Special Education Process

To make an initial referral, you need to talk to a certified staff member at Columbia Public Schools (CPS). You can do this by:

• Talking to the school staff, or
• Writing down your request

If the school is unsure whether you really want an evaluation, someone from the school or testing team will call you within two school days to follow up. Sometimes, parents might not fully understand what special education means, and they may not have intended to request it.

What happens after the school receives your request?

Once the school gets your official request, they must give you a document called Procedural Safeguards within 5 days.

This document explains your rights and responsibilities as a parent under a law known as the Individuals with Disabilities Education Act (IDEA) and Missouri’s rules for special education.

Once a referral is made, the school has 30 days to decide if they believe your child might have a disability. 

If the School Does NOT Think Your Child Has a Disability

• The school will send you a letter called Prior Written Notice.

• This letter says the school will not do a full evaluation because they don’t think your child has a disability.

• Even though special education won’t be offered, your child can still get help through regular school programs.

• The school might take longer than 30 days if your child has many absences or if there are snow days, summer break, or other holidays.

• Your child might also qualify for a 504 Plan if they have a medical condition that needs special accommodations at school.

If the School Thinks Your Child Might Have a Disability

• The school will do a Review of Existing Data within 30 calendar days.

• This means the team looks at your child’s school records and talks with teachers and parents to decide what areas might need testing.

• Since the school suspects a disability, they will send you a Prior Written Notice asking for your permission to test your child.

• The notice will explain what tests they want to do.

• The school cannot start testing until you sign and give written permission.

• You can say no or change your mind at any time.

After You Give Permission

• The school has up to 60 days to finish the evaluation.

• Most testing happens during the school day.

• Sometimes, the school can take longer than 60 days, but they must write down the reason in the Evaluation Report.

• Reasons for extra time can include your child missing many days, snow days, or school breaks like summer or winter break.

The State of Missouri has 16 categories for special education eligibility. To learn more about the criteria for each category, please choose a specific category below.

• Autism
• Deaf/Blind
• Emotional Disturbance
• Hearing Impairment/Deafness
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment
• Specific Learning Disabilities
• Language Impairment
• Sound System Disorder (Articulation and/or Phonology)
• Speech - Fluency
• Speech - Voice
• Traumatic Brain Injury
• Vision Impairment/Blindness
• Young Child with Developmental Delay (criteria for initial eligibility assumes ages 3-5 and non-kindergarten eligible)

What happens during a student’s kindergarten year when they have had special education services as a “Young Child with Developmental Delay?”

Young Child with a Developmental Delay (YCDD) is a temporary special education category for young children.

• A child may continue to receive services under YCDD in kindergarten or first grade if they were identified before becoming eligible for kindergarten.
• The YCDD category cannot be used for continuing eligibility once a child turns 7 years old before August 1 of a school year.
• Because YCDD is temporary, students who are 6 years old and currently eligible under YCDD will have a reevaluation before the end of the school year so the IEP team, including the parent(s), can determine whether:
  • The student qualifies for special education services under a different disability category such as Autism, Language Impairment, Other Health Impairment, etc. (OR)  
  • The student does not qualify under another disability category. This would mean they would no longer receive special education services.
  • If this occurs, the student may still receive supports or interventions through general education.

You will meet with a team of trained school staff within 60 days after the school gets your signed permission for testing.

At this meeting:

• The team will go over all of the evaluation results.

• The team will talk about which disability categories (listed earlier) might apply to your child.

• To be eligible for special education, your child must:

  1. Meet the requirements for one or more disability categories, and

  2. Need special education services to learn in school.

What if the team doesn't agree?

If the team cannot agree about your child’s eligibility, the school district will make the final decision. You will receive a written letter called a Prior Written Notice, which explains the school’s decision and why it was made.

Who is on the Eligibility Team?

• You, the parent or guardian

• At least one general education teacher

• At least one special education teacher

• A school district representative

• Someone who can explain the test results

• Anyone else (invited by you or the school) who knows your child well

• Your child, when appropriate

Meeting Invitation

Before the meeting, the school will send you a letter with:

• The purpose of the meeting

• The names and roles of the people who will attend

• The date, time, and place of the meeting

• A reminder that you may invite other people who know your child and can help

After the eligibility meeting, the school must give you a copy of the Evaluation Report within a reasonable amount of time—usually within 20 days.

• Columbia Public Schools is responsible for providing evaluations for any student suspected of having an educational disability under IDEA or Section 504. This includes re-evaluations that are needed. The district is financially responsible for these.
• If parents or guardians do not agree with the school’s special education evaluation of their child, they can ask for an Independent Educational Evaluation (IEE) to be paid for out of school district funds. This request can be made to the Executive Director of Special Services or the Coordinator of Psychological Services.
  • The request for an IEE must be made within a reasonable amount of time and should be similar to the school’s evaluation that the parent or guardian disagrees with. This does not apply if the school did not think the child had a disability and did not do an evaluation after the parent or guardian asks for an evaluation. Parents and guardians do have the right to an IEE if the school does a re-evaluation using only the information they already have (without new testing).
  • Once an IEE is completed, the school team looks at the results and thinks about what the student needs to learn and do well in school. The IEE results will be added to the student’s school records and used to help make decisions about the student’s education.
• A parent or guardian can get an outside evaluation at their own cost at any time while their child is in school. The school will look at the results when making decisions about the student’s education.

