Special Education - Clark County School District

Clark County School District

Student Support Services Division

Special

Education

Procedures Manual

Revised 3/21/12

GAC 1393.13

CLARK COUNTY SCHOOL DISTRICT

MISSION STATEMENT

The mission of the Clark County School District is to

ensure that all students have the knowledge, skills,

attitude, and values necessary to achieve academically,

prosper economically and participate in democracy.

Dwight D. Jones

Superintendent

Dr. Lauren Kohut-Rost

Deputy Superintendent

Charlene Green

Deputy Superintendent

Michael S. Harley

Compliance Officer

BOARD OF SCHOOL TRUSTEES

CLARK COUNTY SCHOOL DISTRICT

Carolyn Edwards, President

Dr. Linda E. Young, Vice President

Deanna L. Wright, Clerk

Members

Lorraine Alderman

John Cole

Erin E. Cranor

Chris Garvey

STUDENT SUPPORT SERVICES DIVISION

MISSION STATEMENT

The division provides leadership, services, and support to strengthen

the capacity of schools, families, and communities to ensure

the success of all students through collaboration in the educational process.

Acknowledgements

Student Support Services Division

Charlene Green

Deputy Superintendent

Kim Wooden

Executive Director

Beth Howe, Ed.D

Executive Director

The Office of Compliance and Monitoring,

Student Support Services Division

Michael S. Harley, Esq. (IL)

CCSD Compliance Officer

Phoebe V. Redmond, Esq.

Director, Special Education Due Process Compliance

Vernon W. Josh Loehr, Ed.D

Coordinator, Special Education Due Process Compliance

Trish Sutton

Compliance Monitor

Wendy Hafenbreadl

Compliance Monitor

Cindy Cardwell

Compliance Monitor

Lucinia Eubanks

Compliance Monitor

Amy Benham-Mu?oz

Compliance Monitor

Ruth Wisniewski

Compliance Monitor

Barbara Fair

Administrative Secretary I

Charlotte Dancy

Secretary III

Theresa Bigay

Secretary II

Table of Contents

Chapter 1.0

INTRODUCTION

Chapter 2.0

PROCEDURAL SAFEGUARDS

Chapter 3.0

PRIOR NOTICE

Chapter 4.0

IDENTIFICATION

Chapter 5.0

EVALUATION

Chapter 6.0

ELIGIBILITY

Chapter 7.0

Individualized Education PROGRAMS

Chapter 8.0

PLACEMENT

Chapter 9.0

DISCIPLINE

Chapter 10.0

STUDENT RECORDS AND CONFIDENTIALITY

Chapter 1.0 INTRODUCTION

1.

This chapter serves as the introduction to the Clark County

School District Special Education Procedures Manual.

1.1

Purpose of this Manual

1.2

Applicable Laws and Regulations

1.3

Free Appropriate Public Education

1.4

Overview of the Manual

1.1

PURPOSE OF THIS MANUAL

This manual is designed for use by teachers, administrators, parents,

service providers, professionals, and others involved in the identification,

evaluation, and education of students with disabilities in the Clark

County School District (referred to as ¡°District¡±). The manual is intended

to guide the user in complying with federal and state legal requirements

as they apply to the District¡¯s interaction with students with disabilities

and their parents.

This manual frequently refers to District personnel who are responsible

for carrying out certain activities, as well as the appropriate contacts if

issues arise. If District personnel have any questions regarding the use

or interpretation of this manual or any legal or other issues affecting

students with disabilities, they should contact their Area Director or the

Office of Compliance and Monitoring.

1.2

APPLICABLE LAWS AND REGULATIONS

1.2.1. Individuals with Disabilities Education Improvement Act

(IDEA)

a. The Individuals with Disabilities Education Improvement Act

of 2004, often referred to as ¡°IDEA,¡± provides federal funds to

state and local agencies for the education of eligible students

with disabilities. In order to be eligible to receive services

under IDEA, a student must be determined to be a child with

a disability and to need special education and related services

(each as defined under IDEA).

b. The District receives IDEA funds for the education of

students with disabilities only if it complies with the specific

requirements of IDEA. They include, among other things,

the requirement to identify and evaluate students who may

have disabilities, to determine the eligibility of such students,

to develop individualized education programs, to place

students in appropriate settings, to follow certain procedural

safeguards (including in connection with disciplinary actions),

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