Special Education

Special education services and supports are provided to students who cannot access their Free and Appropriate Public Education (FAPE) because of the impact of their identified disability.  All students are general education students first. Special education provides supports and services so that students can access the general education curriculum.  The federal law that regulates this is called The Individuals with Disabilities Education Act (IDEA) which was reauthorized in 2004. It ensures that children with disabilities have available to them a free appropriate public education with special education and related services designed to meet their particular needs. 

Superior Elementary has special education services provided by special education teachers in conjunction with speech-language, occupational therapy, , and social work services, as determined by the student's identified needs.

Boulder Valley School District and Superior Elementary are committed to creating inclusive school settings for all students. It is expected in most instances that a student with disabilities can be educated in the school he/she would attend if not disabled, and in a general education classroom at least part of the day, with appropriate modifications and accommodations. When it is determined that a student’s needs cannot be met in his/her home school and a more restrictive environment is necessary, BVSD does have a continuum of services to meet those significant needs. 

Most students in BVSD, who require special education support, have their needs met through resource programming. Within this model, specialized instruction can be provided in the general education classroom or in small groups, depending on the level of need. Resource teachers are trained in special education and maintain appropriate licensure to work with students with a variety of needs. 

Visit the BVSD Special Education Website for more detailed information on the services and support available to all students in the Boulder Valley School District. 

AIM (Achieving with Independence and Modification) is our program for students who have autism who need significant accommodations or modifications to the curriculum along with the highly specialized staff and expertise around Autism. Autism we identify two types of Autism ILC classrooms: Here is a video about our AIM programs at the elementary level.

Boulder Valley School District is committed to creating inclusive school settings for all students. Most students with disabilities can be educated in any of our neighborhood, focus, or charter schools receiving services, supports and aids at a ‘resource’ level. When an IEP team determines that a student’s needs exceed a resource level we offer a continuum of services to meet those more significant needs.

What is an ILC?

An ILC is an additional classroom to provide specialized instruction and support to students who need a higher level of service or specialization to access their education. Determination is on an individual level, though–in general–ILCs support students who need more than half their day supported by special education staff (teachers, para-educators, specialists). All students are general education students first and will also be part of their grade level class(es) to the extent determined through the IEP. All students have the right to participate in field trips, specials and after school activities (as appropriate). 

Parents cannot enroll directly into an ILC as it is done through the IEP process and requires data to support the “more restrictive environment” (defined in IDEA law). For a student receiving special education services at a resource level, this likely means that the IEP team needs to complete a re-evaluation with the new information (which may include collected data, teacher and parent input, new diagnosis, and/or escalations in behaviors). Parents can share preferences for a placement location, however, decisions will depend on space available, match of needs, staffing levels, and other district considerations. A student that is ‘placed’ at an ILC can receive specialized transportation. 

At the elementary and middle school level ILC programs are only available at certain schools. Therefore, BVSD places students at the school and program that can meet the needs of the student’s IEP. Our comprehensive high schools all have ILCs for autism, multiple-disabilities and affective needs, therefore, students attend their home high school. Parents who want their child to attend a different high school can request an open enrollment seat through the open enrollment process to a high school that has that ILC level of service. See Open Enrollment page for more information to apply to the lottery to attend a different high school.

Through the IEP process, students are evaluated to determine if they continue to need an ILC level of service. The IEP team may consider moving a student back to a resource level of special education support or even exist from all special education supports.

All ILC programs have paraeducators assigned to the program. Other specialists (Speech and Language Therapist, Occupational Therapist. School psychologist/Social worker, Physical Therapy and nursing care) may also be a part of a student's IEP.   

Children with disabilities often need additional support and services to help them succeed in the classroom. Some students with disabilities only require specialized instruction by a teacher to adapt the curriculum to that child’s needs. Other times, students receive specific related services to support classroom instruction.
 
At BVSD, we offer a variety of such supportive services, which are determined to be necessary by a student’s IEP team. 
 
Many BVSD students receive therapy outside of school. Parents are welcome to submit reports and recommendations from outside service providers.  It can be helpful for the IEP team to discuss the information. BVSD is not required, however, to implement the recommendations from any outside report, since changes to the IEP always should be a team decision that takes into account all available information regarding the student, not just the findings of one specific data source.
 
BVSD service providers work closely with teachers, school staff, parents and community providers who work with students outside of school. Below are the most common related services at BVSD schools:
 

Occupational Therapist (OT) 
The Occupational Therapist (OT) is a "related service" provider who supports the student's access to specialized instruction and the general curriculum. Occupational therapists work with students when motor skills interfere with their ability to participate in school and classroom activities when the area of need is not due to lack of instruction. OTRs help students improve specific skills and adapt to classroom demands. Specifically, the OT is concerned with a student's ability to perform in three areas: (1) work productivity within school environments, (2) self-care and (3) play/leisure. An OTR can help a student who has difficulty performing in any of these areas by analyzing and breaking down tasks, developing a new way of doing the task, adapting or modifying the task or environment, and/or practicing elements of the skill with the student. Occupational therapy is provided with a fluid combination of direct and/or indirect service. Direct service may be integrated into a large instructional setting (e.g. classroom, cafeteria, playground, gym), or provided within a smaller instructional environment. Indirect service/consultation may include monitoring student progress and/or recommending accommodations and modifications for targeted students. Occupational therapists work together with school staff and families to identify ways to change, adapt, modify, and use the school environment to optimize overall student performance. OTRs are required to have a valid national registration through NBCOT, a valid state registration through DORA, as well as a Special Services license through CDE.  

School Social Workers
The BVSD School Social Workers are a professional group in the district who have extensively worked with both the social-emotional and cognitive aspects of student achievement, and bring a unique skill set to the school environment. School Social Workers provide integral support to student achievement, emotional/behavioral development, and establish a collaborative culture in buildings. School Social Workers provide essential services to individual students, staff, groups and families within the school, as well as support district-wide initiatives. The following are possible roles that the School Social Worker may fulfill in their respective schools, contingent upon their allocation and available time at the site:

• Academic/Behavior Support and Intervention
• RtI Support
• Assessment
• Counseling
• Consultation
• Staff Development
• Crisis Prevention
• Systems of Care

Speech-Language Pathologist (SLP)
The Speech Language Pathologist (SLP) provides specialized instruction and consultation to students who require support in communication. An SLP may serve as the student's Case Manager if they are the primary provider of special education services. if the primary disability of the student is Speech-Language Impairment. An SLP must have the appropriate Special Services license through CDE.