At Wildflower Montessori Public Schools of Colorado (WMPSC), we believe every student deserves a tailored education. Our Special Education team uses a student-focused, inclusive, and collaborative approach to assess academic gaps and foster growth. By combining individualized learning plans with Montessori-aligned instruction, we provide the tools and resources all learners need to reach their full potential.

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The section below provides an overview of what services are available when a student qualifies for an Individual Education Plan (IEP). Although the process may seem complex at a glance, the WMPSC team provides continuous support and partnership for families and students throughout the school year.

 

If you want to learn more about our processes or have specific questions about Special Education, please contact Rosalind Roybal, WMPSC Special Education Coordinator, at rosalind@wfcopublicschools.org.

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The process at a glance:

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*After initial qualification, an IEP review is completed annually and a reevaluation every 3 years. 

NOTE: Drafts are not always sent home prior to meetings. Our team will make every effort to do so at least 3 days in advance.​

 

Overview of Special Education Services:

We are committed to the importance of serving all students in their Least Restrictive Environment (LRE). This means that services can be provided in either the general education classroom or in alternative settings, depending on the needs of the student. Qualified service providers, including paraprofessionals functioning under the direct supervision of a licensed educator, will deliver these services.

The determination of the appropriate services, as well as the specific settings for delivery, is made on an individual basis for each student during the Individualized Education Program (IEP) process. Our goal is to ensure that each student receives the support they need to thrive academically and socially.

• Service providers will rely on their professional expertise and utilize research findings, alongside both quantitative and qualitative data collected during the evaluation process. This information will guide them in making informed decisions and recommendations regarding service delivery and placement. 

• Services are determined on an individualized basis and are based on student need as reflected in the Impact of Disability section of each IEP. Service time should be based on the amount of time needed for students to make progress on their goals; as each goal is related to their needs. 

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Types of Special Education Services

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INDIRECT SERVICES 

Indirect services are services provided for the student, but not directly with the student. They are also called consult services. All providers, including related services providers, can give direct services. 

 

Indirect may include:

• Consulting with outside service providers on a regular basis 

• Reviewing student data with the student’s general education team 

• Collaborating with team members to review or model accommodations

• Check in with the students education team on how behavioral support across environments are being implemented and the impacts (positive or negative) 

• Operationalizing the IEP by providing support and services throughout the school day without direct support to student 

• Providing assistive technology for students to use/training and function of use

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DIRECT SERVICES 

Direct services are services when a special education teacher or related service provider is working directly with a child, with a disability, to provide specially designed instruction or related services. All providers, including related services providers, can give direct services.

 

Direct may include: 

• Services given inside or outside of the general education classroom

• Time varies- it should be calculated based on the individual needs of the student and may differ in contact time for each service

• May be provided by a paraprofessional or other staff member when delegated and directly supervised by a licensed provider

• Given in small group, individually or in the general education 

• Both pull out and push are considered direct services  

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RELATED SERVICES 

Related services are supportive services designed to help students with disabilities benefit from their special education program in addition to services given by special education teachers. They are educationally relevant and occur entirely during school hours. Service delivery options can include direct or indirect support. 

 

Common Services & Providers

• Speech & Language Therapy – Delivered by Speech & Language Pathologists (SLP)

• Occupational Therapy – Delivered by Occupational Therapists (OT)

• Physical Therapy – Delivered by Physical Therapists (PT)

• Social-Emotional Wellness – Delivered by School Social Workers or Psychologists

• Specialized Hearing Support – Delivered by Audiologists or Deaf/Hard of Hearing Teachers

IEP Requirements for Related Services

• Services cannot stand alone on an IEP

• Services must connect to a primary special education teaching services or Speech and Language Services

• Speech and Language is the only service that can stand alone on an IEP without requiring special education teacher services

 

OTHER SERVICES

Other services which could be provided to children throughout the continuum include, but are not limited to: 

 

• Assistive Technology

• Specific instructional practices 

• Behavioral Intervention Plans 

• Instructional Adaptations 

• Curriculum Modifications 

• Personal care services 

• Behavioral Support

• Communication plans

• School Health/Nursing Services 

• Vision Education services 

• Orientation and Mobility Services 

• Special Transportation