Chief Special Education Officer
Dr. Sharon Kight
Notice of Procedural Safeguards | Aviso De Salvaguardias Procesales
Special Education Early Childhood Services
Preschool special education services are available to eligible students who are at least three (3) years old until they are of an age where they are eligible for enrollment in kindergarten[i]. Developmental preschool services are provided at South Creek Elementary School. Initial education evaluations and First Step referrals are processed by our Early Childhood Coordinator, Mrs. Meli Drier. Mrs. Drier may be contacted via eMail at Melissa.Drier@ftcsc.org.
The Developmental Preschool is a program for students who require assistance in learning routines and other developmentally appropriate skills. The developmental preschool program includes Peer Models who are students who are 3 and 4 years of age but do not have a disability. If you have a child you would like to have us consider as a Peer Model, please see the application for Peer Models that have been included on this website.
Students enrolled in the developmental preschool program attend five (5) days per week for two (2) hours and 40 minutes each day with 3-year old students attending school in the morning and 4-year old students attending school in the afternoon[i].
Students who acquire developmentally appropriate skills yet need more interaction with non-disabled peers may be placed in a Community Preschool Placement by his/her case conference committee. As with the students who attend the Developmental Preschool Program, transportation is provided by the FTCSC to any Community Preschool Placement determined by a student’s case conference committee.
Preschool Speech Only Services
There are also speech and language therapy services available for preschool-aged students whose sole disability area is either speech and/or language impairment. These services are provided on an outreach basis with the number of minutes per week determined by the student’s case conference committee. Currently, outreach services are provided at South Creek Elementary.
Special Education Parent Nights
The FTCSC offers several Parent Nights each school year. The topics of each session vary from year to year and we conclude the school year with a Parent Resource Fair. Your son or daughter’s special education teacher can provide you with a copy of the given night’s topic. A Connect-Ed message is also sent out to parents of students enrolled in special education in the FTCSC.
Special Education: Nonpublic School Services & Home School Services
The FTCSC provides services through an Individualized Service Plan (ISP) to eligible students enrolled in Nativity Catholic School or Lutheran High School. If a parent has registered their home as a homeschool with the Indiana Department of Education the FTCSC provides services through an ISP to eligible home-schooled students as well. The FTCSC provides a certified special education instructor and a licensed speech and language pathologist to work with the eligible students enrolled in our nonpublic schools. In addition, the certified special education teacher works with eligible students who are homeschooled. If a home-schooled student requires SLP services, Mrs. Elizabeth Fuller provides those speech services. There is also a school psychologist, Ms. Melissa Duvall; assigned to work with all of our nonpublic school students. Any student requiring occupational or physical therapy is provided for those services as outlined in the student’s ISP. Finally, students who are eligible under blind or low vision as well as deaf or hard of hearing receive their special education services from certified teachers in the given exceptionality area with the certified teacher assigned to the nonpublic schools serving as a liaison as needed (since the TBLV and the TDHH are not in the nonpublic schools as frequently).
Special Education: ROAR Room
The ROAR Room, located at Kitley Elementary School is a full-time placement for students with significant behavioral challenges. Students who receive services from the ROAR Room are diploma-track students. Students who receive services from the ROAR Room are out in general education classes with their typically developing peers to the greatest extent practicable. A student may not be moved to the ROAR Room until the school has tried to serve the student with their typically developing peers and has sufficient data to warrant the case conference committee to make a more restrictive placement recommendation. The ROAR Room is for students in grades K through 5. Should a 5th-grade student conclude their elementary career still receiving services from the ROAR Room s/he resumes the feeder pattern of his/her home school elementary as they move on to 6th grade as both middle schools offer services for students with significant behavioral challenges.
Special Education School Age Services
School-age special education services are provided within each school within the FTCSC for students identified as needing special education services. The following disability areas are served by our teachers in our schools here in the FTCSC:
- Autism Spectrum Disorder,
- Blind or Low Vision[i],
- Cognitive Disability,
- Deaf or Hard of Hearing[ii],
- Emotional Disability,
- Language or Speech Impairment,
- Multiple Disabilities,
- Other Health Impairment,
- Specific Learning Disability, and
- Traumatic Brain Injury.
