Special Education Family Handbook (Preview)

Does My Child Need Special Education Services?

At Academy District 20 (ASD20), we ensure young learners experiencing developmental delays receive the support they need to succeed in school. Our Child Find program identifies children with significant developmental delays. The process may start with a developmental screening and, when appropriate, a multidisciplinary evaluation to determine eligibility for preschool special education.

The Child Find program is available at no cost to families living within ASD20 boundaries. If you reside outside this area, please contact your local school district’s Child Find office.

Early identification and intervention can greatly improve a child's educational outcomes and overall development. Child Find helps guarantee every child has access to the support needed to thrive in their educational journey.

Who Can Benefit From Child Find?

Child Find serves all children from birth to age 21 who live in Colorado. It is especially helpful for children who:

• Have developmental delays or disabilities

• Are struggling academically, socially, or emotionally

• Have been recommended for evaluation by a teacher, doctor, or other professional

How Does Child Find Work?

Child Find provides early identification and support for children from birth to age 21 with developmental delays, disabilities, or academic, social, or emotional challenges. The process typically includes the following steps:

• Referral: Anyone who suspects a child may have a disability can make a referral, including parents, teachers, doctors, or other concerned individuals.

• Screening: After a referral, the Child Find team conducts a preliminary screening to determine if further evaluation is necessary.

• Evaluation: If screening indicates potential concerns, specialists perform a comprehensive evaluation to assess the child's needs.

• Eligibility Determination: Based on evaluation results, the team decides if the child qualifies for special education and related services.

• Individualized Education Program (IEP): If eligible, an IEP is developed outlining specific goals, services, and supports tailored to the child's unique needs.

Getting Started

Children who are preschool age-eligible can be referred by completing an intake form or contacting the preschool office. Children who are kindergarten- age eligible can contact the child’s home school for further information.

Children Up to 3 Years of Age

For children up to 3 years old, referrals can be made to The Resource Exchange at 719-577-9190. They provide information about your child, intervention services, service coordination, and eligibility determination.

Children 3 to 5 Years Old

Children 3 to 5 years old who preschool age-eligible are evaluated through the preschool special education process.

Contact:

• Kelly Cluxton

• Academy School District 20 Child Find Coordinator

• kelly.cluxton@asd20.org

• 719-234-1755

Or use our online intake form.

Children 5 Years and Older

Parents or guardians of children entering kindergarten who are 5 years or older by Oct. 1 of the current school year should contact their student's school or the ASD20 Special Education Office at 719-234-1331 if they have concerns about their child’s development.

If you're new to the world of Special Education, we recommend starting on our Identifying Your Student's Needs page.

Resource Program

Students served in the resource program are provided individualized instruction and intervention to support the whole child including academics, behavior, communication, social, emotional, adaptive, sensory and physical needs in the least restrictive environment. Our purpose is to provide students with access to general education and grade level standards.

Related Services

Related services are determined by evaluation data and information gathered by the Individualized Education Plan (IEP). These services are provided to help students access the general curriculum. Individual service providers serve a variety of schools within Academy District 20. Related services include speech, occupational therapy, physical therapy, vision, deaf and hard of hearing, and mental health.

Preschool

Preschool introduces children to the structure, routine and focus of school. Students also build cognitive, social, emotional and language skills. Preschool gives children, ages three to five (if not yet eligible for kindergarten), and introduction to learning as teachers guide them through play-based programming. Our classes are integrated. Children with developmental delays benefit from typical models that encourage language, cognition and social development. Visit our Preschool page for additional information.

Center Based Programs

Center Based programs are specialized classrooms located in many neighborhood schools across the district. These programs provide an intensive level of support based on the individual needs of the student and access to additional resources and support. Students in center based programs can demonstrate deficits in academics, behavior, communication, social, emotional, and/or independence that are impacting their access to general education. These students are unable to get their needs met within the neighborhood school setting alone. The process for a center based program is data driven, an IEP team decision, and the district's Special Education Department must be included in the decision to change a student's placement. Our Center Based Programs are:

Affective Needs (AN)

Affective Needs (AN) Programs serve students with social, emotional, or behavioral needs who require specialized programming based on their unique needs. In AN programs, we focus on building relationships in a safe and consistent environment within an academic setting. Students who come to AN programs have frequently had behavior challenges in their previous setting, and require more structure and time to build school-ready behaviors. Affective Needs (AN) programs are available at these D20 schools:

• Academy Endeavour Elementary School

• Foothills Elementary School

• Frontier Elementary School

• Eagleview Middle School

• Timberview Middle School

• Air Academy High School

• Liberty High School

• Pine Creek High School

Significant Support Needs (SSN)

Significant Support Needs (SSN) programs serve students who have cognitive, developmental, physical or orthopedic disabilities, including Traumatic Brain Injuries. Rigorous instruction and programming is designed to address individualized needs to maximize potential including increased communication and independence for further education, employment, and independent living. Instruction is guided by district-approved curriculum and the state modified standards. Significant Support Needs programs are available at these D20 schools:

• Chinook Trail Elementary School

• Legacy Peak Elementary School

• Discovery Canyon Campus Elementary School

• Pioneer Elementary School

• Edith Wolford Elementary School

• Prairie Hills Elementary School

• Explorer Elementary School

• Woodmen-Roberts Elementary School

• High Plains Elementary School

• All Middle and High Schools

Communication and Social Development (CSD)

Communication Social Development (CSD) program supports students who need help building social communication, emotional regulation, and coping skills. Students are typically working at or near grade level, and while academic support is provided as needed, the main focus is helping students develop the skills to successfully and independently access the general education classroom. The program is designed to support students with needs related to autism, but it is not limited to a specific eligibility, and it is not intended for students whose needs are primarily due to broader emotional concerns or for those who qualify for an intellectual disability program. Available at:

• Academy International Elementary School

• Antelope Trails Elementary School

• Mountain View Elementary School

• Ranch Creek Elementary School

• Rockrimmon Elementary School

• The da Vinci Academy

• Eagleview Middle School

• Discovery Canyon Campus Middle School

High Schools: CSD programming is not available at our high schools, instead, high school CSD supports are provided through IEP services; contact Special Education for placement/questions.

Bridges Program

Your student will make a number of transitions during their school career: elementary-to-middle school, middle-to-high school, and high school to the adult world. Bridges is our program designed to support students with disabilities as they transition from high school to the adult world. This dynamic partnership engages young adults, families, staff, community agencies, and the broader community through shared participation and responsibility. The program provides individualized services tailored to each student’s needs—determined through the IEP process—until the semester in which they turn 21. These flexible and varied supports connect students and parents with opportunities that promote skill development, self-advocacy, and independence. To learn more, please visit our Bridges page.

Other Transition Programs

Project SEARCH helps students build job skills through classroom instruction and internships at UCHealth, with the goal of competitive employment. Explore the UCHealth program details and application information to learn whether this opportunity may be a good fit.

The School to Work Alliance Program (SWAP) helps young adults ages 15-24 with disabilities explore careers, build workplace skills and prepare for competitive employment. Review the eligibility guidelines and services, then contact a SWAP coordinator to learn whether the program may be a good fit.

Contacting the Right Person

Knowing who to reach out to can make a big difference. Whether you have questions, concerns, or need guidance, this quick guide will help you connect with the right person to support your child’s success.

1. Case Manager

   • Role: Coordinates and facilitates the IEP process and services for your child, collecting and processing relevant information.

   • When to Contact: Reach out first if you have questions or concerns about your child’s IEP, services, or general progress.

