Exceptional Student Services
We are here to support you! Our department is here to serve our students, families, and staff in Weld 8 Schools. Our department provides oversight of Programming in: GT, Out of District Services, and Special Education.
Staff:
Erin Peak, Director of Exceptional Student Services and Special Programs, email address [email protected], phone number: 303-857-3322
Jennipher Sanchez, Exceptional Student Services Secretary, email address [email protected], phone number: 303-857-7280
Joetta Vallejos-Forsyth, SWAP Coordinator, [email protected], phone number: 303-857-7295
Nereyda Williams, SWAP Enhanced Service Provider, [email protected]
Child Find – Weld Re-8 School District
What is Child Find?
Child Find is part of Colorado’s statewide system for identifying children who may have delays in their development.
If a young child is not meeting typical developmental milestones—or if parents, caregivers, or educators have concerns about a child’s growth or learning—the Child Find team can evaluate areas such as how the child plays, learns, speaks, behaves, or moves.
The purpose of the evaluation is to determine whether there is a significant delay and whether the child may need early intervention services (for children under age three) or special education services (for children age three and older).
All evaluations conducted by Child Find teams are provided at no cost to families.
For Children Birth to Age 3
Weld Re-8 partners with Envision – Early Intervention Colorado to support children from birth through their third birthday.
- Envision provides service coordination and helps determine eligibility for early intervention services.
- Services for infants and toddlers are typically delivered in the home or in community settings at no cost to families.
For Children Ages 3 to 5
Weld Re-8’s Child Find team evaluates preschool-age children (ages 3 to 5) as part of the preschool special education process.
- The multidisciplinary team—which includes specialists such as psychologists, speech-language pathologists, and early childhood educators—assesses a child’s development in areas like communication, learning, social-emotional functioning, and motor skills.
- Parents are essential members of the evaluation team.
- If a child is found eligible for special education services, those services are provided in Weld Re-8 preschool programs at no cost to families.
Why Refer a Child?
You might consider making a referral if:
- A child is not meeting expected milestones in areas such as language, learning, play, behavior, or motor development.
- There are ongoing concerns about the child’s progress, even after extra support at home or in a preschool setting.
Referrals can come from:
- Parents or guardians
- Healthcare providers
- Child care providers or preschool teachers
- Other community partners
How to Make a Referral
If you have concerns about your child’s development or wish to learn more about the Child Find process in Weld Re-8, please contact:
Julie Falconer
Child Find Coordinator
Weld Re-8 School District
Weld Re-8 Specialized Programs
Weld Re-8 School District offers a continuum of specialized programs designed to meet the diverse needs of students with disabilities while keeping them as connected as possible to their neighborhood schools and peers. These programs are collaborative, student-centered, and focused on helping every learner reach their fullest potential.
🌱 18–21 Transition Program
The 18-21 Transition Program supports students with disabilities who have met high-school credit requirements but continue to need specially designed instruction and related services to prepare for life after school. The program focuses on post-secondary readiness, independent living, and community participation.
Key features:
- Individualized Transition Goals: Emphasis on employment, education/training, independent living, and self-advocacy.
- Community-Based Instruction: Students spend significant time in authentic community settings to practice skills (e.g., shopping, banking, public transportation).
- Work-Based Learning: Partnerships with local businesses provide supported job exploration, internships, and, when appropriate, competitive employment.
- Independent Living Skills: Instruction in cooking, budgeting, time management, and self-care.
- Student Voice & Choice: Students and families help shape schedules and experiences aligned with transition goals.
🧩 SOAR (Support, Opportunity, Access, Regulation)
The SOAR program is designed for students with Autism Spectrum Disorder (ASD) who require a more structured learning environment with higher levels of social-emotional and communication support.
Key features:
- Structured & Predictable Environment: Classrooms emphasize visual schedules, routines, and low-stimulus settings.
- Communication Development: Supports include augmentative/alternative communication (AAC), pragmatic language instruction, and social communication groups.
- Behavior & Sensory Supports: On-site behavior specialists and sensory tools help students regulate and engage.
- Inclusive Opportunities: Students participate in general education classes and activities as appropriate, supported by SOAR staff.
- Family Collaboration: Families partner with staff to ensure consistency between school and home strategies.
💙 SSN Program (Significant Support Needs)
The SSN program serves students with intensive cognitive, adaptive, communication, or physical needs who require significant modifications to the general education curriculum.
Key features:
- Individualized Instruction: Focus on functional academics, communication, and life skills alongside grade-level standards when appropriate.
- Communication Supports: Many students use AAC devices or other alternative communication methods.
- Adaptive Skills Development: Emphasis on daily living skills, social interaction, and community participation.
- Collaboration with Therapists: Integrated services from occupational, physical, and speech-language therapists to address mobility, communication, and independence.
- Inclusive Practices: Students access general education settings and school activities as appropriate, with necessary support.
