Child Advocacy. The Burlington Community School District recognizes its responsibility to identify, to evaluate and to provide a free appropriate public education to enrolled and preschool children suspected of having a disability. The Board of Directors assigns each licensed employee with a child advocacy function to maintain vigilance on the educational functioning level of all children under their charge and to report to the principals any child who may have a disability necessitating special programming.
Child Find. A school team is responsible for the design of individual plans, placement and evaluation procedures in accordance with law and in accordance with the current Great Prairie Area Education Agency Special Education Procedures manual. Parents shall be invited to participate in the planning and implementation of their children’s educational programs. Evaluation will be completed when a disability is suspected.
Before any child is identified as having a disability, reasonable efforts will be made to resolve the presenting problem or behavior at the classroom level. It is the District’s policy to follow Area Education Agency procedures which will insure early intervention activities, including early intervention conferences with appropriate school personnel.
Individualized Education Plan. All present or proposed special education services for a student shall be based upon a written individualized education plan (IEP) for the student. The IEP shall meet requirements of federal and state laws and the rules of the Iowa Department of Education. Impermissible discriminatory testing and evaluation practices shall not be used in developing an IEP. Only trained personnel shall administer standardized assessments, which shall be administered in the child’s primary language. Each IEP shall include; a) a statement of the child’s present levels of academic achievement and functional performance; b) a statement of measurable annual goals, including academic and functional goals; c) for children with disabilities who take alternate assessments aligned to alternate academic achievement standards, a description of benchmarks, or short-term objectives; d) a description of: how the child’s progress toward meeting the annual goals will be measured; and when periodic reports on the progress the child is making toward meeting the annual goals will be provided; e) a statement of the special education and related services and supplementary aids and services, and program modifications or supports for school personnel; f) an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities; g) a statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on state and district-wide assessments; h) the projected date for the beginning of the services and modifications described the anticipated frequency, location and duration of those services and modifications.
Review. Each child’s IEP shall be reviewed at least once annually or as required by federal or state laws and the Iowa Administrative Rules of Special Education. Least Restrictive Environment. The Board recognizes that most children with disabilities have greater similarities to children without disabilities than differences and should be educated with or in close proximity to the general school program to the benefit of all children. To the maximum extent appropriate, children with disabilities shall be educated with children who are not disabled, with appropriate consideration of the other students. Removal from the general educational environment shall occur only in accordance with the student’s IEP. Students requiring special education shall attend general education classes, participate in nonacademic and extra-curricular services and activities and receive services in a general education setting to the maximum extent appropriate to the needs of the individual student. When making a placement decision, the least restrictive environment for each child shall be determined in accordance with law.
Medication and Health Services. The Board recognizes the need for some students with disabilities to take medications and to receive health services during school hours. Medications shall be administered and health services provided by authorized school personnel under the conditions of the District policies on student health.
Procedural Safeguards. Students with special education needs and their parents and guardians shall be provided procedural safeguards as required by federal and state law and by Iowa Administrative Rules of Special Education.
Contracting for Services. If the child’s disability is so unique or for other legitimate reasons it is determined that an appropriate program is not and will not be available within the Burlington Community School District, the appropriate services, upon proper identification, diagnosis and staffing procedures, will be secured for the child by contracting for such services from another public or private agency.
Discipline. Children with disabilities shall be subject to the District’s student behavior and discipline policies and rules; however, special provisions shall be adopted and applied to provide procedural safeguards in discipline cases in accordance with law.
Extended Year Programming. Extended year services (EYS) beyond the standard 180-day instructional year shall be provided for students with disabilities in accordance with law and Area Education Agency Special Education Procedures.
Transportation. Transportation of students who require special education services shall generally be provided as for other students. When the IEP calls for transportation as a related service, the District will provide the transportation or will reimburse the parents to provide the transportation. Any required special assistance or adaptations necessary for transporting the student shall be specified in the IEP.
Students Enrolled in Non-Public Schools. The District insures that opportunities are available for students in non-public schools within District boundaries to participate in special education instruction and/or support services. By consultation and consistent communications with nonpublic school personnel, the District shall strive to provide access to the same services to these students as are available to those who are enrolled in the public schools.
Protecting Confidentiality. The school district shall protect the confidentiality of personally identifiable information at collection, storage, disclosure and destruction stages.
- First Adoption:
- 2000-01-01
- Revision Adoption:
- October 9, 2005/ April 25, 2011
- Reviewed Dates:
- April 9, 2017/ May 8, 2022
- Legal Reference:
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256.11(7), Chapter 256B, Chapter 273, 280.8, Code of Iowa;
281 I.A.C. 12.5(9), Chapter 41; Individuals With Disabilities
Education Act, 20 U.S.C. 1401 et seq.; 34 C.F.R. Part 300 et seq.;
Rehabilitation Act, 29 U.S.C. 794; 34 C.F.R. Parts 104, 300