   • How to Contact: Find contact information in the IEP documentation or by calling the school's main office.

2. Building Principal

   • Role: Oversees special education services within the school, ensuring all students receive appropriate support.

   • When to Contact: Contact if your concerns are not fully addressed by the case manager or if you have broader concerns about special education services.

   • How to Contact: Reach the principal through the school’s main phone line or email, available on the school’s website.

3. Principal Supervisor (PSSG)

   • Role: Provides oversight and support to the building principal.

   • When to Contact: Contact if your issue is unrelated to special education and remains unresolved after speaking with the case manager and building principal.

   • How to Contact: Obtain contact information from the school's main office or the District’s website.

4. District Special Education Administrator

   • Role: Supports the special education program for their assigned school, ensuring compliance with federal and state laws and District policies.

   • When to Contact: Reach out if concerns remain unresolved after speaking with the case manager and building principal.

   • How to Contact: Find contact information on the District’s website or by calling the District’s main office.

5. Director for Special Education for Instruction

   • Role: Oversees instructional practices and programs within special education.

   • When to Contact: Contact if your concern is related to instructional issues and remains unresolved.

   • How to Contact: Find contact information on the District’s website or by calling the District’s main office.

6. Executive Director for Special Education

   • Role: Provides overall leadership and direction for the District’s special education programs.

   • When to Contact: Contact if all other avenues have been exhausted and your concern remains unresolved.

   • How to Contact: Contact information is available on the District’s website or by calling the District’s main office.

By following these steps, you can ensure your concerns are heard and addressed at the appropriate level. Effective communication is key to supporting your child's educational needs and ensuring their success.

Special Education Leadership and Administration

• Director for Student Support Services: Julie Cassano, 719-234-1375

  • AVHS, MVES

• Director for SPED - Instruction: Sarah Ricci, 719-234-1371

• Special Education Administrator: Lisa Brandt, 719-234-1376

  • ATES, DCCES, DCCMS, DCCHS, RCES, TdVA

• Special Education Administrator: Stacey Randle-Montoya, 719-234-1387

  • AEES, AIES, FRES, HPES, MRMS, PIES, RHS

• Special Education Administrator: Jenny Swan, 719-234-1324

  • CMS, CTES, CTMS, EHES, EWES, PCHS

• Special Education Administrator: Kendra Boyer-Evers, 719-234-8514

  • AAHS, DVES, EMS, FHES, RRES, VMS, VHS, WRES

• Special Education Administrator: Jessica Booth-Snider, 719-726-4547

  • Bridges, EXES, LHS, LPES, PHES, TMS

Special Education Facilitators

• Child Find (3-5 years old) Facilitator: Kelly Cluxton, 719-234-1755

• Instruction Facilitator, Elementary Resources: Andrea Farley, 719-234-8440

• Instruction Facilitator, Secondary Resources: Justin Chidester, 719-234-1315

• Instruction Facilitator, SSN: Kathie Garner, 719-234-1370

• Instruction Facilitator, AN: TBH

• Instruction Facilitator, CSD: Jennifer Esquibel, 719-234-8393

Special Education Family Liaison

Our Family Liaison is here to support you, whether you have questions or need help finding resources. They are your go-to person for navigating special education and connecting with the right support.

Carol Green
719-234-1366

What is an IEP?

The Individual Education Program (IEP) is a yearly plan developed by parents or guardians and school personnel to support a student’s success in school. It outlines instruction, goals, services, supports, and methods to measure individual student progress.

The IEP Meeting

The IEP meeting focuses on determining the services, supports, and accommodations a student needs. The team reviews the student’s strengths and weaknesses to decide on the best strategies and programming. Decisions are based on data and parent input documented in the Present Level section of the IEP. Criteria are established to monitor progress. The plan is reviewed annually and adjusted as needed. Parents or guardians have the right to request updates or an IEP meeting if they have concerns about progress.

IDEA and Section 504

Students with disabilities are protected by federal laws that ensure they receive a free and appropriate public education. Two key laws are the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

• Individuals with Disabilities Education Act (IDEA): This federal law authorizes special education and early intervention services for children with disabilities in the U.S.

• Section 504: This civil rights law prohibits discrimination based on disabilities in all federally funded programs and activities, including public schools.

Understanding Section 504 Eligibility

Section 504 protects eligible students whose disability substantially limits a major life activity, such as walking, speaking or learning. Each Academy District 20 school has a process to identify eligible students and provide supports. A school counselor or administrator can explain Section 504 and the school’s process for developing a 504 Plan.

Section 504 and IDEA both protect access to a free appropriate public education, but their eligibility requirements differ. A student may qualify for a 504 Plan without qualifying for special education services under IDEA. A special educator, school counselor or administrator can help you understand which supports may apply to your student.

Eligibility for Special Education Services

Under IDEA, a multidisciplinary IEP team—comprising qualified professionals and parents or guardians—determines if a student has a disability requiring special education services.

The team uses evaluation data and information from various sources, including parent-provided information, to decide if the student meets state eligibility criteria. Eligibility means the student needs additional educational services because their disability impacts their ability to benefit from general education without support.

To qualify under IDEA, a student must require special education due to a disability in one or more of the following categories:

• Autism Spectrum Disorder

• Hearing Impairment, Including Deafness

• Developmental Delay

• Serious Emotional Disability

• Intellectual Disability

• Multiple Disabilities

• Orthopedic Impairment

• Other Health Impairment

• Specific Learning Disability

• Speech and Language Impairment

• Traumatic Brain Injury

• Visual Impairment, Including Blindness

• Deaf-Blindness

More information about disability categories and eligibility is available at the Colorado Eligibility Criteria page on the Colorado Department of Education website.

Types of Meetings

• Eligibility Meeting – This initial meeting takes place after a referral and completion of testing. The team discusses results and determines whether the child needs special education services. If eligible, school personnel and parents/guardians develop an IEP within 30 days, outlining services, specific goals, accommodations, and modifications.

• Annual Review Meeting – An IEP must be reviewed annually within 365 days of the last IEP date. This meeting evaluates the student’s progress and any needed changes to the IEP. Additional meetings may be requested by parents/guardians or school staff as necessary.

• Triennial Eligibility Meeting (Re-evaluation) – Every three years, the student’s eligibility for special education services must be re-evaluated. The district must obtain parent/guardian consent through the Prior Written Notice and Consent Process (PWN/C). The IEP team coordinates with parents/guardians to determine needed assessments. After testing and evaluation, the team decides if the student remains eligible and what IEP adjustments are necessary.

IEPs may be amended without a meeting if parents/guardians and the district agree, minor changes to an IEP may be made without a formal meeting through an amendment. This process saves time when only minor changes are needed. Amendments do not change the due date of the next Review/Annual Meeting.

Transition timelines from elementary to middle school, middle to high school, and postsecondary transitions are outlined here. Key planning steps are organized by time period, with suggested actions for families to help students prepare for a successful transition.

Elementary to Middle School

October–December (Fall of 5th Grade): Understand Your Path

• Confirm the assigned school based on your address.

• Meet with the current teacher or special education case manager.

• Review the student’s strengths and needs.

• Consider whether the neighborhood school is the right fit.

January–March (Spring of 5th Grade): Learn About the Middle School

• Review the middle school website.

• Attend school choice information nights.

• Learn the bell schedule.

• Explore electives, clubs, and other offerings.

• Learn about special education supports.

• Be aware of enrollment or application deadlines, if applicable.

March–May (Spring of 5th Grade): Participate in New School Events

• Attend orientation or welcome nights.