In addition, each school has a multidisciplinary assessment team which is used to evaluate a potential student who may be in need of special education services. Referrals for possible special education services are made at the building where the student is currently enrolled.[iii] Students in grades K through 12 who are eligible for special education services attend the school they would attend if they were not a student with an identified disability. If a student’s disability necessitates special transportation, that is arranged for the student through his/her case conference committee meeting.
There are three more intensive services which require us to move a student to a building other than his/her homeschool.
- The first more intensive service would be in our comprehensive intervention program (CIP – pronounced as /sip/). Students requiring services from the CIP program are educated at the school they would attend if they were not disabled unless their home school is Acton Elementary or Bunker Hill Elementary. Students requiring services from the CIP whose home school is Bunker Hill Elementary will be placed by their case conference committee at one of our other elementary schools. For more information on CIP, please see the link titled: Comprehensive Intervention Program on our website.
- The second more intensive service would be our full-time emotional disability program at the elementary level, referred to as the ROAR room since they are the Kitley Cougars! Elementary-aged students requiring the more structured and intensive behavior modification program would be moved to the Roar Room at Kitley Elementary by their case conference committee. This placement would only occur when the homeschool elementary program has provided sufficient data to indicate that the student’s behavioral needs cannot be met in the homeschool elementary program. For more information on the ROAR Room, please see the link on our website.
- The third more intensive service would be the Annex Learning Center. The Annex Learning Center is a very restrictive placement on the continuum of placements within the least restrictive environment. It is rare that the schools within the FTCSC cannot program for a student with an identified disability but, when those occasions arise, the case conference committee has the option of exploring the Annex Learning Center for assistance.
Special Education: Students Providing Access to Resources in the Community (SPARC)
SPARC is for students who are 18 years of age but not yet 22 years of age who are not going to receive a high school diploma. The students who are part of SPARC are nominated by his/her case conference committee meeting and a team of professionals review each student’s nomination and accept two (2) to three (3) students per year to become part of SPARC. Prior to entering SPARC the student will go through the graduation ceremony at Franklin Central High School (FCHS) and receive a certificate of completion. The student’s first year at SPARC is a five (5) day per week placement for the same scheduled hours as students attending FCHS. Students work a variety of job placements gaining a wide repertoire of skills and learning what it means to be a responsible employee and prepare their own lunch each day. The students second year at SPARC is a three (3) to four (4) day per week placement. They may or may not be at SPARC for the same scheduled hours as students attending FCHS. This is because the goal of SPARC is to “step down” services from the K-12 setting and begin filling in services from the adult service provider domain. The number of days and hours per week students participate in SPARC are determined by the student, his/her guardian(s), and the adult service provider(s) working with the student. The ultimate goal for students exiting the SPARC program is for them to be in a community setting and/or vocational setting and not merely sitting at home. Therefore each student’s vocational and daily living skills are uniquely tailored to his/her goal for when s/he exits the SPARC program.
Special Education: Comprehensive Intervention Program
The Comprehensive Intervention Program (CIP for short and pronounced /sip/) is a non-diploma track option for students with significant learning difficulties. The CIP is a more life-skills, functional based curriculum though it does still focus on the academic areas of math, reading, spelling, science and social studies. Typically students in the CIP are receiving instruction three or more grade levels below their age-appropriate grade level, though this gap widens as the students get older. Students who receive their special education services from the CIP are still out in general education to the fullest extent possible. Students in the CIP are with their typically developing peers for lunch, recess (elementary level only), and specials (i.e., music, physical education, art) and a few are with their typically developing peers for math and/or reading as well. The only schools in the FTCSC which dos not have a CIP room available are Acton Elementary and
Bunker Hill Elementary. Students requiring services from the CIP whose home school is one of these two will be placed by their case conference committee at one of our other elementary schools. When the student moves out of elementary school and on to middle school s/he will return to the school feeder pattern for whichever middle school their home school goes.