The district currently offers a variety of Special Education Services, some of which are described below:
A continuum of services is offered at each school to ensure students with disabilities have access to the general education curriculum and community in the least restrictive environment. Special education teachers, paraprofessionals and related service staff (speech/language pathologists, psychologists, occupational therapist, physical therapists, etc) work in tandem with general education teachers in programming for students with disabilities.
Communication, Social, and Sensory (CSI) Learning Lab
Students on the Autism Spectrum demonstrate needs in communication, social and academic skills as well as appropriate programming for sensory integration. The CSI Lab offers students with specific programming based on their educational and developmental needs. Students are included in the general education community and have access to the general education curriculum with appropriate supports. The Lab offers specific instruction in social and communication skills. Students have access to sensory integration opportunities throughout the school day. In addition, students are taught compensatory and adaptive skills so that they are able to generalize those skills in other environments. General education teachers are an integral component of the lab as well as support staff. The Colorado Department of Education (CDE) has identified the CSSI Lab as a model site. The Lab is located at Piñon Valley Elementary School.
Transition services are addressed at a student's Individualized Education Program (IEP) meeting starting at the age of 14. Cheyenne Mountain School District offers a variety of opportunities for students to prepare for and make the transition to adult life. The following describes services available to all students who receive special education services in the district.
Preschool to age 14
Students benefit from a variety of academic, social, functional and daily life skills throughout their early intervention, elementary and junior high experiences. Based on student needs, Colorado Standards and the access skills to meet those standards are reflected in the student's IEP. Those skills include career interests, organizational skills, self-advocacy, problem solving and access to the community.
Beginning at the age of 14, the Individuals with Disabilities Education Act (IDEA) requires that IEP's include a statement of needed transition services. Transition services planning for long range outcomes while taking the student and family's goals for post high school into account. The focus is on post-school outcomes. Some students have the goal of attending college. Transition planning in this case may include planning for necessary courses to fulfill a college requirement. Other students may have no idea what their future holds. These students may plan on a general course of study whereas other students may wish to begin work experiences in the community.
Age 16 to Graduation
Beginning at the age of 16, the IEP team addresses students' transition instruction and activities in the IEP. Activities may include community experiences and opportunities to develop employment skills as well as linkages to adult agencies like post secondary schools, the Resource Exchange, SWAP (School to Work Alliance Program) behavioral health agencies, and/or the Division of Vocational Rehabilitation. The IEP delineates goals and/or objectives that will prepare the student for life after high school.
18-21 Transition Services
Once students have completed four years of high school and continue to need transition services, they may participate in the 18-21 transition program. Students benefit from community based instruction focusing on acquiring career skills, developing daily living skills and accessing the community.
School to Work Alliance Program (SWAP)
Students 16 and older may participate in the School to Work Alliance Program. This regional grant with the Division for Vocational Rehabilitation provides support to students with mild disabilities acquire and maintain employment. Efforts are made to align career interests with work opportunities.