• Indicate preferred electives and additional courses when available.

• Request a tour if needed.

• Meet new staff members.

• If needed, hold a transition meeting to review the IEP and the plan for the first weeks of school.

August of 6th Grade: Prepare for the Start of School

• Complete required forms.

• Set up transportation.

• Apply for bussing if needed.

• Complete special education bussing forms if applicable.

• Check the bus schedule in the parent portal.

• Check supply lists and organize materials.

• Practice routines such as using a locker, following a schedule, and using a computer.

First Weeks of 6th Grade: Settle In and Communicate

• Help your child learn the new schedule and routines.

• Check in with the student about changes.

• Stay in touch with the new school if concerns come up.

Middle to High School

October–December (Fall of 8th Grade): Understand Your School Path

• Confirm the assigned school based on your address.

• Meet with the current teacher or case manager.

• Review the student’s strengths and needs.

• Consider whether the neighborhood school is the right fit.

January–March (Spring of 8th Grade): Learn About the High School

• Review the high school website.

• Attend school choice information nights.

• Learn the bell schedule.

• Explore electives, clubs, and other offerings.

• Learn about special education supports.

• Be aware of enrollment or application deadlines, if applicable.

March–May (Spring of 8th Grade): Participate in New School Events

• Attend orientation or welcome nights.

• Indicate preferred electives and additional courses when available.

• Request a tour if needed.

• Meet new staff members.

• If needed, hold a transition meeting to review the IEP and the plan for the first weeks of school.

August of 9th Grade: Prepare for the Start of School

• Complete required forms.

• Set up transportation.

• Apply for bussing if needed.

• Complete special education bussing forms if applicable.

• Check the bus schedule in the parent portal.

• Practice routines such as using a locker, following a schedule, and using a computer.

First Weeks of 9th Grade: Settle In and Communicate

• Help your child learn the new schedule and routines.

• Check in with the student about changes.

• Stay in touch with the new school if concerns come up.

Topics to Discuss With Your Student’s New School

Use these topics to guide conversations as your student moves to a new school level. They can help families gather information whether a student is in general education, has an IEP, or has medical or mental health needs.

• School overview and culture: Learn about the school’s expectations and community.

• Daily routines and logistics: Discuss schedules, transportation and the school day.

• Academic support and communication: Learn how to find help and communicate with teachers.

• Social, emotional and behavioral support: Discuss available supports and your student’s needs.

• Extracurricular activities and student life: Explore ways to participate and connect with peers.

• Questions for students with IEPs: Discuss how the new school will support your student’s IEP.

• Medical and health needs: Share information that will help the school support your student.

• After enrollment: Plan how to check in once your student begins attending.

Postsecondary Transition – Bridges

Bridges supports students as they transition from school to the adult world. Find out more about this program on our Bridges page.

How Educational Placement Is Determined

When a student becomes eligible for special education services, the Individualized Education Program (IEP) team develops a written plan for that student. This plan will include information about educational goals, services, supports and accommodations and will identify who is responsible for assessing the student in reaching each goal. Additionally, the plan will identify the educational setting where the student will receive these services. Least restrictive environment (LRE) is an important concept to understand when a team is determining how to meet the educational needs of a student. LRE means that the IEP team should design educational supports and services, so the student can be educated in the general education environment with their peers, to the maximum extent appropriate/possible. The IEP team should provide documentation and justification whenever education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Following is a description of possible service options for students, which is captured in the LRE grid and service delivery statement:

Direct Services

Direct special education and/or related services are those services provided directly to the student in a one-on-one, small group, or large group setting by:

• An appropriately CDE-licensed and endorsed special education teacher or special education related services provider;

• A paraprofessional under the supervision of an appropriately licensed and endorsed special education teacher or related services provider;

• A speech language pathology assistant (SLPA) under the supervision of a CDE-licensed speech language pathologist who holds a national certification. SLPAs must possess a credentialing authorization from the CDE.

Indirect Services

Indirect services are those provided by special education staff and/or related service providers on behalf of a student, but not directly to the student. These services could be delivered to educators (who are appropriately licensed, endorsed, or authorized), parents/guardians, and other agencies by a qualified special education teacher or related service provider. Indirect services may also include time spent by these professionals modifying materials.

Least Restrictive Environment

Least Restrictive Environment means that: (1) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and (2) Special classes, separate schooling, or other removal of children with disabilities from the general educational environment occurs only if the nature or severity of the disability is such that education in general educational classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Specialized Programs in the District or in Another District

In some cases, it is not reasonable to provide the support required by the student in a general education classroom. In these instances, the appropriate educational placement for an individual student may necessitate that the student be transported by the school district to another neighborhood school. In some instances, the student’s needs may be so specialized that the student may be transported by the school district to a school or facility in a neighboring school district.

Professional Roles

You may have contact with many of the following individuals at some stage of the special education process. The following information is intended to provide information about their role.

Audiologist

The audiologist tests the student’s hearing to determine if the hearing is adequate for promoting the highest rate of learning. The audiologist also assists parents/guardians and teachers in managing hearing concerns.

Adaptive Physical Education

The Adapted Physical Education (APE) teacher is an educationally trained professional who is able to assess individual students and develop, adapt and implement specialized physical education programs in the motor domain.

Director Designee

A Director Designee in a school district acts as a representative at annual review meetings for students with special needs. This role involves ensuring that all team members, including parents and educators, participate fully in discussions about a student's Individualized Education Program (IEP). The Director Designee must be knowledgeable about special education services, the general education curriculum, and District resources. They have the authority to commit certain District resources and ensure that the services outlined in the IEP are provided.

School Counselor

The school counselor’s role will vary across schools. The school counselor may share information on ways to help the student improve their self-concept and communicate more effectively. Some school counselors have responsibility for academic scheduling, academic assessment coordination, transition programs and post-secondary advisement.

Occupational Therapist (OT)

An occupational therapist is a trained health professional that uses purposeful, goal directed activities and task analysis to enable a child with a disability to benefit from their individualized education program (IEP). Federal law mandates that occupational therapy (OT) in the school system be educationally relevant. The focus of OT services in a school setting is to promote functional independence or participation within the educational environment.

Orientation And Mobility (O&M)

Orientation and mobility services means services provided to blind or visually impaired children by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community.

Educational Interpreters

Interpreters for the deaf and hard of hearing who work as related service providers in a school setting are referred to as educational interpreters. The educational interpreter serves as a communication link and facilitator between deaf and hard of hearing individuals and those who are speaking to communicate (i.e., the teacher, classmates, or other school personnel).

Physical Therapist (PT)

Physical therapists work collaboratively with a student’s IEP team to improve student access and participation in school and community settings. Physical therapists provide professional expertise in the areas of self-help skills, foundational gross motor skills, mobility skills (transfers, walking, and equipment use), posture and positioning, and recreational skills for age-appropriate play. Physical therapy interventions promote skill acquisition and environmental adaptation and are commonly embedded within the context of student activities and routines.

School Administrator

The building principal oversees special education services within the school. Contact the principal if your concern remains unresolved after speaking with the case manager. A principal or assistant principal may also participate on the IEP team and serve as the district’s representative.

General Education Classroom Teacher

The classroom teacher will provide information about the daily social, emotional, and academic performance of the student in the general classroom. This information helps determine eligibility for special education services and reflects the progress of the student in a special education program. The general education teacher is often the grade level teacher in elementary school, and content specific teacher for grades 6-12 (i.e. Science, PE, Choir). They are responsible for teaching the grade level standards to the student.

