• What overall changes is the District making with regard to special education services?
• How will this new model change the delivery of special education services?
• How long will it take to implement this new model?
• Will the District continue to use self-contained classrooms as it moves to this new model?
• How will the District determine where to place special education programs within a service area?
• What if the special education services my student needs are not available at our attendance area school?
• How will the District handle assignment to highly specialized program or services?
• Can special education students apply to an attendance area or option school if it has the services to meet their needs?
• What transportation is available to schools with special education programs?
• What transportation is available to those students with disabilities who are not receiving special education services?
  

An audit of how the District provides special education services recommended that the system move to more inclusive, integrated services.  Previously, some students with special education services needed to be assigned to a series of different schools to access services. The new direction, recommended by the audit as best practice, is to serve more students through an integrated comprehensive services delivery model, and to serve more students with disabilities closer to home, with wider access to District curriculum.

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How will this new model change the delivery of special education services?

As this model is implemented, most special education services for elementary students will be provided at one or more elementary schools within each service area. This means that most students who need these services will have a predictable school assignment within their service area, and will be able to move to middle school with their elementary school peers. If particular services are not available within a service area, they will typically be available in a linked service area.

For middle- and high school students, most special education services will be provided at their attendance area school. Those who need specialized services not available at their attendance area schools will typically be assigned to a linked school that provides those services.

There will continue to be a limited number of programs or services that are unique enough and that serve such a limited population, that they cannot be offered in every service area or high school attendance area.

Beginning in 2009-2010, more students were assigned to inclusive classrooms in the “integrated comprehensive service” model in Kindergarten and First Grade classes throughout the district.  Additional staffing and supports were put into place in many schools to support inclusion.  There will always be a continuum of services throughout our schools, but more students will be learning in inclusive classrooms with extra supports in place.

Space will be provided for the current service delivery model, which relies on self-contained classrooms for students who need this level of service. As the service delivery model changes, some of the space will no longer be needed for self-contained classrooms, but will still be needed to provide an enhanced level of resource services that is central to integrated services delivery. Using this approach, the changes to student assignment and how we serve students who need special-education services can move forward in a way that supports both transitions.

In drawing attendance boundaries, the special education needs of students who live in each area will be taken into account. If a student’s school does not offer the services needed, the school will be linked with another school—usually within the same service area—that offers the needed services.

In most cases, if the required special education services an elementary school student needs are not available at the student’s attendance area school, these services will be provided at another “linked“ attendance area school within the student’s service area, or at an attendance area school in a “linked” service area. Most services for middle and high school students will be available at the attendance area school or at another “linked” attendance area school. This will provide predictable school assignments for most students receiving special education services.

There will continue to be a limited number of programs or services that are unique enough, and that serve such a limited population, that they cannot be offered in every elementary and middle school service area or in every high school attendance area. Examples of this are services for students with medically fragile needs. In those cases, services will be located in various geographic areas of the District to meet student needs.

There will continue to be a limited number of programs or services that are unique enough, and that serve such a limited population, that they cannot be offered in every service area or high school attendance area. In those cases, students will be assigned based on individual needs.

Yes. Students can apply for any attendance area school and/or option school(s) that offers the services needed.

Please click here to learn more about transportation to schools with special education programs.

Please click here to learn more about transportation for those students with disabilities who are not receiving special education services.

Comments or questions on the New Student Assignment Plan - Special Education?

Last Updated: October 13, 2009

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