I believes that all students have the right to a quality public education, which allows each student the opportunity to reach his or her fullest potential. I am committed to the belief that all students can learn and that school and family collaboration is essential to successful academic and developmental growth. Given this commitment, I supports a variety avenues that benefit the learning of all students. An effective program for children with disabilities should include the following components:
Parent and Family Involvement as it relates to your child's IEP Parents will be informed of their child's rights by way of the Notice of Procedural Safeguards for Parents of Students with Disabilities pamphlet, given when a child become eligible for the ESE program, once a year at the annual review meeting or when there is a change in your child's ESE placement.
Parents of ESE children benefit from an active role in working with the school to develop an instructional program and/or other related services based on the needs of your ESE child by inviting the parent to be part of the Individual Education Plan (IEP) team.
An IEP will be co-developed with the parent as part of the IEP team for every ESE student stating precisely what kind of special education and related services he or she will receive.
Parents must give consent for any initial evaluation or placement, approve any proposed changes in placement.
Parent will receive a completed Prior Written Notice form when adding, denying, or removing any service to your child's IEP.
Parents have the right to challenge and appeal any decision related to the identification, evaluation and placement of, or any issue concerning the provisions of free appropriate public education (FAPE) for your child through due process.
Least Restrictive Environment The KES believes the all ESE students will be educated in the regular education environment alongside their non-disabled peers. Special classes, separate schooling, or other removal of ESE students from this environment occurs only when the nature and severity of the disability are such that education in regular classes with the use of supplementary aids and services cannot be satisfactorily achieved.