Case Manager

Your case manager coordinates the IEP process and services. Contact your case manager first with questions about your student’s IEP, services or progress. Contact information is available in the IEP documentation or from the school office.

School Nurse

School nurses support student success by providing health care through assessment, intervention, and follow-up for all children within the school setting. The school nurse addresses the physical, mental, emotional and social health needs of students and supports their achievement in the learning process. These professionals not only provide for the safety and care of students and staff but also address the need for integrating health solutions into the education setting.

School Social Worker

The school social worker evaluates the social, emotional, and cultural factors affecting the student’s progress at school. The school social worker may work directly with the student or consult with parents/guardians, teachers, or community service providers to improve the student’s performance at school.

School Psychologist

School psychologists lower barriers to healthy learning and behavior through intervention, prevention, assessment, consultation, and advocacy. School psychologists work with parents/guardians, educators, and other mental health service providers to help each child develop resiliency, competence, and self esteem, resulting in improving the lives and learning of children and youth.

Special Education Teacher

The special education teacher helps to assess the academic functioning of the student and will design, implement, and evaluate the instructional programming to meet the student’s special education needs. The special education teacher may provide instructional and/or consultation services in a general education classroom, a self-contained classroom, or in a center-based program other than the neighborhood school.

Speech/Language Therapist

The speech/language therapist evaluates the student’s communication skills and provides direct services to the student to help improve speech, language, and social communication skills. The speech/ language therapist may also assist teachers and parents/guardians in educational programming to improve communication skills.

Teacher Of The Deaf/Hard Of Hearing

The teacher of hearing impaired provides evaluation and special programming for students who have an educationally-significant loss of hearing which would affect the ability to communicate with others. The teacher of hearing impaired may provide direct services to students and consultation services to parents/guardians and teachers.

Teacher Of The Visually Impaired

The teacher of the visually impaired provides evaluation and special programming for students who have significant vision impairment. The teacher of visually impaired may provide direct services to students and consultation services to parents/guardians and teachers, including orientation and mobility services.

Bridges (Transition) Coordinator

The Bridges coordinator assists in developing transition strategies that may be appropriate for the student and family. The Bridges coordinator provides information to staff, students, and family members regarding school/community programs and may assist in the transition from school to adult/community living.

School To Work Alliance Program (SWAP)

SWAP assists young adults with disabilities in the transition from school to employment, supports successful employment outcomes, and builds community connections. Explore SWAP eligibility, services and contacts.

Who May Act as a Parent Under IDEA?

Parent means: (a)(1) A biological or adoptive parent of a child; (2) A foster parent, unless State law, regulations, or contractual obligations with a State or local entity prohibit a foster parent from acting as a parent; (3) A guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the child (but not the State if the child is a ward of the State); (4) An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; or (5) A surrogate parent who has been appointed in accordance with § 300.519 or section 639(a)(5) of the Act. (b)(1) Except as provided in paragraph (b)(2) of this section, the biological or adoptive parent, when attempting to act as the parent under this part and when more than one party is qualified under paragraph (a) of this section to act as a parent, must be presumed to be the parent for purposes of this section unless the biological or adoptive parent does not have legal authority to make educational decisions for the child. (2) If a judicial decree or order identifies a specific person or persons under paragraphs (a)(1) through (4) of this section to act as the ‘‘parent’’ of a child or to make educational decisions on behalf of a child, then such person or persons shall be determined to be the ‘‘parent’’ for purposes of this section.

Find current Special Education contacts and guidance on whom to contact.

SEAC Purpose

The role of the Academy District 20 Special Education Advisory Committee (SEAC) is to support and shape the quality of services provided to children with disabilities.

The committee's work is crucial, with benefits that directly support our students. By increasing involvement, enhancing communication, and fostering stronger relationships among stakeholders, the SEAC plays a pivotal role in ensuring that students with special needs receive the most appropriate education possible. The Academy District 20 SEAC offers suggestions to enhance performance indicators and improve services for students with disabilities. As collaboration across the district improves, programming for both students with and without disabilities strengthens, paving the way for improved student achievement.

The Special Education Department in Academy District 20 fully embraces the mission statement for SEAC committees set forth by the Colorado Department of Education. Our mission is to actively represent children/youth with disabilities and influence decisions made on their behalf to enhance the quality of educational services provided.

SEAC Recommendations and Accomplishments

SEAC regularly identifies opportunities to improve services and experiences for students with disabilities and their families. Explore recent SEAC recommendations, district responses and progress on our SEAC Stakeholder Recommendations page.

SEAC Membership

Being part of our Special Education Advisory Council (SEAC) is an opportunity to increase student success, address systemic concerns, build trust, connect resources, and foster positive relationships. We hope that you will consider applying to become a member of SEAC.

We recognize that becoming a member in our SEAC represents a significant commitment of your time, but we think you'll find it rewarding! Our focus is on identifying and developing ideas and solutions regarding specific areas of concerns as identified by our members.

When we have openings in our council, we'll post an announcement calling for applications. Membership is typically filled by the end of September each year.

Membership Expectations

• Engaging with the District

  • Learn about the school district’s structure and policies

  • Attend all SEAC meetings

  • Read and respond to coordinator emails between meetings

  • Represent SEAC on other district committees (e.g., budget, hiring, interagency, building, curriculum)

• Focusing on Systems-Level Change

  • Prioritize systemic improvements over individual student issues

  • Help identify challenges and recommend solutions

  • Support the district in developing effective family engagement strategies

• Collaborating with Others

  • Work respectfully and collaboratively with fellow members

  • Practice active listening

  • Share your knowledge, perspective, and expertise

  • Contribute your personal skills (e.g., writing, organizing, photography) to SEAC activities

• Representing Your Stakeholder Group

  • Represent a specific group (e.g., disability group, age group, school building)

  • Regularly connect with families in your group

  • Listen to their needs, ideas, and concerns

  • Identify service gaps and bring them to SEAC

  • Find a way to report back to your group

This guide helps you understand your rights and responsibilities regarding special education. It is not a substitute for the full version of the Parents' Rights outlined in the Individuals with Disabilities Education Act (IDEA) and the Rules of the Colorado State Board of Education. View the full Colorado Procedural Safeguards Notice at the Colorado Department of Education website.

Your Procedural Safeguards Notice

IDEA requires schools to provide parents and guardians of a child with a disability with a notice explaining the procedural safeguards available to them. You receive a copy once each school year and also:

• Upon an initial referral or a parent or guardian’s request for an evaluation.

• Upon receipt of the first state complaint and the first due process complaint in a school year.

• When a decision is made to take disciplinary action that changes the child’s educational placement.

• Whenever you request a copy.

You can request the full notice from your student’s school or access it through the Colorado Department of Education:

• Procedural Safeguards Notice in English

• Procedural Safeguards Notice in Spanish

Informed Parental Consent

The school district must obtain your written permission before:

• Evaluating or reevaluating your child for special education

• Starting special education services in an initial IEP

• Changing educational placement or services

• Sharing information about your child beyond what is allowed by law

Note: Consent is not required when reviewing existing information or administering assessments given to all students.

Prior Written Notice

You will receive written notice before the district proposes or refuses changes related to identification, evaluation, educational placement, or services connected to a Free Appropriate Public Education (FAPE).

Access to Educational Records

Parents have the right to inspect and review their child's education records held by the school district. You may also authorize someone, such as an advocate or attorney, to review the records on your behalf. Access must be provided within 45 calendar days of your request.

