Special Education

The student must be determined eligible under IDEA 2004 Act, have defined disabilities and experience a significant impact in their performance that cannot be addressed through their general education program.  Once the student is eligible for special education, an Individual Education Program (IEP) team (which includes the parents) is assembled, and meets to develop an IEP.  The IEP is the plan and includes goals, services and placement appropriate to the student’s identified areas of need.  The IEP is reviewed annually and revised as necessary.  Eligibility is re-determined every 3 years.

Most of the services can be provided for students with special needs at their local schools,  however, some services and programs are only available at specified schools throughout the District and may require enrollment at a designated site.

Parents who suspect that their child has a disability should discuss their concerns with their child’s teacher and request a referral to the Student Study Team (SST).  If the child continues to exhibit difficulties after receiving interventions, the student is then further assessed to determine eligibility for special education.

The school based Student Support Team (SST), including but not limited to parents, teachers, school psychologists, administrators, and/or other related service providers, use current data collection procedures to identify students in need of intervention, support, and/or special education services. If the SST determines that special education services may be required, the team will conduct a multi-disciplinary assessment in all areas of suspected need.

We review Student Individualized Education Plans (IEP’s) at least annually, and students are re-evaluated every three years. At IEP meetings, the team will review student progress, educationally related support and services, educational placement, and will develop goals and objectives to meet the student’s needs. Each student’s IEP determines the extent of special education services and its location, and we base this on the students identified needs, abilities, and level of intervention.

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