Special Education

AKCS utilizes the Multi-Layered Systems of Support (MLSS) model beginning with the provision of high quality, research-based classroom instruction delivered by highly qualified teachers in the general education setting.  Layers 2 and 3 interventions are directed by the MLSS Team, highly qualified teachers, a social worker, and a reading interventionist.  The MLSS team is a school-based group of teachers that are collaborative and experienced.  The interventions are documented and supported by the classroom teacher on the students’ MLSS plan.  Interventions provided are designed to meet the unique needs of each child and are documented and modified as needed.

For qualifying students whose parents agree to the provision of special education services, there is a continuum of services available through the multi-age, inclusion model.  General Education and Special Education teachers meet as weekly grade-level teams, shared consultation time, and in-service days.  There are limited segregated services for students demonstrating the greatest needs.  No students are excluded from core content areas in the general education setting.  The Special Education team consists of eight full-time Special Education teachers, administration, two Speech-Language Pathologists; two Social Workers, one Occupational Therapist; one part time Physical Therapist; a registered school Nurse; and a Special Education Coordinator.  Educational Assistants provide support in the general education classroom in collaboration with General and Special Education teachers.  Weekly Special Education team meetings and on-going professional development through outside professionals and trainings further the support of instruction and services.

The educational team and parents/guardians review best practice, present levels of performance, any relevant testing, and observations in order to propose items consistent with a Free and Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE). The educational team works to meet the individual needs of the child(ren) to ensure adequate success academically, functionally, and socially.  Our team is committed to the provision of appropriate services for each child and their unique needs.  Our goal is to provide supports, services, and instruction in a manner consistent with LRE and access to grade-level curriculum. 

See section 4.21 of the AKCS Family/Student Handbook for information regarding discipline of students with disabilities and the manifestation determination process. Discipline of students with disabilities shall be governed by the procedures set forth in Section 6.11.2.11 NMAC.