In most cases, the school district must obtain your written permission before sharing education records that identify your child, although certain exceptions exist under FERPA. Parents also have the right to request corrections if information in the record is inaccurate, misleading, or violates student rights.

Evaluation and Eligibility

Parents or school staff may request an evaluation if a child may need special education services. After written consent is provided, the initial evaluation must be completed within 60 days. Eligibility means a student has a disability that impacts learning and requires specialized instruction or supports to benefit from general education.

Independent Educational Evaluation (IEE)

If you disagree with a district evaluation, you may request an Independent Educational Evaluation. The district must either provide information about obtaining an IEE or request due process to show its evaluation was appropriate. Families may also obtain a private evaluation, and the IEP team must consider the results.

Child's Status During Due Process – "Stay Put"

If a due process complaint is filed, your child generally remains in their current educational placement while the disagreement is resolved unless you and the school district agree to a change. The current placement is the one described in the most recently implemented IEP. Stay-put applies only to due process complaints, not mediation or state complaints. Special rules may apply in certain situations.

Disciplinary Procedures for Children with Disabilities

If your child is removed from school for more than 10 school days, the school must continue to provide special education services, even if in another educational setting. Removals exceeding 10 consecutive school days, or a series totaling 10 days in the same school year, are considered a change in educational placement.

Before changing your child's placement for disciplinary reasons, the school must ensure your child is not being penalized for actions caused by their disability and determine if additional behavioral evaluation and supports are needed.

A Manifestation Determination Review (MDR) is a meeting to decide if your child's behavior was caused by or had a direct and substantial relationship to their disability, or was caused by a failure to implement the IEP. The IEP team must hold this meeting within 10 school days of any decision to change placement.

Dispute Resolution Options

If a disagreement arises with the school district, you have the following rights:

• Mediation: Request mediation to resolve disputes with the help of a trained mediator.

• Due Process Hearing: Request a due process hearing if disputes are not resolved through other means.

• State Complaint: File a state complaint if you believe a special education law, rule, or regulation has been violated.

Helpful Terms

• FAPE – Free Appropriate Public Education
  A free public education designed to meet your child's individual needs and support meaningful progress.

• LRE – Least Restrictive Environment
  Students learn alongside peers without disabilities as much as possible while receiving needed supports.

• IEP – Individualized Education Program
  A written plan outlining goals, services, accommodations, and placement, reviewed at least annually.

• Accommodations
  Remove barriers without changing learning expectations (examples include extended time or assistive technology).

• Modifications
  Change or simplify learning expectations or curriculum requirements.

• 504 Plan
  Provides accommodations ensuring equal access without specialized instruction.

Postsecondary Transition – Bridges

Bridges supports students as they transition from school to the adult world. Individualized services connect students and parents to supports and opportunities that promote skill development, self-advocacy, and independence. It is a dynamic partnership involving young adults, families, staff, agencies, and the community through shared participation and responsibility. Services are flexible and tailored to students’ individual needs.

Planning for Life After High School

Transition planning is part of a student’s IEP before they reach the age for the Bridges program. Colorado requires transition planning in an IEP by age 15 or the end of ninth grade, whichever comes first. The IEP team may begin earlier when appropriate and revisits the plan each year.

Planning considers the student’s strengths, preferences, interests and individual needs. Goals may address postsecondary education, vocational training, employment, continuing education, adult services, independent living and community participation.

Coordinating Transition Activities

Depending on the student’s goals and needs, a transition plan may include:

• Instruction and related services.

• Community experiences.

• Preparation for employment and adult living activities.

• Daily living skills or functional vocational education, when appropriate.

Preparing Early for Adult Services

Early, long-range planning helps students and families:

• Identify goals for life after high school and develop a plan to reach them.

• Choose high school experiences that build the skills needed for those goals.

• Connect with post-school services, supports or programs before leaving the school system.

College support services and adult-service programs may have eligibility requirements, paperwork or waiting lists. Starting early gives families time to gather information, complete applications and plan for a smoother transition.

Why Bridges?

Bridges provides additional support as students adjust to the adult environment and gain independence. It serves as a bridge from the secure world of the classroom to the adult world.

We focus on three guiding questions:

• Where do you want to be when you leave Academy District 20?

• How can we help you get there?

• What long-term supports do you need?

Who Is Eligible?

Any student with an individualized educational plan (IEP) is eligible. The young adult must be 18 to 21 years old, live in Academy District 20, and have met high school or individual graduation requirements.

Services Offered

Adult Service Agency Connections

• Assistance connecting with agencies that offer long-term support services to young adults in the community

• Contracting with adult agencies based on student needs

Community and Social Opportunities

• Varies according to individual needs

• Participation in life skill activities

• Exploration of community connections

• Development and participation in recreational activities with peers

• Access to transportation options

Career Development

• Career skill activities related to personal growth and relational development

• Expanded volunteer work experiences

• Exploration of potential career opportunities

• Resume and job application assistance

• Short-term job coaching

• Assistance with requesting job accommodations

Postsecondary Educational Opportunities

• Bridges workshops

• Connection to support services at college

What Is Social Graduation?

Social graduation allows students to participate in the traditional graduation ceremony. However, the official diploma is granted when the student exits Bridges. The transcript remains open, enabling students to earn one elective credit per semester.

Transition Coordinators and Facilitators

• Jessica Booth-Snider, SPED Admin

• Hannah Bonack, Facilitator

• Danielle Horner, Transition Teacher

• Dylan McGill, Transistion Teacher

• Kim Hoffman, Admin Support

The resources listed here are provided for informational purposes only. Inclusion of any organization, website, product, or service does not constitute an endorsement or recommendation by Academy District 20. Families are encouraged to evaluate these resources independently to determine their relevance and appropriateness for their individual needs.

These links can help you with Age Milestones to track and support your child's growth

• Colorado Department of Education Standards by Grade

• Center for Disease Control and Prevention

• Healthline

Resource Links

Legend:

Ⓥ Advocacy | Ⓐ Autism | Ⓑ Behavior | Ⓖ General | Ⓛ Legal | Ⓜ Medical | Ⓢ Support | Ⓣ Transition

ABA Across Environments

Ⓥ Ⓐ Ⓑ Ⓖ Ⓜ Ⓢ
https://www.abaacrossenvironments.com/
719-301-9644

Based in Colorado, ABA Across Environments provides therapy for children and adolescents ages 2 to 18 years in Colorado Springs and Wilmington, Delaware. We support individuals with autism, fetal alcohol and drug syndrome, Down's syndrome, ADHD, and emotional behavioral disorders.

ACES – ABA

Ⓐ Ⓑ Ⓢ
https://www.acesaba.com/locations/colorado-springs
719-301-4088

Providing expert ABA therapy, ACES Colorado Springs, CO is dedicated to helping children with autism grow in a supportive, individualized environment. Established in 2009, this center has been a beacon of support in the community.

Ainsley's Angels

Ⓥ Ⓜ Ⓢ
https://ainsleysangels.org/

Mission: Together, We Shall educate, advocate, and celebrate inclusive communities while connecting everyone through empowerment and belonging. Promotes inclusion and community awareness, focusing on providing means for others to participate in endurance events.

Arthritis Foundation – Southern Colorado

Ⓐ Ⓜ Ⓢ
https://www.arthritis.org/
719-520-5711

Since 1948, the Arthritis Foundation has led the fight to conquer arthritis, which now affects nearly 60 million adults and hundreds of thousands of children in the United States as well as their families and loved ones.

