records do relate to the “physical or mental health or condition” of the student, they are created for the purpose of tailoring an educational program that will best accommodate the child’s disability. The formulation of an educational plan for students with disabilities in a school setting is not the same as the diagnosis or treatment of a person with disabilities in a medical setting. Some of the records in the educational setting may be privileged and some may not. However, the participation of a school psychologist or therapist in the process does not alter the fact that much of the special education records are maintained for the purpose of education and not treatment. See J.N. By and Through Hager v. Bellingham Sch. Dist. No. 501, 74 Wash.App. 49, 871 P.2d 1106, 1115 (1994) (<HOLDING>). ¶ 15 Accordingly, we hold that special
holding that the defendant school officials did not create the students danger or increase their risk of harm where female students were physically verbally and sexually molested by male students in a unisex bathroom and in a darkroom holding that a school districts policy requiring fulltime attendance by all students did not establish a system of individualized exceptions that give rise to the application of a subjective test when the exceptions to the policy were confined to strict categories of students such as fifthyear seniors and special education students holding that records of students evaluation by school psychologist were not subject to the psychologistpatient privilege because the student and his mother did not expect the communications to remain confidential and because the purpose of the interview was to  assess  the students need for special education services not for the purpose of treatment or counseling holding that records relating to a student court were not education records holding that university students redacted disciplinary records were not education records