Therapy (OT), Physical Therapy (PT), Orientation and Mobility, and Vision/Auditory Services.

     

    Please Note: Program placement and related services are determined on an individual basis by a student's IEP Team to ensure a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

     

Secondary Programs

  • Our Secondary Resource Room program provides targeted academic interventions and specialized instruction for secondary students while supporting their continued participation in general education classes for the majority of their school day. Designed to accelerate skill development and foster independence, the program addresses foundational learning gaps to prepare students for the increasing demands of secondary curriculum.

     

  • The Secondary Integrated Skills Program (ISP) provides comprehensive, adulthood-oriented instruction for middle and high school students with significant and complex learning needs. Centered on functional independence, personal agency, and post-secondary readiness, the program guides students through a continuum of growth to facilitate a smooth transition into community-based and adult environments.

  • Bremerton’s SHIELD program provides a comprehensive, Tier 3 therapeutic environment for middle and high school students facing complex behavioral and emotional barriers to learning. Grounded in trauma-informed care and proactive skill-building, the program emphasizes self-regulation, academic re-engagement, and stabilization through intensive adult guidance and integrated mental health support throughout the school day.  We partner with Kitsap Mental Health to provide therapeutic support during the student’s school day.   

  • Students served in the Transition Program require individualized, real-world instruction and support to prepare for post-secondary life, with a focus on employment, community participation, and independent living. Students benefit from direct instruction and guided practice in career readiness skills, including resume development, workplace expectations, employability skills, and supported work experiences in authentic or simulated settings. Related services, including OT, PT, SLP, Orientation and Mobility, Vision, and Auditory Services, may be provided to support access, engagement, participation, and progress. Instruction also emphasizes accessing community resources, navigating transportation, completing daily living and self-management tasks, and developing greater autonomy. Because many students receive or may be eligible for adult services such as DVR, DDA, and SSI, coordination among school staff, families, community partners, and outside agencies is essential to support a successful transition to adulthood and achievement of individualized post-secondary goals.

  • Students can also access additional support services including Speech-Language Pathology (SLP), Occupational Therapy (OT), Physical Therapy (PT), Orientation and Mobility, and Vision/Auditory Services.

     

    Please Note: Program placement and related services are determined on an individual basis by a student's IEP Team to ensure a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

Special Education Resources

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