Students identified with special needs are serviced via their IEP (Individualized Education Plan). More specifically, IDEA Public Schools initiates a service delivery approach that offers intervention to all students who need extra help to reach grade level academic proficiency. Here are more details: 

• PreK, K, 1st and 2nd grade- Direct Instruction (“DI”) is the curriculum that is utilized at each campus for PreK-2nd grade students.  Every student in DI is receiving instruction at their individual level in Reading, Writing, and Math
• 3rd through 12th grade- IDEA always seeks to provide students instruction in the Least Restrictive Environment, but support services are offered along continuum from being fully mainstreamed into general education classrooms to a self-contained classroom with low student/teacher ratio based on each student’s individual needs per their IEP.

IDEA Public Schools will offer comparable support services for any child based on their need. In the case of a student who requires behavioral support, the comparable service will be provided through the child’s behavior intervention plan developed through the ARD process.  The student’s ARD Committee will determine the student’s placement based on the Least Restrictive Environment. 

A student’s 504 accommodation plan will be followed according to the child’s documented needs.  If intervention is needed based on the criteria established by the district, the child will be placed in an intervention class. This includes services for dyslexia via our Direct Instruction Decoding program. 

IDEA Public Schools dyslexia support for students’ vision is to prevent, intervene, and identify. Prevent: We aim to prevent reading difficulties in K-2 students by fortifying our core instructional reading program (Reading Mastery Transformations) with evidence-based reading practices, both rooted in the Science of Reading and Structured Literacy and increasing teacher knowledge via our professional development plan. Intervene: We aim to intervene in a timely manner and in an appropriate manner when quantitative and qualitative data demonstrates that a student might be at risk of dyslexia or other reading difficulties. Through Response to Intervention, students grade K-12 are supported through a multi-sensory approach. Identify: We aim to fulfill our Child Find obligations of identifying students with dyslexia or related disorders early. We will utilize quantitative and qualitative intervention data to move through the identification pathways.