Attain ABA Therapy

Ⓑ Ⓢ
https://www.attainaba.com/
866-625-4740

A national provider of ABA therapy, Attain equips parents and therapists with tools, resources, and clinical expertise to help children unlock their true potential.

Autism Society – Colorado

Ⓐ Ⓖ Ⓜ Ⓢ
https://www.autismcolorado.org/
720-214-0794

Our mission: We create connections, empowering everyone in the Autism community with the resources needed to live fully. Our vision: Creating a world where everyone in the Autism community is connected to the support they need, when they need it.

Autism Vision of Colorado

Ⓥ Ⓖ Ⓢ Ⓣ
https://www.autismvisionco.org/
719-210-5895

Autism Vision of Colorado is a 501(c)(3) founded in 2018 and run by volunteers. The mission is to educate the community on autism and awareness, and create a safe place for individuals on the spectrum and their families to meet, support, and advocate within the community.

Best Buddies International

Ⓥ Ⓖ Ⓢ Ⓣ
https://www.bestbuddies.org/
800-892-8339

Best Buddies is the largest organization dedicated to ending the social, physical and economic isolation of people with intellectual and developmental disabilities (IDD), empowering friendships, jobs, communication and advocacy skills, and independent living.

By Your Side

Ⓐ Ⓢ
https://byyoursideac.com/autism-therapy-locations/colorado-springs-colorado/
866-429-7543

Autism Therapy Services offering ABA therapy in Colorado Springs, CO, has been dedicated to meeting the needs of individuals and families on the autism spectrum since 2009. Effective treatment requires a comprehensive approach specifically designed to meet the needs of the individual, as well as the family.

Care Options for Kids

Ⓖ Ⓜ Ⓢ
https://careoptionsforkids.com/locations/colorado
719-623-5463

In-home, in-school, and in-community ST, OT, and PT; assistance for parents/caregivers to become paid caregivers; and Private Duty Nursing.

Cerebral Palsy Association of Colorado Springs

Ⓥ Ⓑ Ⓖ Ⓜ Ⓢ
https://cpfamilynetwork.org/resources/resources-guide/cerebral-palsy-association-of-colorado-springs/
719-638-0808

A non-profit organization dedicated to providing resource assistance for individuals with cerebral palsy or other neuromotor disorders and their families. Offers assistance for both children and adults with cerebral palsy in the Pikes Peak region.

Cheyenne Village, Inc.

Ⓥ Ⓑ Ⓖ Ⓢ Ⓣ
https://cheyennevillage.org/
719-592-0200

For over 50 years, Cheyenne Village has provided assistance and support to adults with I/DD. Each person served has a tailored plan to meet unique needs.

Child Community Services

Ⓥ Ⓐ Ⓑ Ⓖ Ⓢ
https://www.childcommunityservices.org/
719-440-6445

Individual therapy, life skills, case management, groups (girls, parenting, LGBTQ). Multidisciplinary care with evidence-based therapies addressing child mental health across settings.

Child Development Center

Ⓜ
https://www.cdcrehab.com/
719-574-8300

Pediatric PT, OT, and Speech/Language Therapy in one setting. Services include supports for autism spectrum disorders, developmental delays, school challenges, ADHD/ADD, sensory integration, auditory processing, feeding, and more.

Children's Hospital – Colorado

Ⓜ
https://www.childrenscolorado.org/
719-305-1234

Specializing in the big things, little things, and everything in between.

Colorado Legal Services – Colorado Springs Office

Ⓛ
https://www.probono.net/oppsguide/organization.135364-colorado_legal_services_colorado_springs_office
719-471-0380

Non-profit providing meaningful access to high-quality civil legal services for low-income and vulnerable Coloradans for over 85 years.

Colorado Office of Employment First

Ⓖ Ⓢ
https://employmentfirstcolorado.org/
303-981-1236

Elevating equitable employment for people with disabilities through collaboration, systems innovation, and training; Employment First centers competitive, integrated work as the primary option.

Colorado Peak

Ⓖ Ⓢ
https://peak.my.site.com/peak/s/peak-landing-page?language=en_US

Colorado PEAK is the place to apply for and manage benefits online. Use PEAK to apply for or manage your medical, SNAP, cash, or other State of Colorado benefits.

Colorado School for the Deaf and the Blind

Ⓥ Ⓖ Ⓢ
https://www.csdb.org/
719-578-2100

Serves students and families who are deaf, blind, or both; provides statewide outreach and coordinates the Colorado Home Intervention Program (CHIP) for birth–3.

Colorado Springs Down Syndrome Association

Ⓥ Ⓑ Ⓖ Ⓢ Ⓣ
https://csdsa.org/
719-633-1133

Volunteer-based nonprofit (founded 1989) providing encouragement, information, and community for families; promotes awareness of the dignity and potential of people with Down syndrome.

Colorado Springs Therapeutic Recreation Program

Ⓖ Ⓢ
https://coloradosprings.gov/trp
719-385-6964

Opportunities for youth and adults with disabilities to build skills and participate in leisure experiences, with advocacy and inclusion support across general and specialized programs (arts and culture; sports/fitness/aquatics; social enrichment; community integration/leisure education; outdoor adventures).

Colorado Visiting Nurse Association

Ⓥ Ⓑ Ⓖ Ⓜ Ⓢ Ⓣ
https://vnacolorado.org/
719-577-4448

As Colorado's leading home health care agency, we know that caring for a loved one with an illness can take an emotional toll on a family, and we believe that family members have enough to worry about. You shouldn't have to worry about choosing the right care provider, too.

Common Roots

Ⓑ Ⓢ
https://commonrootscos.com/
719-578-1227

Common Roots is committed to supporting people with disabilities living and working in the Pikes Peak region through person-centered planning and supports. (Formerly Community Outreach, Inc.)

Connections Counseling

Ⓜ
https://www.connectionscounselingcos.com/
719-428-5125

In-person and virtual therapy for adolescents, adults, couples, and families, including EMDR. Flexible scheduling to meet client needs.

Cover All Coloradans

Ⓥ Ⓖ Ⓜ Ⓢ
https://hcpf.colorado.gov/coverallcoloradans
800-221-3943

Expands health coverage to children and pregnant people, regardless of immigration status, with ongoing commitment to accessible pathways to care.

Crossfire Ministries

Ⓖ Ⓢ
https://www.crossfireministries.org/
719-447-1806

No-cost groceries, clothing and care for the times when life presses in.

Cystic Fibrosis Foundation – Rocky Mountain Chapter

Ⓥ Ⓛ Ⓜ Ⓢ
https://www.cff.org/chapters/rocky-mountain-chapter
303-296-6610

Connects families to providers and support networks, educates communities to reduce stigma, and advocates for resources to help those affected by CF.

Department of Human Services (El Paso County)

Ⓢ
https://humanservices.elpasoco.com/
719-636-0000

Protects vulnerable residents and provides efficient access to local, state, and federal services, helping families stay together and become self-sufficient.

Disability Law Colorado

Ⓥ Ⓛ
https://disabilitylawco.org
303-722-0300 or 800-288-1376

Serves as the state's Protection and Advocacy (P&A) system, safeguarding the legal rights of individuals with disabilities. Primary focus is ensuring that students with disabilities are treated fairly and protected from discrimination.

Diversus Health (formerly AspenPointe)

Ⓥ Ⓖ Ⓜ Ⓢ Ⓣ
https://diversushealth.org/
719-572-6100

High-quality mental and behavioral health care including counseling, psychiatry, addiction services, and crisis support across multiple communities.

