Special Education Identification and Individualized Education Plans (IEPs)
“Learning for All” is a core belief of the Colby School District and it is our purpose to ensure every child receives the supports and services they need in order to be successful. A student may qualify for special education and be able to receive additional help if they meet eligibility in any one of the following disability categories:
- Autism
- Blind and Visually Impaired
- Deaf and Hard of Hearing
- Deafblind
- Emotional Behavioral Disability
- Intellectual Disability
- Orthopedic Impairment
- Other Heath Impairment
- Significant Developmental Delay
- Specific Learning Disabilities
- Speech/Language Impairment
- Traumatic Brain Injury
To learn more about any of the disabilities listed above, please visit the Wisconsin Department of Public Instruction’s Special Education homepage.
Students who require an Individualized Education Plan (IEP) must meet both the initial eligibility criteria for a disability AND demonstrate a level of need that cannot be met solely within the general education classroom (even with accommodations/modifications to the curriculum).
An IEP is a plan that is highly individualized to the specific learning needs of a child and is developed through a collaborative team process that includes the parent(s), and at least one regular and special education teacher. Other people who have knowledge of the child may also be asked to be a part of the team. IEP must be developed within 30 days of the eligibility decision; however, most IEPs are developed at the time an eligibility decision is made. In the IEP you’ll find a lot of information specific to your child including their present academic and functional performance levels, annual goals, classroom accommodations, state and/or district testing accommodations, specially designed service minutes, notice of placement, and much more.
In some instances, a student may also require related services to benefit from special education. Related services, may include but are not limited to any of the following: physical therapy, occupational therapy, adaptive physical education, nursing services, specialized transportation, etc. Students cannot receive related services without first meeting eligibility for a disability including the documented need for specially designed instruction.
Important Things to Keep in Mind if You Believe Your Child May Have a Disability
- A referral and special education placement should NEVER be the first action taken when a student is failing to meet grade-level expectations. In most situations a struggling learner should have received intervention prior to a referral being made. If you have concerns, the first step is ALWAYS to speak with the classroom teacher.
- Special education is NOT a “free-pass” and students will continue to be held accountable. Special education does not negate a student’s responsibility to work hard in school and strive for success. Students will be challenged and will continue to be held accountable for their learning, even with an IEP. A special education placement allows students to be challenged at their level and learn at their own pace.
- A child who is referred or receives special education is NOT stupid, lazy, or unmotivated. Students with disabilities often become frustrated by their challenges and may begin to disengage from their learning or their school environment. Understanding that this is an all too common occurrence, special education teachers don’t just teach academics. Special education staff can work with students to increase their motivation, self-confidence, self-advocacy, and interest in learning.
When a student is referred for a Specific Learning Disability (SLD) the “requirements” and process are considerably different than that of other disability categories. Students who qualify for a specific learning disability must meet the following requirements:
- Insufficient progress on at least two scientifically-based intensive interventions (including weekly progress monitoring) in at least one of the following eight achievement areas: oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematic calculation, or mathematic problem solving.
- Documentation of inadequate classroom achievement after intensive intervention
- The associated difficulties are not the result of any of the following exclusionary factors:
- Environmental, cultural or economic factors
- Limited English proficiency
- Lack of appropriate instruction
- Other impairment
Thank you for the visiting the Colby Special Education homepage! We look forward to answering any questions or feedback you may have.
As a final note the Colby special education staff would like to thank our Board of Education, local communities, and especially our students’ parents for their continued support as it truly does a take a village to raise a child. We sincerely appreciate all that you do in support of students with disabilities!
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