Special Needs Policy

Beliefs

At South Ridge Elementary School, we believe that every student is able to be a successful learner. Some students need additional support and instruction to be able to access the general curriculum successfully. Classroom teachers, specialists, and interventionists collaborate with students and families to guide and determine instruction and next steps. The team identifies what a student already knows, the student's progress, and the student's needed growth. South Ridge encourages and promotes a more inclusive model of instruction for students with special needs. Interventionists often incorporate their instruction and support into the classroom using a co-teaching model. South Ridge values the individual community of each classroom and the reciprocal benefits of inclusion.

Purpose

  • Identify students through the MTSS process who need additional support of specialized instruction.

  • Provide support tailored to each students individual need

  • Exit students from the program once students have obtained the ability to access the curriculum independently

Implementation

  • Exam Program of Inquiry to determine the level of support for individual students, specifically in regards to reading and writing.
  • Collaborate among classroom teachers and interventionists. Time is built into the master schedule to collaborate on an every other week basis.

  • Maintain consistent communication with parents.

  • Meet once yearly to reassess/review/develop individual goals with the students, parents, and multidisciplinary team.

  • Meet with parents two times yearly during parent/teacher conferences.

  • Prepare IEP progress reports twice a year.

  • E-mail or phone, as needed.

  • Collaborate with district experts and external agencies on an as need basis.

  • Learning specialists loop with students to provide support for students and to provide a long-standing relationship with parents.

  • Learning specialists, the SSN teacher, and the speech/language pathologist provide support for 6th graders throughout the duration of their Exhibition project.

  • SPED reinforces use of the language of the Student Profile and Attributes with students.

Special Education Resources

  • Two full-time and one half-time Learning Specialists (LS) for students with mild to moderate disabilities

  • One full-time and one half-time Speech Language Pathologist (SLP) for students with speech and/or language impairments

  • One full-time Significant Support Needs (SSN) teacher for students with severe and profound disabilities

  • School Psychologist (SP) two days a week

  • School Educational Assistants

  • School Social Worker (SW) three days a week

  • Itinerant services are provided from District Behavior Specialist, District Autism team, Occupational Therapy, Physical Therapy, Vision Specialists, Audiologists, and teachers of the Deaf and Hard of Hearing on an as needed basis

  • External agencies (i.e., Arapahoe County Mental Health, Court Appointed CASA representatives, etc

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Douglas County School District Nondiscrimination Notice: The Douglas County School District does not discriminate on the basis of race, color, sex, sexual orientation, gender identity/expression, religion, national origin, ancestry, creed, age, marital status, genetic information, or physical characteristics, disability or need for special education services in admissions, access to, treatment of, or employment in educational programs or activities. The School District’s Compliance Officer is Ted Knight, Assistant Superintendent, 620 Wilcox Street, Castle Rock, Colorado, complianceofficer@dcsdk12.org, 303-387-0067. Complaint procedures have been established for students, parents, employees and members of the public.