Division of Vocational Rehabilitation (DVR)

Ⓥ Ⓐ Ⓑ Ⓖ Ⓜ Ⓢ
https://dvr.colorado.gov/
719-635-3585

Believes anyone with a disability who wants to work can work. Provides individualized services that support employment goals and independent living.

Dungarvin

Ⓖ Ⓢ Ⓣ
https://www.dungarvin.com/
719-632-5205

Tailored community-based supports to help individuals live full, productive lives—including assistance with daily personal and household tasks.

Empowered Care LLC

Ⓢ Ⓣ
https://www.empoweredcarellc.com/
719-465-3905

Comprehensive range of services designed to support personal growth, community involvement, and workplace success so that individuals can lead fulfilling and independent lives.

Envida

Ⓢ Ⓣ
https://envidacares.org/
719-301-6870

Promotes access and supports independent living through transportation and homecare services, connecting people to community.

Epilepsy Foundation of Colorado/Wyoming

Ⓥ Ⓖ Ⓢ
https://www.epilepsy.com/local/colorado
888-378-9779

Connects people to providers and support networks, educates schools and employers, and empowers individuals and families affected by epilepsy.

Exceptional Family Member Program (EFMP) – Military

Ⓖ Ⓜ Ⓢ
https://carson.armymwr.com/programs/acs/exeptional-familymember-program
719-526-4590

Provides comprehensive support to military family members with special needs, including coordination of therapy, education, and related services.

Family Support Center

Ⓥ Ⓐ Ⓑ Ⓖ Ⓢ
https://www.fscautism.com/
719-540-2108

Multidisciplinary clinic specializing in autism: ABA therapy, occupational therapy, and speech-language pathology with coordinated planning for children.

Family Voices Colorado

Ⓥ Ⓛ Ⓜ Ⓢ
https://www.familyvoicesco.org/
303-877-1747

Helps families navigate public and private health systems, insurance, waivers, and services so children with special health care needs can access care.

Feel the Beat

Ⓖ Ⓜ
https://www.feelthebeat.dance/
303-816-8683

Colorado-based nonprofit and dance studio with bone-conduction dance floor, making music accessible for Deaf/Hard of Hearing students and others.

Firefly Autism

Ⓐ Ⓢ
https://fireflyautism.org/
303-759-1192

Empowering autistic individuals experiencing access barriers to thrive through personalized programs and fostering supportive community connections.

Fitness to Drive

Ⓖ Ⓢ
https://www.fitnesstodrive.org/
719-231-6657

Specialized occupational therapy services for driver safety delivered by Certified Driver Rehabilitation Specialists for physical/cognitive needs.

Foundation for Successful Living (FSL)

Ⓥ Ⓖ Ⓢ Ⓣ
https://www.thefsl.org/
719-227-3939

Empowers individuals with disabilities to discover passions, engage in the community, and move toward independence through personal relationships and meaningful opportunities.

Goodwill Industries – Colorado

Ⓥ Ⓖ Ⓢ Ⓣ
https://goodwillcolorado.org/services/
719-635-4483

Customized, innovative programs for individuals, families, and businesses, including disability supports and job services.

Head Start (CPCD)

Ⓖ Ⓢ
https://www.cpcdheadstart.org/
719-635-1536

Comprehensive early childhood services that prepare children for success in partnership with diverse families and the community.

El Paso County Public Health

Ⓢ
https://www.elpasocountyhealth.org/
719-578-3199

Broad spectrum of services addressing ongoing and critical public health and safety issues for the community.

Health First Colorado (Medicaid)

Ⓜ Ⓢ
https://www.healthfirstcolorado.com/
800-221-3943

Coverage includes physical health, dental, and behavioral health benefits. Some services may include a co-pay.

Help Autism Center

Ⓥ Ⓐ Ⓑ Ⓖ Ⓜ Ⓢ
https://helpautism.org/
719-301-6507

Helps families find resources for services and therapies; coordinates supports with public and private organizations. Includes Help Autism Service Dogs and ranch program initiatives.

Job Corps

Ⓖ Ⓜ Ⓢ Ⓣ
https://enroll.jobcorps.gov
800-733-5627

Free education and training program for eligible 16–24 year-olds to learn a career, earn a high school diploma or equivalent, and find/keep a good job.

Joint Initiatives for Youth + Families

Ⓥ Ⓖ Ⓢ Ⓣ
https://www.jointinitiatives.org/
719-630-0927

Nonprofit coordinating data-driven, collaborative solutions across community partners for prevention, intervention, and family supports (0–21).

KPC Respite Center

Ⓢ
https://www.lfsrm.org/KPC-Respite-Center
719-634-5439

Provides temporary crisis and planned childcare for infants and young children at no cost to parents or guardians. Care is provided for children ranging from 3 months to 6 years old by qualified professionals and volunteers.

Lucuna Autism

Ⓐ Ⓜ Ⓢ
https://lacuna-autism.com/locations/colorado/colorado-springs-north/
888-611-0870

Provides expert ABA therapy in North Colorado Springs, helping children with autism develop essential life skills and thrive in everyday environments. Services are delivered in-clinic, at home, in schools, and in the community based on individualized clinical recommendations.

March of Dimes

Ⓥ Ⓢ
https://www.marchofdimes.org/
719-473-9981

Works to end preventable maternal risks and deaths, prevent preterm birth and infant death, and close health equity gaps for families.

Memorial Hospital

Ⓜ Ⓢ
https://www.uchealth.org/locations/uchealth-memorial-hospital-central/
719-635-5000

Award-winning 413-bed hospital with comprehensive inpatient and outpatient services across multiple locations.

Mentally Strong

Ⓖ Ⓢ
https://mentallystrong.com/
719-493-9555

Provides top-tier expert mental health care in Colorado Springs that empowers individuals of all ages with tailored treatments. The Mentally STRONG Method blends Cognitive Behavioral Techniques with an organizational approach to enhance mental strength.

Mercy's Gate

Ⓖ Ⓢ
https://mercysgatecs.org/get-help/direct-services/housing-assistance
719-277-7470

Housing Assistance program dedicated to providing aid to individuals and families experiencing difficulties paying monthly rent or mortgage, helping families remain stable and children stay in their schools.

Military One Source

Ⓖ Ⓜ Ⓢ
https://www.militaryonesource.mil/
800-342-9647

A 24/7 gateway to trusted information, resources, and confidential help for service members and military families—tools to stay well and thrive.

Muscular Dystrophy Association (MDA)

Ⓥ Ⓖ Ⓜ Ⓢ
https://www.mda.org/
800-572-1717

Leading voluntary health organization for muscular dystrophy, ALS, and related neuromuscular diseases—advancing research, care, and family supports.

Need Project

Ⓥ Ⓖ Ⓜ Ⓢ
https://needproject.org/

Supports parents and caregivers of those with special needs with local resources and connections to providers.

Night Lights

Ⓖ Ⓢ
https://nightlightskids.org/about-us/
720-819-6657

Free monthly respite care (one Friday per month, 6:30–10:00 pm) for children with disabilities and their siblings ages 1 month to 13 years. Care is provided in a group setting with a registered nurse present, background-checked volunteers, and activities including arts and crafts, sensory play, pet therapy, and more. No waiver, insurance, or respite vouchers required.

Our House – Bright Futures

Ⓥ Ⓖ Ⓢ Ⓣ
https://ourhouseinc.org/
719-477-0109

Day and residential programs grounded in dignity, safety, and respect to help individuals with disabilities reach their potential.

