The Cyberschool provides a full continuum of services for students with disabilities. Prior to initial assessment and identification of a child with special needs, children identified by teachers or parents as experiencing learning or behavioral challenges in the classroom are referred to the Problem Solving Team (PST) as a part of the pre-referral process. PST members develop a plan for interventions with the regular classroom teacher and are monitored for a 6-10 week period of time. If it is determined that special education needs may be present, students' individual needs are assessed and placement is determined through the IEP process. Placement decisions are not based on disability category, but rather on individual student needs, whether instructional, behavioral or emotional. Our expectation is that each child with special education needs receives services while integrated to the fullest extent possible within the general education curriculum and with same-age nondisabled peers.

Students may receive direct or indirect assistance in their regular classroom or in the H.E.A.R.T. (Health, Emotional, and Academic Resource Team) room, an individual or small group sessions with specialists, depending on the needs of the students. The H.E.A.R.T. staff includes a full-time special education certified teacher, reading intervention specialists, an Occupational Therapist, a Speech and Language Therapist, and a paraeducator. The H.E.A.R.T. staff works closely with classroom instructional staff to ensure the alignment of curriculum objectives and the design of appropriate accommodations. Generally, students are placed within regular education classrooms, with support and special education services provided within the regular education setting, whenever possible.

Each child has an IEP team that consists of the student's regular education teacher, the special education teacher, related services personnel, the parents, the LEA representative, and other support staff involved with the student. The team meets to plan for the student, modify and adapt the curriculum, and to provide support within the regular education environment. Parents are actively involved in the development and implementation of their child's program. There is close communication between school and home. Students with impairments in the areas of SLD, EBD, CD, OHI, and speech and language are currently served within this cross-categorical model.

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