Special Education Service Model
The Special Education Services team members are a professional group who have extensively worked with the academic, social-emotional, developmental, and cognitive aspects of student achievement, and bring a unique skill set to the school environment. The Special Education team includes special education teachers, paraeducators, speech/language pathologist, school social worker, and related service providers. In collaboration with the multi-disciplinary team, that includes: general education interventionists, general education teachers, school counselors, and school administrators, the Special Education team provides services to students according to Individualized Education Plans. The team provides resources to teachers, students, and families. Services are available at the elementary, middle, and high school levels. Peak to Peak Charter School offers a depth of service model that maintains depth of service at 80% or more in the general education classroom through inclusive practices and student support structures.
Continuum of Services
Boulder Valley School District is 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 they 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 their home school and a more restrictive environment is necessary, BVSD does have a continuum of services to meet those significant needs. At Peak to Peak the services provided for students with disabilities are aimed at serving students who receive supports and maintain successful access to and progress in the general education curriculum receiving instruction 80% or more in the general education classroom.
Early Elementary (Grades K-2)
At the early elementary level, Special Education Services focus on early intervention and small group, multisensory instruction. Depending on individual needs, students may be instructed outside of the general education class with research-based intervention programs. Programs may include Orton-Gillingham reading, Fundations Reading, and/or Envision Math Intervention System. Other programs may be used, depending on individualized needs. The Special Education Team will provide support within the general education classroom as appropriate to ensure the provision of identified accommodations and to support maintenance of skills taught in small groups.
Late Elementary (Grades 3-5)
At the late elementary level, Special Education Services become more focused on building independence and compensatory skills. To serve this objective, students at this level will also begin working with technology tools that build accessibility to the general education curriculum, such as Read and Write for Google. In addition, Special Education staff work with students in the classroom to coach these skills in a genuine environment and to help general education teachers implement the accommodations listed on the IEP. Depending on individual needs, students may continue to be instructed outside of the general education class with research-based intervention programs. Programs may include Orton-Gillingham reading, Wilson Reading, and/or Envision Math Intervention System. Other programs may be used, depending on individualized needs.
Middle School (Grades 6-8)
At the middle school level, Special Education Services focus on developing academic readiness and organization skills. Students in middle school have access to reading, writing, and math interventions through supplemental math and language arts courses taught by general education teachers. These supplemental classes may include access to computer-based interventions along with small group instruction. Students also have access to a supported study hall where they receive instruction and reteaching opportunities in academics, organizational strategies, and study skills. Families should be aware that if a student is recommended for math and/or language arts intervention classes and a supported study hall, there will not be time in the student’s schedule for elective courses. Per individual student needs, supports may occur within the general education setting. However, as students progress through middle school, supports within general education classes are gradually reduced in order to prepare students for the rigors and graduation requirements of Peak to Peak High School.
High School (Grades 9-12)
At the high school level, Special Education Services focus on developing college readiness skills and increasing organization skills. The Peak to Peak High School offers a limited service delivery model as compared to a comprehensive high school in BVSD which would have a continuum of services based on student needs. At Peak to Peak students attend a supported study hall where they receive instruction and reteaching opportunities in academics, organizational strategies, and study skills. Intervention classes are not available at the high school level. Students work with their assigned counselor to identify the appropriate course offering en route to graduation. Students must earn 220 credits for graduation for Peak to Peak high school diploma, including four years of English, four years of math, mastery of a world language, and other content requirements. All students with an IEP must have a study hall in their schedule as their service delivery time occurs within the supported study hall.