The GPA philosophy and curriculum for all students are based on the same concepts that ultimately make the microcosm of Special Education efficient at meeting diverse student needs. Specifically, we believe that the IEP and individualized pacing plan for mastery are integral to every student, not only those identified with special educational needs. With these keys to success in mind, Gateway Preparatory Academy will provide a mentor and student success team comprised of parents, teachers, student, administrators and counselors as appropriate to every student. Each student will work with the mentor and success team to create an educational plan including required competencies and competencies unique to his or her individual needs, strengths, interests, and limitations. We consider the mentoring and individualized educational plan model to be in the very best interest of every student.

Our special education plan will utilize the same types of competency-based, mentoring and individualized instruction central to all GPA curriculum, with the added support of Special Education legislation, aides, training, resources and guidelines. We have adopted the USBE Special Education Rules Handbook and will adhere strictly to the guidelines outlined therein as we create an educational program to meet the needs of our special education students and identify new students with special needs.

Our identification process for students with special needs, as outlined in the USBE ‘Golden Rules' Handbook, includes a concentrated sequence of regular classroom interventions, an initial evaluation that can be requested by parents or suggested by teachers, and subsequent determination of needs and eligibility based on State Guidelines. Our new student academic assessment process includes a recommendation by the assessing teacher if each new student should be recommended for a Special Education pre-placement evaluation.

It is Gateway Preparatory Academy's policy that all students are entitled to an appropriate education, and individuals with disabilities should have opportunities to increase their independence. The Academy will accept all students regardless of race, religion, creed or disability as required under the Free Appropriate Public Education ("FAPE") guidelines, and the Academy will provide an "appropriate" program for each and every individual student with a disability regardless of the severity of their disability.

This includes constructing the Academy's facilities to ensure nondiscrimination of access to the facilities on the basis of disability as set forth in the Americans with Disabilities Act Standards for Accessible Design described in 28 CFR Part 36, and any other applicable federal, state, or local requirements. The Academy's design plan will include, among other things, curb ramps, accessible routes, space allowances, appropriate restroom access and equipment, parking and passenger loading zones, building access, and space available for special education programs, as needed that is equitable with general education.

The Academy will implement an aggressive "child find" program to identify, locate, and evaluate students that are or may need special education support. Consistent with the requirements of Part B of the IDEA and with the Utah Special Education Rules, the Academy will aggressively seek to identify, locate, and evaluate all students with disabilities and ensure, regardless of the severity of their disability, that students with disabilities are provided the appropriate program and related services.

To ensure knowledge of IDEA 2004 and the Utah Special Education Rules' requirements, several models of training will be provided to Academy staff based upon need. Trainings will be conducted by individuals with specific expertise in the requested areas to ensure the Academy will hire special education staff members who possess the education, skills, and expertise that allow them to appropriately select, administer, and interpret assessments for determining special education eligibility.

In addition, all Academy staff members will gain awareness of commonly used tests in Education/Special Education such as categorical evaluation criteria and assessment requirements and procedures, and implications of high stakes testing. This will enable the Academy to appropriately identify, or not identify, a student as being an individual with a disability. Academy staff members will also receive appropriate instructional programming to facilitate access to and progress in the general curriculum.

Student placement and services will be determined on a case-by-case basis depending on the unique needs of that student. Both school officials and the student's parents/guardians will determine the appropriateness of special education services for the child. Each student plan will focus on what is best for the student in the least restrictive environment. Inclusion and mainstreaming strategies will be used to ensure students with disabilities are with their peers for as much of the academic day as possible.

Parents will be notified of the intent to evaluate their child for services, and must consent to an initial evaluation before the evaluation begins. Parents will also be involved in the IEP (Individualized Education Program) process and provide consent to the initial placement. Communication with parents and students will be in their native language or another mode of communication that will ensure they have knowledge and understanding of the school's plan.

Pre-placement Evaluation

A pre-placement evaluation will be conducted when a student is suspected of having a disability and an evaluation of the student's unique educational needs will be assessed. Parental consent will be obtained before an evaluation is conducted. The pre-placement will include what is being proposed, reasons for proposal, evaluation procedures, and an explanation of parent rights and procedural safeguards. Parents, students, or school personnel may request an evaluation. In addition to the pre-placement evaluation, the Academy will use regular education intervention to assist students who are suspected of having a disability. Such regular education intervention may include peer tutoring, additional instruction before or after school, one-on-one tutoring with teachers or instructional assistants, parent tutoring, and various teaching techniques.

Evaluation Process

The determination that a student is a "student with a disability" will be made on an individual basis by a multidisciplinary team which will conduct evaluations. The team will include at least one teacher or other specialist familiar with the suspected disability. The results of the evaluation will be based on more than a single procedure or assessment and tests will not be racially or culturally biased. The student will be assessed in all areas related to the suspected disability. These related areas will include: health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. Assessment results will be reviewed by the team to determine eligibility for special education and related services. After eligibility is determined, parents and school personnel will work together to discuss the results and the IEP.

The IEP will serve two purposes: (1) to establish learning goals for the child; and (2) to specify the instruction and services the school will provide. After it has been determined that a child is eligible for special education, a team consisting of teachers, parents and the LEA will meet to determine the IEP for the student. The starting date of services will be as soon as possible after the IEP meeting. As outlined by IDEA, a yearly meeting will be held to review and, if appropriate, revise each student's IEP.

The academy will have at least one trained special education teacher on staff at all times and additional staff will be added based on special education needs. An Academy administrator will serve as the Academy's LEA (Local Education Agency) and be responsible to communicate with parents, teachers and state agencies to ensure all IDEA guidelines are being followed. The Academy will ensure that all special education services will be available to all students with disabilities, regardless of severity.

It is the Academy's policy that careful assessment and evaluation are required when making a "disability" determination. The impact of labeling an individual as "disabled" is life changing, for the better or for the worse; therefore, the Academy will be vigilant and thorough when making such determinations. With that in mind, the Academy's LEA will implement effective evaluation strategies to obtain information for use in determining IDEA eligibility and, if appropriate, for instructional programming to facilitate access to the general curriculum in the least restrictive environment.

To ensure knowledge of IDEA 2004 and the Utah Special Education Rules' requirements, several models of training will be provided to Academy staff based upon need. Trainings will be conducted by individuals with specific expertise in the requested areas to ensure the Academy will have special education staff members who possess skills and expertise that allow them to appropriately select, administer, and interpret assessments for determining special education eligibility. Academy staff members will gain awareness of commonly used tests in Education/Special Education such as categorical evaluation criteria and assessment requirements and procedures, and implications of high stakes testing. This will enable the Academy to appropriately identify, or not identify, a student as being an individual with a disability. Academy staff members will also receive appropriate instructional programming to facilitate access to and progress in the general curriculum.

It is the Academy's policy to protect the confidentiality of personally identifiable information at the collection, storage, disclosure, transfer, and destruction stages. All persons collecting or using personally identifiable information receives training or instruction regarding the state's policies and procedures and FERPA. The Academy will permit parents to inspect and review any education records relating to their children which are collected, maintained, or used by the Academy. The Academy will comply with a request without unnecessary delay and before any meeting regarding an IEP or any due process hearing, including an expedited hearing.