• Some students need extra help, even if they do not qualify for an IEP (special education) or a 504 Plan. Parents or guardians can talk to the student’s teacher about the school’s Student Support Team and how the school gives different levels of support to help students in general education.
• If things change for the student, a new evaluation can be considered at a later time.

Once your child is found eligible for special education, the school will schedule a meeting to create an Individualized Education Program (IEP).

IEP Meeting Notification

You must get a written notice at least 10 days before the meeting—unless you choose to skip the 10-day waiting period. The notice will include:

• Why the meeting is being held

• The date, time, and place of the meeting

• The names or job titles of the people who will attend

• A reminder that you can invite anyone who knows your child well

• How to get a copy of your Procedural Safeguards (your rights)

The meeting should be at a time and place that works for both you and the school. You can ask for a different time or place, or join by phone or video call.

Important: The school must hold an IEP meeting once a year. This date cannot be changed, but the team can meet again later to make updates if needed.

Who comes to the IEP meeting?

Certain people must be at the meeting. These people are marked with an asterisk (*):

• You, the parent (or educational decision maker)*

• At least one general education teacher* (if your child is or may be in general education classes)

• At least one special education teacher or provider*

• Someone who can explain what the test results mean*

• A school representative* who:

  • Can supervise special education services

  • Knows about school classes

  • Knows about the school’s resources

• Other people who know your child well (you or the school can invite them)

• Your child, starting at age 16 or earlier if appropriate

Your Role as a Parent

Your voice is very important in the IEP process. The school will do its best to help you be part of the meeting.

If you can’t attend in person, you can join by phone, video call, or other methods. If the school tries to contact you but can’t reach you, or if you decide not to attend, the meeting may still take place. The school will keep detailed records showing how they tried to contact you (calls, letters, visits, etc.).

Developing the initial Individualized Education Plan (IEP)

If your child qualifies for special education services, the IEP team must meet within 30 calendar days after the team decides your child is eligible. Note: This 30-day timeline cannot be extended. 

Getting a Copy of the IEP

After the IEP is written, the school must give you a copy within a reasonable amount of time—usually about 20 days. The IEP will be sent to you by the Special Services Office.

Please review this helpful guide about what to expect now that your child has qualified for special education services.

The school will give you a Prior Written Notice that explains:

• The services and placement the team is offering

• The reasons for those decisions

Before the school can start special education and related services for your child for the first time, you must give written permission.

Services will begin as soon as possible after the school receives your signed permission. If you do not respond or if you say no, the school cannot start special education services for your child.

After you give written permission for your child to receive special education services, you can change your mind at any time. To do this, you must put your decision in writing and give it to the school. 

• Once you cancel your consent, your child will be removed from special education and will no longer receive services or protections under the Individuals with Disabilities Education Act (IDEA).
• If you later decide your child needs special education again, the school must start the evaluation process from the beginning to see if your child still qualifies.

An IEP, which stands for Individualized Education Plan, is an official document that explains the special education services your child will get. It also refers to the meeting where people talk about and decide on those services.

What Does the IEP Do?

• A meeting where parents, teachers, and sometimes the student work together to make decisions about the student’s education

• A written plan that records the decisions made during the meeting

• A tool to help the school provide the services your child needs

Why Is the IEP Important?

• It allows parents and school staff to work together as a team. They decide what the student needs, what services will be provided, and what progress is expected.

• It helps resolve disagreements between parents and the school about the student’s needs. They can first talk about it in the meeting, and if they still disagree, there are formal steps to follow.

• It explains in writing what support the school will offer to help the student do well.

What the IEP is NOT:

• It is not a daily lesson plan. It covers a whole year, not each school day.

• It is not an evaluation report. That report helps the team understand your child’s strengths and needs, and it’s used to help write the IEP.

• It is not a contract. It describes what the school plans to do, but it’s not a legally binding contract like one you’d sign for a job or service.

• It is not a full school curriculum. The IEP focuses on special education services, not the entire course of study.

• It is not permanent. As your child grows and changes, the IEP should also be updated to match their needs.

An Individualized Education Program (IEP) is like a roadmap. It shows:

• Where your child is right now
• What the goals are for the future
• How your child will get there with the help of school services

Based on your child’s most recent evaluation and input from the IEP team, the IEP includes the following parts:

Current level of functioning for the child: 

This section describes your child’s current skills and how they are doing in school.
It also explains how your child’s disability affects learning in the regular classroom.

Annual goals for the child: 

These are SMART goals, meaning they are:

• Specific
• Measurable
• Attainable
• Relevant
• Time-bound (have a clear deadline)

Goals focus on the skills your child needs to improve. If your child is in a functional skills program or takes alternate assessments, the IEP will also list short-term steps (objectives) to help reach the big goals.

