SpeciAL  services

    Programs are designed to place students with disabilities in the least restrictive environment for a successful learning experience.  Special education teachers are responsible for providing consultation to the general education teachers as needed to enhance the opportunity for the special education students’ success in the general education environment.


    The goals and objectives of instruction shall be outlined in the Individual Education Program (IEP), and the progress of each pupil shall be reviewed annually.  The IEP is written during a meeting with a team of educators, parents, and students who decide on the needs of the individual student and agree on appropriate placement.  The IEP contains a statement of the student’s present levels of performance and goals.  In addition, the IEP contains a statement of specific educational services to be provided and the extent to which the student will participate in general education.  Students who wish to be considered for special education services need to speak with their counselors.  Parents may request that their student be considered for special education by contacting the student’s counselor.





    Students demonstrating a significant learning disability may be referred for a psycho-educational assessment by the Student Study Team.  This referral would occur following Student Study Team meetings when interventions have not been successful in assisting the student benefit from his educational program.


    Short-term crisis intervention counseling will be provided.  Students may self-refer or be referred by their counselors, teachers, parents, and/or peers.  A list of community agencies for additional service will be made available.





    The Speech and Language Program provides individual, small group, and classroom instruction for those students identified as experiencing significant speech and/or language processing and expression problems.  Students suspected of having speech and/or language difficulties undergo a comprehensive evaluation.  A written report is then prepared which profiles the student’s speech-language skills and provides students, teachers, parents, and other professionals with specific recommendations aimed toward assisting that individual to achieve academic and social success.  Consultation with teachers and parents regarding students’ speech/language needs is also provided.  Service delivery models and the amount of instruction time provided varies from student to student, depending on need.  The speech and language pathologist also serves as a resource to the staff.





    According to state guidelines, those students who have been tested and classified as limited English proficient are placed in ELD English, SDAIE content classes, and/or Reading classes as needed.