BPS Special education Manual
  • Overview
    • BPS Special Education Manual Sections
    • Overview
    • Special Education Services and Supports
    • Procedural Safeguards
    • Staff Responsibiities
  • Pre-Referral/Child Find
    • Child Outreach Screening
    • Transition from Early Intervention
    • Response to Intervention
    • Pre-Referral
  • Referral and Evaluation
    • Referral
    • Evaluation
    • Independent Evaluation
    • Assessment Factors Related to Type of Disability
    • Reevaluation
    • Determination of Eligibility
  • IEP
    • Overview
    • IEP Team
    • IEP FAQs
    • Review and Revision of IEP
    • Accommodations/Modifications
    • Assistive Technology
    • State Assessment
    • Progress Monitoring and Reporting
    • Release of Records
    • EMAIL Communication
    • Medicaid
    • Termination of Special Education Services

Purpose and Overview of Manual

This manual is designed to support and guide families and staff in the implementation of a high quality special education program.  It is based on federal and state laws and regulations.

Special Education Regulations

The Individual with Disabilities Act (IDEA), 2004 says that each child who has a disability and needs special education and related services will receive a free and appropriate public education (FAPE).  Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.  Related services are defined as transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. 

BPS Special Education services provide specially designed instruction and related services to eligible students with disabilities, in agreement with the Individuals with Disabilities Act (IDEA), 2004  and the Rhode Island Board of Education Regulations Governing the Education of Children with Disabilities, January,2019. The focus of this manual is on the provision of services by administrators, teachers and support staff in the day-to-day implementation of programs.  It is designed to maintain continuity of practices and procedures across buildings, insure compliance and accountability, promote high quality programs and services and train new staff.  Yearly updates will be made as a result of revisions and changes in legal interpretations of special education regulations.

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