37502 152nd Avenue SE
Auburn WA 98902
The Muckleshoot Birth through 21 Student Support Services Program Is dedicated to ensuring that each child, regardless of when they enter their individualized educational programs, are fully supported by wrap around services to aid in one seamless transition through each of the child’s educational settings starting from birth and continuing through their 21st birthday. Through intentional coordination of program services and individualized supports for our children and their families, this program is able to provide access to services of the highest quality, regardless of disability, income level, and ability to transport or cultural background.
The Muckleshoot Student Support Services Program serves students from birth through twenty-one years of age. Students birth through five years of age are served through the Muckleshoot Early Learning Academy (MELA) and the Muckleshoot Child Development Center (MCDC) programs. Specially designed instruction and related services are delivered by special education teachers, school psychologists, speech and language pathologists, occupational therapists, physical therapists, and paraprofessionals.
In compliance with federal and state law, students with disabilities are served in the least restrictive environment to the maximum extent possible for each student. All K-12 school age students served in special education programs who attend Muckleshoot Tribal School (MTS) or K-12 school age Muckleshoot Tribal Members attending surrounding public and private education programs are supported to participate in the general education classrooms to the fullest extent possible.
Special education services include individualized specially designed instruction in academic skills, adaptive skills (executive functioning, self-advocacy, self-efficacy, community engagement, independent living, etc.), communication and language skills, motor skills, social skills, behavior, and post-secondary transition skills. An Individualized Education Plan (IEP) is developed at least annually for each special education student, and goals and objectives (where appropriate) are written based upon formal and informal testing and on-going quantitative data collection.