Special Education
Summit School District believes that all children can learn.
Explore our Special Education program. Click on a topic in the Table of Contents to jump directly to specific information on this page, or scroll through to learn about the program.
Special Education Process Parent Roadmap
Special Education provides specialized instruction when students cannot receive reasonable educational benefits from general education alone. The special education team, including parents, works hard to provide the necessary supports to students with disabilities to grow and learn.
Step 1: Define the problem. What is the problem?
Step 2: Problem Analysis. Why is it occurring?
Step 3: Plan Implementation. What are we going to do about it?
Step 4: Evaluate Response to Intervention. Is it working?
1. Problem Solving Process
Purpose of Step: Identify, implement, and document several strategies and interventions over a period of time to target the concerns that you and/or your child's teacher have for your child's educational progress.
2. Consider Referral for Special Education
Purpose of Step: When the team, including you, have found interventions are not working and suspect your child may have a disability, this step is when the team will discuss an evaluation.
3. Evaluation
Purpose of Step: To collect and review all information and testing in order to present a comprehensive and dynamic picture of your child's strengths and needs.
4. Eligibility
Purpose of Step: After reviewing the evaluation, the team, including you, determines if your child is eligible for and requires special education services.
5. Individualized Education Program (IEP)
Purpose of Step: A collaborative effort between parents and the school team to establish a learning plan that meets their child's needs.
Important Timelines (after your child is in Special Education)
After your child is in Special Education, within one year or sooner, the Individualized Education Program (Step 5) is reviewed in order to update your child's plan.
After your child is in Special Education, every three years or sooner, the Evaluation (Step 3) & Eligibility (Step 4) steps are completed in order to determine if your child continues to need special education.
Helpful Hints
• Ask Questions! The special education team and principal at your child's school know how confusing this process can be. They are here to help!
• So much paper! The special education process is documented thoroughly to provide details to all staff working with your child.
• If your child has been tested by a provider outside of the school, the report is considered as a part of the body of evidence. Outside providers and/or physicians cannot determine eligibility for special education services. The school must still go through the special education process.
• You are your child's own best advocate! Be an active participant in the team. Share any helpful information with your child's team.
IEP Overview
An IEP is a written statement developed for each eligible child with a qualifying disability between the ages of 3 and 21 who attends a traditional public or charter school. The IEP is developed by a team. You are an important member of the IEP team. The IEP documents your child’s current performance, learning goals, and
the supports and services needed to help your child to be successful and make progress toward their goals.
The Individuals with Disabilities Education Act (IDEA) section 300.320 outlines seven requirements that must be part of the IEP as well as additional requirements once your child reaches transition age.
Present Level of Academic Achievement and Functional Performance (PLAAFP) or Present Levels Statement
This statement is the foundation of the IEP. It describes the student’s current performance, strengths, and needs. The statement includes information about academic areas (e.g., reading, writing, and mathematics) and functional areas (e.g., social skills, behavioral skills, dressing, eating, mobility). This statement also includes how the disability impacts the student’s involvement and progress in general education.
Learn more: IEP Tip Sheet: PLAAFPs | IDEA Regulations Section 300.320(a)(1)
Measurable Annual Goals
This statement outlines the progress the team expects the student to make during the next year. These goals should connect to the specially designed instruction being provided to meet the student needs that were identified in the present levels statement. If the student is taking an alternate assessment, the team will also identify short-term goals or objectives that act as steppingstones toward the annual goals.
Learn more: IEP Tip Sheet: Measurable Annual Goals | IDEA Regulations Section 300.320(a)(2)
Monitoring Plan
This plan outlines how the team will measure the student's progress over time toward the IEP goals. how and when that information will be shared with the parent.
Learn more: IEP Tip Sheet: IEP Tip Sheet: Measuring Progress Toward Annual Goals | IDEA Regulations Section 300.320(a)(3)
Statement of Special Education and Services and Aids
This statement describes the services and supports provided to the student to allow them to make progress toward IEP goals and to participate, as much as possible, with peers in the regular education setting, extracurricular activities, and nonacademic opportunities. The statement includes four parts:
- special education,
- related services,
- supplementary aids and services, and
- program modifications/supports for school personnel.
Learn more: IEP Tip Sheet: Overview of the Statement of Services & Aids | IDEA Regulations Section 300.320(a)(4)
Explanation of Educational Setting
This explanation describes the extent to which a student will not participate with peers in the regular education classroom. Districts are required to provide a continuum of options for students with disabilities, but they must ensure that the student will participate with peers without disabilities to the maximum extent appropriate.
Learn more: IEP Tip Sheet: Explanation of Educational Setting | IDEA Regulations Section 300.320(a)(5)
Participation in Assessment
This statement details whether the student needs accommodations to participate in State and districtwide assessments or if the student will participate in an alternate assessment.
- Accommodations change how the student is tested but do not change what is tested.
- The alternate assessment changes what is tested, so the team must explain why an alternate assessment is needed.
Learn more: IEP Tip Sheet: Participation in Assessment | IDEA Regulations Section 300.320(a)(6)
Dates, Frequency, Location, and Duration of Services
This portion describes
- when the student's services will start,
- how often the student will receive services,
- where the services will occur, and
- how long the student will receive services.
Learn more: IEP Tip Sheet: Dates, Frequency, Location, and Duration of Services | IDEA Regulations Section 300.320(a)(7)
Transition Plan and Age of Majority
Once the student turns 16 (or earlier in some states), the IEP must include a transition plan with the student's goals following graduation and the transition services needed to help the student reach those goals. In addition, after the student reaches the age where they are recognized as a legal adult by state law, the IEP must include a statement that the student has been informed of their rights and any rights that will transfer to them.
Learn more: IEP Tip Sheet: Transition Services | IEP Tip Sheet: Age of Majority | IDEA Regulations Section 300.320(b) Section 300.320(c)
ChildFind: What to do if you suspect your child has a disability
- Child attends SSD (ages 3+)
- Child lives in the SSD boundary area but does not attend SSD (ages 0-3)
- Child lives in the SSD boundary area but does not attend SSD (ages 3+)