Special Education services are mandated by state laws and by the Individuals with Disability Education Act (IDEA), a federal law. The Individuals with Disability Education Act:

• Assures all children with disabilities are provided a free, appropriate, public education designed to meet their unique needs.
• Protects children’s rights and the rights of their parents or guardians.
• Assists state and local districts in providing education that assesses students’ strengths and weaknesses and assures the effectiveness of the educational efforts.

Entitled Individuals
The term entitled individual means the child has been evaluated and it has been determined in comparison to peers that a discrepancy in skills is evident. Students may also have a mental disability, hearing impairment, visual impairment, serious emotional disturbance, orthopedic impairment, autism, traumatic brain injury, another health impairment, a learning disability, deaf-blindness, or multiple disability, and who, by reason thereof, need special education and related services.

Receiving Special Education
If a parent or guardian believes their child may need special education services, he/she is encouraged to talk with the child’s teacher or principal. In an attempt to understand the student’s skills and level of functioning a problem solving process is initiated. There are four levels of the problem-solving process. While each is different, all include: defining the problem, developing a plan or intervention as well as gathering data to evaluate the effectiveness of the plan.

Four Levels of Problem Solving

Level I: Consultation Between the Parent & Teacher
At this level the parent and teacher work together. If the problem is resolved, no further action is required. If there continue to be concerns, a referral is made to Level II.

Level II: Consultation with Other Resources
At this level the student is referred to an Assistance Team (AT). The AT is made up of teachers and other school personnel who provide consultation to the teacher and parents. If the plan is successful and the problem is resolved, no further action is taken. A move to Level III usually occurs when:

• more assistance is needed to determine appropriate resources for the student
• the student is not making the anticipated progress
• the student needs excessive individualized instruction, teaching and one on one assistance
• the student does not meet grade level benchmarks in one or more areas
• the student is potentially harmful to self or others
• the student’s behavior consistently interferes with the learning of self or others, it disrupts the classroom function, it has been exhibited over time and/or disciplinary referrals recur on a regular basis

Level III: Consultation with the Extended Problem Solving Team
At this level, members of the area education agency become involved. Their role is to assist teachers and parents in gaining new knowledge regarding the concern, provide in-depth problem analysis, assist with data collection, measure the effectiveness of interventions, assist with decision making and making instructional changes and determine the need for additional resources. A consideration to move to level IV is done when the student is making progress but the level of support is too significant to maintain in general education or the student is not making progress at the expected rate.

Level IV: Intervention & Entitlement Consideration
At this level there is the acknowledgement that special education services may be warranted. Prior to determining entitlement, it is necessary to obtain written permission from parents to have the hild evaluated. During the process of intervention and entitlement the following occurs:

• health, hearing and vision screenings
• development of additional assessment questions, if necessary
• completion of evaluation plans by AEA staff

After an evaluation is complete, the results will be mailed to the parents and a staffing date will be scheduled to discuss those results.

Determining if a Child is Eligible
A meeting is held to discuss evaluation findings and to discuss possible options. If the student is eligible for special education services, goals are written and an individualized education plan (IEP) is designed. The IEP identifies the child’s strengths and areas in need of improvement. Emphasis is placed on determining the child’s needs, developing goals and objectives, as well as identifying methods of evaluating progress. An IEP also addresses where special education services will be provided as well as any modifications or accommodations necessary to meet the students’ needs.

Options for Receiving Special Education Services
There are a variety of different options for students who qualify for special education. Every effort is made to serve students based on their individual needs. Some examples include:

• the child stays in a regular class and is taught collaboratively by a regular and/or special education teacher
• the child goes to a resource room for one or more periods during the day
• the child spends most of the day in a special class but goes to lunch, physical education or other courses with general education classmates
• the child receives special education services in an alternative setting

Specific Special Education Programming

Level I
Resource – Each building has at least one resource teacher. Students working with a resource teacher generally see this teacher for one to two periods per day to work on deficit skills, such as reading, writing and/or math.
SCI – Sometimes referred to as “SCIN” (special class with integration). Students working with a SCIN teacher generally see this teacher for two or more periods per day to work on deficit skills.

Level II
Success Class – This program is available for students in grades 3-6 at Jordan Creek and Hillside Elementary Schools. Students at the junior high are provided a program at Stilwell Junior High. Students working with a success class teacher generally work with this teacher in all or most academic areas. Intensive instruction is provided in small groups. In addition, students may focus on developing appropriate social and interactive skills, pre-vocational activities and independent work habits.

Level II & III
Early Childhood Special Education – For students aged 3 to school age, a half-day reverse integration preschool program is available at Jordan Creek Elementary. Students participate in activities to strengthen their pre-academic skills. Additional resources (per the student’s IEP) are provided, such as speech, occupational and physical therapy.

Mental Disabilities – Students needing programming at academic, behavioral, and/or social levels significantly different than their peers are provided services from our self-contained mental disabilities (SCMD) teachers. Many students are still part of regular class activities throughout the day but are instructed at their individual level within the SCMD classroom. These programs are provided at the following buildings:

• Kindergarten – Jordan Creek Elementary
• 1-6 – Westridge Elementary
• 7-8 – Indian Hills
• 9-12 – Valley High School

Social Skills – Students who need a highly structured environment with low teacher/student ratio are provided programming in our social skills classes. While academic skills are stressed, the main emphasis is on student behavioral management and development of skills to successfully participate within a school setting. These programs are provided at the following buildings:

• K-6 at Western Hills Elementary
• 4-6 at Crestview Elementary
• 7-8 at Indian Hills and Stilwell Junior Highs
• 9 at Valley Southwoods
• 10-12 at Valley High School
• 9-12 at Walnut Creek (non-traditional program)

Level III
Functional Skills – For our 9-12 students with the most significant academic and health needs in our district. The program at Valley Southwoods provides instruction in academics, self-help, social skills, independent living, and vocational skills. Students participate in activities within the school setting, as well as throughout the community.