Integrated Services FAQ

PSD Integrated Services address the special education and related service needs of students with disabilities identified under the Individuals with Disabilities Education Act of 2004 (IDEA 2004).

Special education supports are determined by each student’s Individualized Education Program (IEP). These supports include specially designed instruction. They may include support within the general education setting, speech/language services, occupational therapy services, physical therapy services, assistive technology, behavior support, and special transportation.

In Colorado, students are evaluated for special education services through a comprehensive process governed by both federal law (IDEA) and state regulations:

• Referral and Consent: The process begins when a parent/guardian, teacher, or other qualified professional refers a child for evaluation due to concerns about the child's learning or development. Parents/guardians must provide written consent before any evaluation can begin.
• Comprehensive Evaluation: Colorado requires a full and individual evaluation conducted by a multidisciplinary team. This evaluation must:
  • Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information
  • Assess the child in all areas related to the suspected disability (cognitive, behavioral, physical, and developmental domains)
  • Not use any single measure or assessment as the sole criterion for determining eligibility
  • Be conducted by trained and knowledgeable personnel using technically sound instruments
• Eligibility Determination: Within 60 calendar days of receiving parental/guardian consent, the evaluation team must determine whether the child has a disability under one of the 13 IDEA categories (such as specific learning disability, autism, serious emotional disability, etc.) and whether the child needs special education services as a result.
  The team, which includes the parents/guardians, reviews all evaluation data to determine if the child meets Colorado's eligibility criteria. The child must have a qualifying disability and require specially designed instruction to receive special education services.
• IEP Development: If eligible, an Individualized Education Program (IEP) is developed within 30 days of the eligibility determination, outlining the student's specific educational needs, goals, and services.
  Colorado emphasizes parental/guardian participation throughout this entire process and ensures evaluations are conducted without bias regarding race, culture, or language.

Decisions about your child's special education support and services are made through a collaborative team process:

• The IEP Team Makes the Decisions: An Individualized Education Program (IEP) team determines what special education and related services your child will receive. This team includes:
  • You (the parent/guardian) - you are an equal member of the team
  • Your child (when appropriate)
  • At least one of your child's general education teachers
  • At least one special education teacher or provider
  • A school district representative who can commit resources
  • Someone who can interpret evaluation results
  • Special Service Providers (when applicable)
  • Others with knowledge or expertise about your child (at your or the school's discretion)
• The Process: The IEP team reviews evaluation data to determine:
  • Whether your child has a disability that requires special education
  • Your child's present levels of academic achievement and functional performance
  • Measurable annual goals
  • What special education services, related services, and supplementary aids are needed
  • The extent to which your child will participate with non-disabled peers

• An IEP is a document uniquely designed for one specific student with the intention of improving educational results for that child. Every child with a disability who attends public school and receives special education and related services will have an IEP.
• Each IEP must be created in compliance with the Individuals with Disabilities Education Act (IDEA) and, in Colorado, the Exceptional Children's Education Act (ECEA).
• The IEP is a written document that provides information on the student's current behavior, academic performance, identified needs, goals for growth, how the school will support the student, and what services the school will provide.

• Evaluation Process: A student is found eligible through an evaluation process at the school level, conducted by a multidisciplinary team with expertise in the student's area of need. This team can involve a special education teacher, general education teacher, school psychologist, speech and language pathologist, occupational therapist, physical therapist, parent/guardian, social worker, or other identified support person. The evaluation may include formal testing, observations, Response to Intervention data, curriculum-based measures, and other types of assessment as determined by the team.
• Team Meeting: The IEP is developed in a meeting where school staff and parents/guardians work together. There are rules for who attends the IEP meeting. After the initial IEP meeting, the school must have an IEP meeting each year, and parents/guardians can request an IEP meeting any time if needed.
• Key Components: The IEP will include (a) present levels of performance, (b) specific, measurable, attainable, results-driven, and time-bound annual goals, (c) accommodations/modifications (when appropriate), (d) services/minutes to be provided by teachers and special service providers, (e) parental input, (f) impact of disability and (g) the least restrictive environment—the extent a student participates in the general education environment. For students aged 15 and older, transition goals, transition services, and a course of study are added to prepare for post-secondary success.
• Parents/guardians will receive a final copy of the student's IEP, and the IEP team will provide a case manager to serve as the point person for the family and coordinator of services and progress monitoring.

• An IEP (Individualized Education Program) provides specialized education services under the Individuals with Disabilities Act (IDEA) for students who have been found eligible under one of the 13 IDEA disability categories. An IEP outlines the student's specific needs, goals, services, and participation with non-disabled peers. An IEP is a special education process.
• A 504 Plan provides accommodations and support for students with disabilities under the Rehabilitation Act to ensure equitable access to the general education curriculum. A 504 Plan does not require specially designed instruction. In PSD, a 504 Plan is a general education process.

Evaluation Process: A student is found eligible through an evaluation process at the school level, conducted by a multidisciplinary team with expertise in the student's area of need. This team can involve a special education teacher, general education teacher, school psychologist, speech and language pathologist, occupational therapist, physical therapist, parent/guardian, social worker, or other identified support person. The evaluation may include formal testing, observations, Response to Intervention data, curriculum-based measures, and other types of assessment as determined by the team.

Team Meeting: The IEP is developed in a meeting where school staff and parents/guardians work together. There are rules for who attends the IEP meeting. After the initial IEP meeting, the school must have an IEP meeting each year, and parents/guardians can request an IEP meeting any time if needed.

Key Components: The IEP will include (a) present levels of performance, (b) specific, measurable, attainable, results-driven, and time-bound annual goals, (c) accommodations/modifications (when appropriate), (d) services/minutes to be provided by teachers and special service providers, (e) parental input, (f) impact of disability and (g) the least restrictive environment—the extent a student participates in the general education environment. For students aged 15 and older, transition goals, transition services, and a course of study are added to prepare for post-secondary success.

Parents/guardians will receive a final copy of the student's IEP, and the IEP team will provide a case manager to serve as the point person for the family and coordinator of services and progress monitoring.

Yes, these services are available in every school. Most students who are supported by special education can be served in their neighborhood school through our multi-categorical programs. We also have center-based programs at specific schools for students with more significant needs. Placement in those programs is an IEP team decision.

For students with more extensive support needs, the following center-based programs are available at specific PSD schools: Affective Needs, Autism, Early Childhood Special Education, Deaf and Hard of Hearing, and Integrated Learning Support. These programs provide additional support for students with higher-level needs. Placement in a center-based program is determined by the student’s IEP team.

PSD supports students with disabilities in general education classrooms based on the services described in each student’s IEP.

Individualized transportation due to a student’s disability is an IEP team decision.

“A Guide to Parent Rights in Special Education”, known as Procedural Safeguards, can be found on the Colorado Department of Education website.

Support for students transitioning school levels or to adult life can be found on the Integrated Services webpage.