Table Of Contents

Article 7

General Guidelines
Referral and Evaluation
Case Conference Procedures

Case Conference Considerations



These procedures are governed by federal, state and local mandates.

All procedures used by the South Bend Community School Corporation in the identification and provision of special education and related services to students with disabilities are in accordance with the rules and regulations of federal and state law.

Students with disabilities who are ages three (3)  through twenty-two (22), reside within the jurisdiction of the South Bend Community School Corporation and are eligible for special education and related services will receive a Free and Appropriate Public Education (FAPE) in the least restrictive environment as defined by state and federal law. 

FAPE will be provided to students until they have earned a high school diploma or have completed the school year during which they reached the age of twenty-two.  SBCSC recognizes the high mobility rate of students residing within its’ boundaries.  In accordance with regulations, services will be provided in the student’s home school, unless the needs of the student require placement at another school as defined by the IEP.

Special Education Services support the development of specifically designed instructional approaches to meet the individual student needs in the least restrictive setting with participation in the general education curriculum to the greatest extent possible.  We provide the entire continuum of services required by federal and state mandates.

Special Education services can most effectively be provided through a school-based model which focuses on the use of building level resources.  This model provides the following advantages:

  • Fosters feelings of responsibility for meeting the needs of all students among all school personnel;
  • Develops a collaborative spirit among school personnel in seeking solutions for students who are encountering difficulties;
  • Gives direction and support to teachers and administrators who daily provide specialized instruction to students with disabilities;
  • Through student assistance teams, plans and implements strategies in the general education environment to assist students who may have academic or behavioral needs before an evaluation is requested;
  • Ensures that all school personnel are well informed about students with disabilities, special education and related services, district procedures and state and federal rules and regulations; and
  • Encourages active parent participation in the evaluation process and in planning special education and related services for their child.

The role of Special Education Services in the school-based model is to:

  • Assure that all students are included in higher standards and mandated assessments
  • Provide technical assistance and staff development opportunities for all staff;
  • Monitor to ensure that the procedures established by Special Education Services, in accordance with all federal, state, and local mandates, are implemented.

The role of the school staff shall be to:

  • Provide appropriate special education services for students with disabilities in the least restrictive environment, through implementation of the student's IEP, including accommodations/modifications;
  • Deliver instruction and support services consistent with the procedures established by Special Education Services;
  • Monitor the quality of on-going services within the school;
  • Seek technical assistance for program improvement; and
  • Provide input to program design, including the development of the IEP, and policy development.

School and Special Education Services staff must work collaboratively to assure consistency and quality of special education and related services within the school and across the district.