603.03 – Special Education Services

It will be the responsibility of the Superintendent and the AEA Director of Special Education to provide or make provisions for appropriate special education programs and related services. While the Superintendent will be the custodian of school records, the building principal will be responsible for maintaining the records of identified special education students. These records may be viewed by authorized District personnel in accordance with the requirements of Board policy.

The Board of Education recognizes some students have different educational needs than other students. All eligible children between birth and until the appropriate education are completed, age twenty-one or to maximum age allowable, as defined in the Code of Iowa and Individuals With Disabilities Education Act (IDEA) as amended, will be provided a free and appropriate public education program and related services in accordance with the special education rules and regulations of the Iowa Department of Education. The District will work in conjunction with Heartland Area Education Agency (AEA) to provide services at the earliest appropriate time to children with disabilities from birth through age 3. This will be done to ensure a smooth transition for children entitled to early childhood special education services at age 3. Students requiring special education will attend general education classes, participate in nonacademic and extracurricular services and activities, and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student. The appropriate education for each student will be written in the student’s Individualized Education Program (IEP).

The District seeks to provide special education students with a wide range of special services. All appropriate support instructional services and related services will be provided to children with disabilities in the District, to the extent possible.

Recognizing the District’s responsibility in identifying, evaluating, and properly placing eligible children, the Board of Education assigns each employee with a child advocacy function. Such an assignment places responsibility on all staff to continually assess the educational functioning level of all children under his or her charge and to report to parents and the principal any child suspected of having any type of disability. Further, each employee will work actively to see that suspected eligible children are provided appropriate general education intervention according to District-wide procedures. When the general education interventions are exhausted, staff members may refer students for multidisciplinary evaluations and provided appropriate placement. When necessary, other appropriate educational agencies, such as the AEA, are contacted to assist in locating and properly serving eligible students in the District.

Before any child is identified as eligible for special education services, every effort will be made to resolve the presenting problem or behavior at the classroom level. The classroom teacher will take the primary role in providing the necessary support. It is the District’s desire to follow 

AEA procedures will ensure early intervention activities, including early intervention conferences with appropriate District personnel.

Prior to any initial evaluations, reevaluations, and initial placement in special education, written parental consent will be obtained as required by law. Prior to placement in a special education program, a comprehensive evaluation will be conducted, including assessments deemed appropriate by the educational diagnostic team.

Date of Approval: December 4, 1995

Reviewed & Revised: April 19, 1999; April 19, 2004; January 19, 2009; January 18, 2010; November 17, 2014; March 21, 2016; June 17, 2019