Many children demonstrate learning challenges, but some children require not only accommodations to address their learning needs, but specifically designed instruction, curriculum modifications, and therapy or other related services in a school setting. The Individuals with Disabilities Act (IDEA) ensures that students with disabilities are not excluded from educational opportunities and obtain a free, appropriate public education in the least restrictive environment necessary to address the child’s educational needs. IDEA lists and defines thirteen disabilities. They are: autism, deaf-blindness, auditory impairment, emotional disturbance, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, learning disability, speech impairment, traumatic brain injury, visual impairment, or non-categorical early childhood disability. Children identified as eligible for IDEA services and, subsequently, an individual education plan (IEP), must meet both the definitional criteria for the educational disability and demonstrate a need for specially designed instruction.

At Bigfork Schools #38, diverse learners and children who are struggling to meet standards are provided with support and skill instruction through differentiated instruction and skill-based grouping. In most circumstances, students will participate in documented interventions prior to referral for an educational evaluation. The school-based intervention tem tracks student performance and response to interventions. Many students with learning challenges will make progress with interventions and will not require special education.

However, a teacher, parent, other professional or school-based intervention team may refer a child to a multi-disciplinary evaluation team to be considered for an educational evaluation in order to determine if the child is eligible for special education services if an educational disability is suspected. The referral should be made in writing and provided to the child’s classroom teacher who will forward the referral to the school psychologist or a speech/language pathologist in the event that speech or language is the primary concern. The speech language pathologist or school psychologist will identify the appropriate evaluation team members and convene a team meeting in order to meet with the individual referring the child. The team determines if the evaluation request is appropriate or if additional information is needed, such as response to classroom interventions and/or if specialist consultations are necessary prior to initiating the evaluation process. Parents are provided procedural safeguards when the evaluation team meets to discuss the referral and must give written consent prior to a school-based evaluation being initiated.

At the completion of the evaluation process the evaluation team reconvenes to determine whether the child meets eligibility criteria and demonstrates a need for special education services. Following the evaluation process establishing eligibility, the IEP team members review the identified educational needs and present levels of performance of the student, and then develop an IEP. The IEP will document annual goals, services that the student will receive, identify the personnel positions involved in providing direct or related services, and the setting in which the services will be delivered. The IEP will be reviewed at least annually. Progress on identified goals will be monitored/documented and a copy of progress provided to the parent during regular reporting periods.

In the Bigfork Schools #38, parent and community involvement are believed to be essential to a quality education. In the case of a child with a disability, parent involvement is essential. IDEA regulations require parent consent for evaluation and parent participation in the educational decision making/planning process.

It is important that when visiting and/or volunteering in schools and classrooms that parents/volunteers schedule with the student’s teacher and remember to sign-in at the school office. Parents and volunteers are also asked to remember that classroom teachers and educational specialists are focused on instruction and their efforts are directed toward the lesson and positive outcomes for students. If you have questions or concerns, please schedule to meet with the teacher privately or participate in planned parent/teacher conferences. Bigfork Schools #38 also places high value on confidentiality and reminds parents and volunteers that information about students may not be shared with others who are not part of the evaluation or IEP process. Information regarding individual students is private and confidential and subject to the Federal Educational Rights and Privacy Act (FERPA).

For additional information, please email Director Matt Porrovecchio.

Montana Office of Public Instruction (OPI) provides guidance and support to school districts and parents related to providing services for children eligible for special education services. OPI’s helpful website includes parent rights and procedural safeguards, forms, and other links, such as Parents Let’s Unite for Kids (PLUK).

OPI Procedural Safeguards Documentation