💛 Affective Needs (AN) Program
The AN program supports students whose emotional or behavioral health needs significantly impact their ability to succeed in a general education classroom.
Key features:
- Therapeutic Supports: Embedded mental-health professionals (e.g., school social workers, counselors) provide ongoing individual and group support.
- Explicit Social-Emotional Learning (SEL): Daily instruction and practice in emotional regulation, problem-solving, and interpersonal skills.
- Behavior Intervention & Data-Driven Plans: Use of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP) to promote success.
- Collaborative Team Approach: Close partnership with families, outside providers, and the student’s IEP team to ensure consistent strategies.
- Gradual Integration: Students increase participation in general education settings as they demonstrate readiness, with a focus on returning to the least restrictive environment.
Can my child be suspended if they have an IEP?
Yes — students with IEPs can be suspended for violating the school’s code of conduct. However, there are important protections:
- A student with an IEP cannot be removed for more than 10 cumulative school days in a year for behavior that is a manifestation of their disability without an IEP-team decision.
- If the removal will be more than 10 days (either consecutively or in total), the district must hold a Manifestation Determination Review (MDR) to decide whether the behavior was related to the student’s disability or to a failure to implement the IEP.
- If the behavior is determined to be a manifestation of the student’s disability, the school cannot continue suspending the student for that behavior. Instead, the team must adjust the Behavior Intervention Plan (BIP) and provide services in the least restrictive environment.
- For serious incidents involving weapons, drugs, or serious bodily injury, IDEA allows a school to assign an interim alternative educational setting for up to 45 school days even if the behavior is a manifestation.
What is the difference between an IEP and a 504 Plan?
- An IEP (Individualized Education Program) is for students who qualify for one or more of the 13 IDEA disability categories and need specialized instruction.
- A 504 Plan is for students with a disability who do not need specialized instruction but require accommodations to access learning (for example, extended time on tests or preferential seating).
How is eligibility for special education determined?
- The school evaluates your child in all areas of suspected disability.
- A multidisciplinary team, including you as the parent/guardian, reviews the data to determine if the child meets Colorado eligibility criteria under one of the IDEA categories and needs specialized instruction.
- Consent from a parent/guardian is required before any initial evaluation or provision of services.
What if my child is struggling but I’m not sure they need special education?
- Talk with your child’s teacher or the school’s special education contact.
- Most students first receive support through the school’s Multi-Tiered System of Supports (MTSS) — such as small-group instruction or targeted interventions.
- If concerns persist, the team can discuss a referral for special education evaluation.
Who can refer a child for a special education evaluation?
- A parent or guardian
- A teacher or other school staff member
- A medical provider or outside specialist
- For young children (birth–5), families or caregivers can refer directly to Child Find
What is Child Find and is there a cost?
Child Find is a free program that evaluates children from birth through age 5 who may have developmental delays.
- Birth–3: Services are provided through Early Intervention (Envision).
- Ages 3–5: Evaluations and, if eligible, preschool special education services are provided by Weld Re-8 at no cost to families.
How often is my child’s IEP reviewed?
- At least once a year to review progress and update goals/services
- A re-evaluation must occur at least every three years (or sooner if requested by the team)
Can my child be educated in the general education classroom?
Yes — IDEA requires that students be educated in the least restrictive environment (LRE) appropriate for them. Whenever possible, students receive support and services in general education settings with their peers. A separate classroom or specialized program is considered only when a student’s needs cannot be met with support in general education.
What happens if I disagree with the school’s decisions about my child’s services?
You have several options:
- Request another IEP meeting to review concerns.
- Ask for an independent educational evaluation (IEE) at the district's expense in certain cases.
- Use the state’s dispute resolution options, which include mediation, state complaint, or due-process hearing.
How is transportation handled for students with IEPs?
- If transportation is required for a student to receive FAPE (for example, if the student’s disability prevents them from using regular school transportation), the IEP will include special transportation as a related service.
- If transportation is not listed as a related service, families follow the same transportation policies as other students.
Are there extra protections for students being evaluated but not yet found eligible?
Yes.
If the school knew or should have known that the student may have a disability (for example, if concerns were raised in writing or the student received interventions), the student is entitled to certain IDEA protections, such as those relating to discipline, during the evaluation period.
What are my rights as a parent in the IEP process?
- To give or deny consent for evaluations and services.
- To participate in all meetings and decisions.
- To receive a copy of the IEP and prior written notice before changes are made.
- To request revisions or additional meetings at any time.
- To access records and maintain confidentiality of student information.
How does Weld Re-8 support students as they prepare to leave high school?
Beginning no later than age 15, the IEP includes a Transition Plan that focuses on education/training, employment, and independent living after high school. Some students continue in our 18-21 Transition Program, which offers community-based instruction, work experience, and life-skills training.
Where can I learn more or ask questions about my child’s IEP?
You can start with your child’s case manager or special education teacher.
You can also contact:
Erin Peak
Director of Exceptional Student Services, Weld Re-8
303-857-3322