Progress tracking: 

This section explains:

• How your child’s progress will be measured
• How often you will get updates about that progress

Special Education Services:

Lists all the services your child will get to help reach the IEP goals.
This includes:

• The type of service
• How often the service will happen
• Where the service will take place

Duration of Services:

Gives the start and end dates for each service listed in the IEP.

Involvement in the Regular Education Setting: 

Explains how much time your child will spend in regular education classes. If your child will be removed from regular classes, the IEP must explain why.

Accommodations/Modifications: 

Lists any changes your child needs in the classroom or on tests (like extra time or fewer questions) to help them learn and show what they know.

Post-Secondary Transition Statement, if applicable: 

By age 16, the IEP must include:

• Your child’s goals for life after high school
• Services and support the school will provide to help reach those goals

After the IEP team creates the IEP goals and chooses the needed services, they will talk about placement—where your child will receive those services.

Placement is based on:

• The services your child needs

• How to best support your child’s learning

• A legal rule called the Least Restrictive Environment (LRE)

What is the Least Restrictive Environment (LRE):

By law, students with disabilities should learn with students without disabilities as much as possible. The IEP team must first ask:

Can your child stay in the regular classroom and reach their IEP goals with extra help (called supplementary aids and services)?

If the answer is no, the team must choose a setting that:

• Still allows your child to spend time with other students as much as possible

• Is as close to your child’s home school as possible

Reasons a Child Might Learn Outside the Regular Classroom:

• The team might decide to place a child in a different setting when:

• The disability is so severe that learning in the regular classroom isn’t working, even with extra help

• The child’s behavior disrupts the learning of other students

• Special tools, supplies, or teaching methods needed can’t be used in the regular classroom

• The child needs a lot of changes to the regular classroom that would hurt learning for other students

• The child is too distracted or has trouble working with classmates

The team looks at all of these reasons together—no single factor can make the decision.

Types of Special Education Placement (K-12th grade):

• In regular classroom 80% or more of the day

• In regular classroom 40%–79% of the day

• In regular classroom less than 40% of the day

• Public separate school (day program)

• Private separate school (day program)

• Public residential school (live-in program)

• Private residential school (live-in program)

• Homebound or hospital instruction

Early Childhood Special Education (ECSE) Placements:

• Early childhood setting (with children without disabilities)

• ECSE classroom

• Home setting

• Part-time ECSE / part-time preschool

• Residential setting

• Separate school

• Itinerant services (teacher works with child outside the home)

Specialized Programs/Classrooms:

Most students with disabilities learn in their home school building. But for students with more significant needs, CPS has specialized classrooms in a few school buildings.

These classrooms:

• Offer more targeted support and structure

• Are taught by teachers with special training

• Use similar teaching methods and routines for students with similar needs

Even if a student is placed in a specialized classroom, it doesn’t always mean they spend more time outside the regular classroom than they would in their home school. If your child’s specialized classroom is not in your home school, the district will provide free special transportation to and from school.

We understand that discussing changes in your child’s educational placement can be emotional and sometimes difficult. Our goal is always to ensure your child receives the support they need to thrive academically, socially, and emotionally. We want to take a moment to explain how and why a student might move from a less restrictive environment (LRE) to a more restrictive environment and how we make these decisions as a team.

What Is the Least Restrictive Environment (LRE)?

Under the Individuals with Disabilities Education Act (IDEA), students with disabilities are entitled to be educated with their non-disabled peers to the greatest extent appropriate. This is called the Least Restrictive Environment.

Examples of less restrictive placements include:

• General education classrooms with or without support
• Co-taught classrooms
• Resource rooms (pull-out for short periods)

More restrictive placements may include:

• Special education classrooms
• Special schools or programs
• Home or hospital instruction

Why Consider a More Restrictive Placement?

A move to a more restrictive environment is never taken lightly. It may be considered when:

1. Current supports are not sufficient: Despite available interventions, your child may not be making expected progress academically, behaviorally, or socially.
2. Safety concerns: If a student is at risk of harm to themselves or others, a different setting may provide necessary support and structure.
3. Specialized instruction needs: Your child may require intensive, individualized instruction that cannot be adequately provided in the general education setting.
4. Emotional or behavioral needs: A more structured or therapeutic setting may better support your child’s social-emotional development.

How Are These Decisions Made?

Placement decisions are made by the Individualized Education Program (IEP) team, which includes:

• You (the parent or guardian)
• Special education teachers
• General education teachers
• School psychologists or other specialists
• School administrators
• Your child (when appropriate)

The team reviews:

• Your child’s IEP goals and progress
• Academic and behavioral data
• Observations and evaluations
• Your input and concerns

We aim to place your child in the least restrictive setting that can still meet their unique needs. If a more restrictive placement is recommended, it’s because we believe it will better support your child’s growth and success.

Is the Change Permanent?

No. Placements are revisited regularly. If your child progresses and can succeed with fewer supports, we can consider transitioning back to a less restrictive environment. The goal is always to increase inclusion where appropriate.