Each building provides individual learning experiences in the form of classroom interventions. These interventions are designed to positively impact the student’s educational program by enhancing his or her chances to make progress in the general curriculum. Parents who have concerns about their child’s educational progress should contact their child’s principal or classroom teacher to discuss those concerns.
Interventions are not always enough to meet the needs of an individual student. The student may be referred as a possible candidate for special education based upon the response to the interventions or the apparent need for specialized instruction. In such cases, the school psychologist or possibly speech pathologist will become involved and relevant data will be collected including the various interventions tried and the results of those interventions. If the information seems to warrant it a meeting is held and a building team, including the student’s parents, meets to determine if the student is suspected of having a disability. If that is the case, parent permission is received and the process for a multifactored evaluation is started. After completion of this evaluation, the team (including the parent) reconvenes to determine if the child meets legal criteria for eligibility for a specific disability. If the child meets eligibility, the team (including the parent) will develop an Individualized Education Program (IEP), including specific goals and objectives, accommodations as needed and also determine where the services will be provided for their child.