Special Education

Special education services are available to meet the unique learning needs of eligible students. The district collects data on students to determine if there are any academic, social, or emotional concerns present.

In some cases, a student may not demonstrate adequate progress in the MTSS process, and the team will meet with the parents to determine the next steps. The next steps could include a change or adjustment of the current interventions or determine the need for a special education evaluation.

Process

The special education evaluation is a collaborative process between the parent and school team. 

The materials below assist in explaining the process:

• IEP Process Flowchart
• Preschool Screening 
• Domain Meeting 
• Initial Evaluation 
• Annual IEP Review 
• Reevaluation Meeting  

In some cases, students may not be eligible for special education services under the Individuals with Disabilities Act (IDEA) but may qualify for accommodations under Section 504 of the Rehabilitation Act of 1973. Students who may qualify under 504 must meet eligibility guidelines of:

• Having a physical or mental impairment that substantially limits one or more major life activities.
• Has a record of physical or mental impairment, OR  Is regarded as having a physical or mental impairment
• Please consult with the student's Building Principal or Assistant Principal regarding further information on eligibility for a 504 plan 
  • When students are identified as eligible for special education services, an Individual Education Plan (IEP) is developed for the areas of need.

The Individual Education Plan (IEP) includes the following major components:

• Present Levels of Educational Performance (includes a summary of a student's levels of performance in areas of need)
• Goals and Objectives/Benchmarks (goals are identified for areas requiring specially designed instruction that have an adverse effect on a student's learning)
• Educational Accommodations (specifies supports the student needs to make progress towards their goals and to access the general education curriculum)
• Assessment Accommodations (specifies supports needed for the student to perform to their best ability on assessments)
• Services and Placement (specifies the type of special education services the student requires). Special education services may include, but are not limited to the following: instruction from a special education teacher, speech/language services, occupational therapy services, physical therapy services, and social work services
• Extended School Year (ESY) (recommendation for the student to continue instruction during the summer period to maintain skills)

When determining services, the Least Restrictive Environment in which the student can make progress on his/her goals (LRE) is considered. The Least Restrictive Environment ensures that students with disabilities are educated to the maximum extent possible with students who are not disabled. Therefore, the continuum of services chart below is fluid where students may access different learning environments throughout the day (i.e., general education, general education with support, and resource services).