Parents Encouraging Parents (PEP)

Ⓥ Ⓖ Ⓢ
https://www.cde.state.co.us/cdesped/pep
720-237-4600 or 303-866-6943

Family-centered conferences offering support, information, and education for Colorado parents and professionals—focused on commonalities, not diagnoses.

Parent Guidance

Ⓥ Ⓐ Ⓑ Ⓖ Ⓢ
https://parentguidance.org/

Education and therapeutic support to empower you as you support your child's mental health.

Parks, Recreation & Cultural Services (City of Colorado Springs)

Ⓖ Ⓢ
https://coloradosprings.gov/PRCS
719-385-5940

Steward of a diverse park system that enriches the community through inclusive opportunities for health, activity, culture, and engagement.

PBS Positive Behavior Supports Corp.

Ⓐ Ⓑ Ⓖ Ⓢ Ⓣ
https://www.teampbs.com/
855-832-6727 ext. 5156

Offers person-centered ABA therapy to help individuals and their families do more activities, go more places, and achieve more goals in home, school, and community settings. Prioritizes caregiver support alongside therapy for the focus individual.

PEAK Parent Center

Ⓥ Ⓐ Ⓑ Ⓖ Ⓢ Ⓣ
https://www.peakparent.org/
719-531-9400

Training, information, and technical assistance empowering families of children (birth–26, all disability labels) to advocate successfully. Includes an Early Childhood Resource Library: https://www.peakparent.org/content/early-childhood-resource-library/

Pikes Peak Board of Cooperative Educational Services (BOCES)

Ⓥ Ⓐ Ⓑ Ⓖ Ⓢ Ⓣ
https://www.ppboces.org/
719-570-7474

Supports educational priorities of districts and communities through collaboration, innovation, and quality services.

Pikes Peak Library District

Ⓖ Ⓢ
https://ppld.org/
719-531-3333

14 facilities, mobile services, and an extensive online hub providing inclusive resources, programs, and welcoming spaces for all.

Pikes Peak Therapeutic Riding Center

Ⓖ Ⓢ
https://peakradar.com/organization/pikes-peak-therapeutic-riding-center/
719-495-3908

Equine-assisted activities and therapy enhancing lives of people with disabilities and special needs in the Pikes Peak region.

PPSC Aspire Program

Ⓖ Ⓢ
https://www.pikespeak.edu/landing-pages/aspire.php
719-502-3101

The ASPIRE (Achieving Success through Personalized Inclusive Real-World Education) Scholars Program at Pikes Peak State College fosters an inclusive, supportive, and empowering environment where students of all abilities can thrive academically, socially, and professionally.

Resonate – Music Therapy

Ⓥ Ⓐ Ⓑ Ⓖ Ⓢ Ⓣ
https://www.resonatemt.com/
719-354-0893

Clinical, evidence-based music therapy and music lessons for individuals and groups to support emotional, communication, and social goals.

Riseup Fellowship

Ⓖ Ⓢ
https://www.rup.org/
719-447-9333

Inclusive residential, academic, and community programs for individuals with I/DD and neurodiversity, building independence and confidence.

Ronald McDonald House – Southern Colorado

Ⓑ Ⓖ Ⓜ Ⓢ Ⓣ
https://rmhcsoutherncolorado.org/
719-471-1814

Fully accessible "home-away-from-home" for families with children receiving medical care; near hospitals and community amenities.

Sandstone Care – Colorado Springs Mental Health Center

Ⓖ Ⓢ Ⓣ
https://www.sandstonecare.com/locations/colorado-springs-mental-health/
888-901-8848

Evidence-based outpatient programming (IOP/PHP) for teens and young adults, addressing anxiety, depression, PTSD, and more.

School to Work Alliance Program (SWAP)

Ⓖ Ⓢ Ⓣ
https://www.asd20.org/programs/swap/
Michelle Casner, 719-234-1377
Morgan Markewich, 719-234-1369

Assists young adults in the transition from school to employment, creating career pathways, filling case management gaps, and strengthening collaboration between DVR and local districts/BOCES.

Shriners Children's

Ⓜ
https://www.shrinerschildrens.org/en
855-236-9944 (out of Colorado)

Compassionate pediatric specialty care for more than a century, delivered by prestigious doctors and care teams.

Special Kids Special Families (SKSF)

Ⓥ Ⓖ Ⓢ Ⓛ
https://sksfcolorado.org/
719-447-8983

Colorado 501(c)(3) offering respite and care for children and adults with disabilities, with community supports across the lifespan.

Springs Family Respite Care

Ⓑ Ⓖ Ⓢ
https://www.springsfamilyrespitecare.com/
719-354-7560

Providing in-home client respite care services for the Colorado Springs and surrounding areas. Non-licensed health care professionals provide care at the client or caregiver's place of residence.

Stable Strides

Ⓖ Ⓛ Ⓢ
https://www.stablestrides.org/
719-896-9675

Provides equine-assisted mental health therapy for ages 7 and up, specializing in depression, anxiety, suicidal ideation, and the neurodivergent population. Accepts insurance including Medicaid.

The Arc Pikes Peak Region

Ⓥ Ⓐ Ⓑ Ⓖ Ⓛ Ⓢ Ⓣ
https://www.thearcppr.org/
719-471-4800

Defenders of the rights of people with I/DD with free services across the lifespan, including advocacy, guardianship, and education supports.

The Independence Center

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https://www.theindependencecenter.org/
719-471-8181 | TDD 719-358-2513

Nonprofit Center for Independent Living helping people with disabilities create independence and thrive; Deaf & Hard of Hearing program supports individual and systemic inclusion.

The Resource Exchange (TRE)

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https://www.tre.org/
719-380-1100

Person-centered coordination and partnerships for approximately 13,000 people across the region with disabilities, delays, mental health, or long-term care needs.

The Resource Exchange – Break Time

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https://www.tre.org/services/break-time/
719-380-1100

Respite program for children ages 3 months to 21 years, providing sessions on scheduled Friday nights and Saturday afternoons. Children receive one-on-one care from dedicated volunteers under direct supervision of medical professionals and experienced behavior specialists.

The Resource Exchange – Early Childhood Services

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https://www.tre.org/services/early-intervention/
719-577-9190

Hybrid parent-child coaching in-home and via telehealth, promoting learning in familiar settings and connecting families to evidence-based classes.

Thrive Psychological Solutions

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https://www.thrivepsychologicalsolutions.net/
719-284-1288

Multidisciplinary team specializing in early childhood assessments with whole-child approach across home, school, and community settings.

UCCS – Disability Services

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https://disability.uccs.edu/
719-255-3354

Facilitates equal access to institutional opportunities through accommodations, training, and collaboration in line with ADAAA and current legislation.

UCCS Inclusive Services

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https://inclusiveservices.uccs.edu/
719-255-4214

The Office of Inclusive Services (OIS) at UCCS provides equitable and meaningful inclusive access to university life for people with intellectual disabilities, supporting equal participation in academic, social, independent living, and career experiences on campus and in the community.

Woven Care (formerly Shandy Clinic)

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https://www.wovencare.com/
719-597-0822

Comprehensive, coordinated pediatric therapy with interdisciplinary care to support every stage of development and help each child reach their potential.

Zach's Place

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https://sksfcolorado.org/programs/children-family-services/zachs-place/
719-447-8983

The only licensed childcare facility in the Pikes Peak Region offering specialized child and respite care for youth with disabilities ages 2.5–18. Serves both special needs and typical children in an inclusive learning environment. No waiver or insurance required.