Special Services

We’re Here for You

Colorado Preparatory Academy (CPA) offers robust special education services to support students and meet their needs, empowering them to thrive in school and beyond. With high-quality, personalized learning and the help of teachers and support staff, students with special needs can achieve their academic goals, find their confidence, and pave a path to success.

CPA is required to inform patrons of special education services and programs available including the McKinney-Vento Homeless Assistance Act of 1986.

Our school offers a host of services to help your student get the support they need to thrive in school and beyond. Below is a list of specific services, providers, and contact information.

Identification of English Language Learners (ELL) Coordinator

Christa Seger


Section 504 Coordinator

Christa Seger


Homeless Liaison

Kim Ashby

Notice of determination and appeal
If liaison determines that the student does not qualify for the MKV program, the parent/guardian/unaccompanied youth will be notified in writing with an explanation and information regarding the right to appeal the school’s decision.


Foster Care Coordinator

Kathy Wortley


American with Disabilities (ADA) Compliance Act Coordinator/Special Programs Manager

Christa Seger


Non-Discrimination Coordinator

Christa Seger

Request for Parent/Guardian Interpreter Services or Disability Accommodations

Procedural Safeguards


Annual Public Notice of Special Services & Programs

In accordance with federal and state regulations, CPA will provide an annual public notice to families informing them of CPA’s Child Find responsibilities, procedures involved in the identification of educational disabilities and determination of students’ service and support needs.

Families are encouraged to review the following information that describes these regulations. Information regarding CPA’s internal practices to comply with these will be available in the CPA’s Special Programs Manuals and Handbooks.


Child Find

CPA strives to identify, locate, and evaluate all enrolled children who may have disabilities. Disability, as stated in IDEA, includes such conditions as hearing, visual, speech, or language impairment, specific learning disability, emotional disturbance, cognitive disability, other health or physical impairment, autism, and traumatic brain injury. The process of identifying, locating, and evaluating these children is referred to as Child Find.

As a public school, we will respond vigorously to federal and state mandates requiring the provision of a Free Appropriate Public Education regardless of a child’s disability or the severity of the disability. In order to comply with the Child Find requirements, CPA will implement procedures to help ensure that all CPA students with disabilities, regardless of the severity of their disability, who are in need of special education and related services—are identified, located, and evaluated —including students with disabilities who are homeless or students who are wards of the state.

Parent/guardian permission and involvement is a vital piece in the process. Once a student has been identified as having a “suspected disability” or identified as having a disability, CPA will ask the student or the student’s parent/guardian for information about the child such as:

  • How has the suspected disability or identified disability hindered the student’s learning?
  • What has been done, educationally, to intervene and correct the student’s emerging learning deficits?
  • What educational or medical information relative to the suspected disability or identified disability is available to be shared with the school?

This information may be also be obtained from the student’s present or former teachers, therapists, doctors, or from other agencies that have information about the student.

All information collected will be held in strict confidence and released to others only with parental permission or as allowed by law. In keeping with this confidence, CPA will keep a record of all persons who review confidential information. In accordance with state regulations, parents have the right to review their child’s records.

As part of the Child Find process, some services may include a complete evaluation, an individualized education program designed specifically for the child, and a referral to other agencies providing special services.


Consent


Special Education (IEP) or Service Agreements (504 Plans)

For students confirmed to present with special education needs, once the IEP team agrees on the IEP and the student’s educational placement, a Prior Written Notice (PWN) will be sent to the parent/guardian for signature. This must be signed and returned to CPA. CPA can only proceed with implementing the student’s IEP (or 504 Plan) upon receipt of the signed PWN. Some students are found to present with one or more disability, but do not meet the eligibility criteria outlined under IDEA (special education); however their disability may still require CPA to develop a 504 Service Agreement (504 Plan) to outline the special provisions a student may require for adaptations and/or accommodations in school-based instruction, facilities, and/or activities.

Parents/guardians have the right to revoke consent for services after initial placement. Please note, a revocation of consent removes the student from ALL special services and supports outlined on the IEP or 504 Plan.


Privacy and Confidentiality (FERPA / DATA)


Accommodations


Translation Needs


Special Education Grievances or Disputes

CPA recognizes that despite best intentions of all parties, disagreements or miscommunications may arise between the school-based team and CPA families or students. Should this situation occur, the CPA special education case manager will initiate an IEP team discussion where the specific details contributing to any educational concern are fully discussed and addressed as the entire team determines would be considered most appropriate for the student. Collaboration is a primary focus for this type of meeting, and the CPA Special Education Team seeks to establish and maintain the confidence of its families to always serve its students in order to maximize their educational success.


Dispute Resolution Options

  •  IEP Facilitation – IEP facilitation is a voluntary process that can be utilized when all parties to an IEP meeting agree that the presence of a neutral third party would help facilitate communication and the successful drafting of the student’s IEP. This process is not necessary for most IEP meetings. Rather, it is most often utilized when there is a sense from any of the participants that the issues at the IEP meeting are creating an impasse or acrimonious climate.
  • Mediation – A voluntary process in which both parties seek to resolve the issues involved in the concern with an unbiased, third party mediator from the Colorado Department of Education. The mediator will write up the details of the agreement that the parties come to through the mediation conference, the agreement is signed by both parties, and thus what the document states is mandated to be implemented; this process is overall less time-consuming, less stressful, and less expensive to complete than a due process hearing (see below).

Formal Due Process