Special Education

Under Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA), all public schools have an affirmative responsibility to identify and serve students with disabilities.  The process of identifying and evaluating students with suspected disabilities is called "child find."

This evaluation process may determine that your child has a disability requiring a 504 plan or Individualized Education Program (IEP).  All students with IEPs have rights under Section 504.  While 504 plans may focus on accessibility accommodations resulting from the student's disability that do not change learning expectations and course content, IEPs spell out both accommodations and modifications/specially designed instruction required due to the unique needs of a child with a disability.

Many schools, BSD7 included, employ robust "Multi-Tiered Systems of Support."  This MTSS process can help determine if a student's needs are the result of a suspected disability versus an instructional mis-match.  Students who respond positively to interventions may have needed short-term intensive interventions, as opposed to sustained disability related modified instruction and supports.  While the practice of applying structured, intensive interventions may be helpful, such interventions may not unduly delay a referral and evaluation for special education.

If you suspect that your child may have a disability, please express this concern to your child's teacher, school counselor or psychologist, and/or principal.  We will respond to your request by determining:

• The need to design structured MTSS interventions.
• The need to proceed with an evaluation and eligibility determination under IDEA and/or Section 504.

or

• The need to run new or different interventions concurrent with a formal evaluation.

Writing an IEP is a collaborative process amongst all required team members.  IDEA identifies required team members as:

• The child's parents
• At least one of the child's regular education teachers (if the child is, or may be, participating in the regular education environment)
• At least one of the child's special education teachers or providers
• A representative of the school who
  • Is qualified to provide or supervise specially designed instruction
  • Is knowledgable about the general curriculum
  • Is knowledgable about the availability of resources of the school
• A person who can interpret the instructional implications of evaluation results
• At the discretion of the parent or school, other individuals who have knowledge and/or expertise regarding the child
• Whenever appropriate, the child

The content of the IEP must spell out the unique strengths and needs of the child, and based on those needs, a set of goals for the child to attain in the coming year.  Based on those needs and goals, the IEP team must determine what specially designed instruction is needed, and whether that must occur in a general or special education setting.  Related Services such as speech/language therapy, occupational therapy, physical therapy, and parent training/counseling are determined, if such services are needed to allow the child to access and benefit from their other special education services.

The IEP team must also consider:

• Special factors related to a child's needs.
• Whether the services are provided in the school the child would attend if they did not have a disability.
• Whether the services are provided as close as possible to the student's home.
• The potential harmful effect of the services on the child, or on the quality of needed services.
• Whether the child's day is shorter or longer than peers without disabilities.
• The need for Extended School Year services.
• The need for classroom accommodations.
• The need for accommodations on state and local assessments.

IEPs are tasked with providing services in the least restrictive setting needed for the child to make appropriate progress in light of his or her circumstances.  As such, schools are required to consider a continuum of options from less restrictive/supportive to more restrictive/supportive, to meet the child's needs.

In Montana, parents hold the right to "Approve" the IEP, or to "Approve with Exceptions."  If the latter is indicated, the IEP team will implement the agreed upon services and continue to meet to resolve exceptions.

Consistent with the Individuals with Disabilities Education Act (IDEA), all school districts have an obligation to identify and serve children with disabilities, aged 3 and older. The Bozeman Public Schools offers a full continuum of educational services for children with disabilities, aged 3-5, as part of an Early Childhood Special Education (ECSE) program. This continuum may include speech, occupational and/or physical therapy, outreach and consultation support with families and community preschool providers, center-based classroom supports, and inclusive services within a Running Start Kindergarten classroom. ECSE services are available to all eligible children within the district, at no cost to families. Center-based classrooms are located at Whittier and Hyalite Elementary Schools.

Eligibility for ECSE services is determined through an evaluation process to determine whether a child meets state and federal criteria as a child with a disability and shows a need for specially designed instruction. A child must be found eligible under one or more of the follow areas:

• Developmental Delay
• Autism
• Deafness
• Hearing Impairment
• Visual Impairment
• Orthopedic Impairment
• Emotional Disturbance
• Traumatic Brain Injury
• Specific Learning Disability
• Cognitive Disability
• Speech/Language impairment
• Other Health Impairment

Developmental screenings for children with suspected disabilities may be scheduled at any time in the school year. Screening information, along with developmental history and other parent-provided information are then used to determine the need for a comprehensive eligibility evaluation.

For more information on Early Childhood Special Education screening and services, please contact Sara Jones, Elementary Special Education Coordinator, at 406-581-5382.

The Bozeman Public Schools partners with two contracted school mental health providers to offer alternative therapeutic day school services, if necessary as part of a child's Individualized Education Program (IEP).

Willson Day School

The Willson Day School provides pairs BSD7-hired teachers and paraprofessionals with Intermountain school-based outpatient therapists to provide social, emotional, and behavioral supports in a smaller learning environment, for students in grades K-5.  The program is housed in the Willson administrative building at 404 West Main Street, Bozeman, MT, 59715.

Youth Dynamics Inc. Transitional School

The YDI Transitional School pairs BSD7-hired teachers and paraprofessionals with Youth Dynamics, Inc. therapeutic staff to provide social, emotional, and behavioral supports in a smaller learning environment, for student students in grades 6-12.  The program is housed in the Youth Dynamics, Inc. facility at 1609 West Babcock, Bozeman, MT, 59715.

Enrollment/Placement

The placement determination for specialized day school supports must happen through an IEP team consideration.  These special education service settings are often considered after less restrictive supports have been attempted within a student's attendance area school.  Students must show an educational need related to progress on IEP goals, while also showing a need for mental health services through the appropriate agency's mental health intake assessment process.

For more information on Therapeutic Day School considerations, please speak with your child's special education case manager, or contact Chad Berg, Director of Special Education and Student Health.