Special Education
“Our mission is to empower students within an inclusive environment that fosters authentic experiences. In our culture of community, we promote academic responsibility and student agency with purposeful social connections. “
Special Education Services
It is the policy of The International School at Mesa del Sol (TISMDS) to comply with all federal, state, and local statutes, regulations, and ordinances in the provision of special education services for students with disabilities.
TISMDS utilizes the Multi-Layered Systems of Support (MLSS) model beginning with the provision of high-quality, research-based classroom instruction delivered by highly qualified teachers in the general education setting. Layers 2 and 3 interventions are directed by the MLSS Team, highly qualified teachers, a social worker, and a reading interventionist. The MLSS team is a school-based group of teachers that are collaborative and experienced. The interventions are documented and supported by the classroom teacher on the students’ MLSS plan. Interventions provided are designed to meet the unique needs of each child and are documented and modified as needed.
For qualifying students whose parents agree to the provision of special education services, there is a continuum of services available through the multi-age, inclusion model. General Education and Special Education teachers meet as weekly grade-level teams, shared consultation time, and in-service days. There are limited segregated services for students demonstrating the greatest needs. No students are excluded from core content areas in the general education setting. The Special Education team consists of three full-time Special Education teachers, administration, one Speech-Language Pathologist; two Social Workers, one Occupational Therapist; one part-time Physical Therapist; a Licensed Practical Nurse; and a Special Education Coordinator. Educational Assistants provide support in the general education classroom in collaboration with General and Special Education teachers. Weekly Special Education team meetings and ongoing professional development through outside professionals and training further the support of instruction and services.
The educational team and parents/guardians review best practice, present levels of performance, any relevant testing, and observations in order to propose items consistent with a Free and Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE). The educational team works to meet the individual needs of the child(ren) to ensure adequate success academically, functionally, and socially. Our team is committed to the provision of appropriate services for each child and their unique needs. Our goal is to provide supports, services, and instruction in a manner consistent with LRE and access to grade-level curriculum.
The IEP shall include a statement of the special education and related services to be provided to the child, or on behalf of the child. The Summary of Services section of the IEP shall include the special education and related services to be provided to the child.
When conducting an initial evaluation or a reevaluation of a child with a disability, the evaluation shall be sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. The IEP Team shall consider the results of the initial or most recent evaluation of the child. Special education and related services shall be based on evaluation data. If existing evaluation data is insufficient to determine the special education and related services needs, the IEP Team may propose a reevaluation. (34 C.F.R. § 300.304(c)(6) and 34 C.F.R. §300.324(a)(1)(iii))