ASTECCharter Schools

ASTEC Charter Schools' Special Education Services

ASTEC Charter Schools is committed to providing a high-quality education for scholars with disabilities, ensuring they receive a Free and Appropriate Public Education (FAPE) as required by the Individuals with Disabilities Education Act (IDEA).

The Individuals with Disabilities Education Act (IDEA) federal regulations 34 C.F.R. § 300.114(a)(2 states, to the maximum extent appropriate, all students with disabilities, 3 through 21 years of age, are to be educated with students who are nondisabled. The removal from the general education classroom occurs only if the nature or severity of the disability of a child is such that the child is unable to benefit from their education in the general education classes, even with the use of supplementary aids and services that cannot be achieved satisfactorily. This process is known as the least restrictive environment (LRE). ASTEC Charter Schools have an array of services and a continuum of alternative placements/educational setting options available to meet the individual LRE needs of each student with a disability (34 C.F.R. §§ 300.114, 300.115, and 300.116). This LRE approach promotes diversity, equity, and collaboration, fostering an environment where scholars with disabilities feel valued and supported in reaching their full potential to the maximum extent possible in the general education environment. 

Continuum of Services

While ASTEC Charter Schools emphasizes the least restrictive environment, we understand that some scholars may require additional or alternative support. The IEP team, which includes the parents and staff at ASTEC Charter Schools, meets the individual needs of scholars with disabilities by discussing the meaning of the evaluation data of the scholar’s present level of performance to determine which placement options are appropriate, such as:

In-Class Support (Consultation, Co-Teaching, and/or Monitoring of Services): Special education teachers and support staff work collaboratively with general education teachers to provide accommodations and modifications as outlined in the scholar’s  Individualized Education Program (IEP).

Small-Group or Pull-Out Services (Collaboration and/or Direct Instruction): For scholars with disabilities requiring targeted intervention, services such as speech therapy, occupational therapy, or academic remediation may be provided in a small group or separate setting.
Behavioral Support and Interventions: Scholars with disabilities and behavioral challenges may receive additional assistance through Positive Behavioral Interventions and Supports (PBIS) or similar strategies to foster social-emotional growth and classroom success.

Alternative Learning Environments (Direct Instruction): For scholars with disabilities whose needs cannot be fully met in a general education setting, temporary alternative placements or specialized instructional settings may be arranged to address their unique needs.

Individualized Education Programs (IEPs)

Each scholar's IEP is developed by a multidisciplinary team that includes parents, general and special education teachers, administrators, and other professionals as needed. The IEP is developed together as a team, reviewed at least annually (more often if needed), and revised as appropriate. It outlines the scholar’s unique educational needs, such as specific goals and objectives/benchmarks, services, LRE, and accommodations/modifications to meet those needs.

Child Find

ASTEC is dedicated to identifying, locating, and evaluating scholars who are suspected of having a disability and in need of special education and related services as required in IDEA 34 C.F.R. § 300.111.

Teachers or parents may recommend a scholar for an initial evaluation under IDEA, and a meeting will be held with all stakeholders to determine the best course of action. There are specific categories under IDEA that require specific Oklahoma eligibility standards that must meet sufficient key eligibility indicators to be determined a child with a disability for one or more of the following categories:

• Autism
• Deaf-Blindness
• Developmental Delays (ages 3 thru 9)
• Emotional Disturbance
• Hearing Impairment (including Deafness)
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment (including Blindness)

Evaluations are conducted by qualified professionals, such as a certified school psychologist, a certified school psychometrist, a speech/language pathologist, an occupational therapist, etc., depending on the required components that make up a comprehensive evaluation. Eligibility and, if eligible, the services provided are based on the evaluation findings and input from the parent and the group of qualified professionals.

For more information about special education at ASTEC, contact Ms. Cindy Millican, Co-Teacher Director, at [email protected].

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