Exceptional Learners Department

OUR SERVICES
We provide individualized educational programs (IEPs) and services aligned with Article 7 of the Indiana Administrative Code. Our licensed staff work collaboratively with families to support academic, behavioral, and functional growth.

Concord Community Schools provides special education services for more than 700 students ages 3-22. We have a talented staff of special education teachers, speech-language pathologists, school psychologists, occupational and physical therapists, and behavior resource consultants who are dedicated to meeting the unique needs of students. 

Concord Community Schools provides a continuum of services to provide support for the full continuum of needs.

• Finding Your Way through Indiana's Special Education Rules
• Special Education Laws and Resources
• Advocacy - INSOURCE
• IN Disability Resource Finder

FREQUENTLY ASKED QUESTIONS

What if there are concerns for my child?

Any individual (i.e. parent, teacher, principal) suspecting that a child could have a disability and require special education services, should contact the building principal to discuss options. The school may suggest:

• Providing additional support in the classroom prior to a referral for special education
• Reviewing your child’s performance with the school’s Strategies team and develop interventions 
• Referring your child for a special education evaluation

Every effort will be made to support the student prior to the school initiating a referral for a special education evaluation. If the strategies fail, the school will seek permission from the parent. The parent may request an evaluation at any time to determine eligibility for special education services. This request should be clearly communicated to the building principal. 

If my student received special education services in another school district, can they receive services at a Concord school?

Yes. Upon enrollment at a Concord school, a Transfer Enrollment Form should be signed to facilitate access to the existing Individualized Education Program (IEP). A case conference committee meeting including the necessary Concord staff and parents will be held to develop a move-in IEP within 10 school days of enrollment.

OUR SERVICES
We serve multilingual students through targeted instruction and language support services aimed at English proficiency and academic success.

At Concord Community Schools, we are proud to support a diverse and growing population of multilingual learners through our English Language Learner (ELL) program. Rooted in equity, access, and cultural responsiveness, our ELL program is designed to help students develop English proficiency in all content areas.

All Concord schools provide language instruction, scaffolded support, and collaborative partnerships with classroom teachers to ensure students are fully engaged and empowered in their learning. Our team is committed to honoring each student’s linguistic background and cultural identity while preparing them to thrive in school and beyond.

Services Provided and Helpful Information

Home Language Survey (HLS)

When your child first enrolls in an Indiana school, you’ll complete a Home Language Survey that asks:

• What is your child’s first/native language?
• What language does your child speak most often?
• What language is spoken at home

If you answer with a language other than English, your child is considered a Language Minority (LM) student and will be tested for English skills.

English Language Testing (WIDA Screener)

Your child will take a placement test called the WIDA Screener (Kindergarten or Grades 1–12). This test checks listening, speaking, reading, and writing in English.

• When? Within 30 days of school starting or 2 weeks of enrollment mid-year.
• Scores: If your child scores below 5.0, they qualify for English Learner (EL) services.

ELL Services

If your child qualifies, they’ll receive support from trained teachers to improve English. Services may include:

• Sheltered or structured immersion classrooms
• Support during regular classes
• Newcomer support if recently arrived in the U.S.
   

Students will not be pulled out of their classroom during reading support. These supports help your child succeed in both English and academics!

Annual English Test (WIDA ACCESS)

Every year, ELL students take the WIDA ACCESS test to measure progress in English.

• This test is required until your child reaches proficiency.
• You’ll receive the results each year, on the 1.0-6.0 scale, with 5.0 as a passing score
   

Exiting the ELL Program

When your child shows strong English skills, they may exit the program.

• Exit Score: A 5.0 or higher on WIDA ACCESS means your child no longer needs ELL services.
• If your child scores 4.3–4.9, a team will review other evidence to decide if they’re ready to exit with an early status. This will include having evidence of academic and language proficiency at grade level.
• After exit, your child will still be monitored for 2 years.  If the student needs to re-enter services, we will have a parent meeting to discuss the best possible placement.

Parent Information

• You will be notified if your child qualifies for services.
• Letters will be sent in your home language when possible. Please notify the EL teacher if you prefer a language other than English in writing or at a conference.
• You can opt out of services if you wish, but your child will still:
   
  • Take the yearly WIDA ACCESS test
  • Reported as an ELL student to the state of Indiana and Federal Reporting Agencies
  • You may choose to rejoin the program later but will need to request a meeting in person and sign documentation for re-entry.

Who Teaches My Child?

All services are provided by certified teachers or EL-endorsed staff. Teachers work together to support your child’s language and academic development.

Helpful Links

• English Learners Guidebook
• English Learning and Migrant Education - IDOE
• Indiana Department of Education Website

OUR SERVICES

We ensure that students with disabilities receive accommodations and supports that allow for equitable access to learning in the general education environment.

Concord Community Schools is dedicated to ensuring that all students have equal access to learning, including those with disabilities. Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects students with qualifying physical or mental impairments that substantially limit one or more major life activities. Through individualized 504 Plans, we provide necessary accommodations and supports to help eligible students fully participate in the general education environment. Our goal is to remove barriers to learning while fostering independence, self-advocacy, and success across academic and non-academic settings. The 504 process at Concord is collaborative, student-centered, and rooted in a commitment to equity.

Helpful Links

• IDOE Section 504 Plan Information
• US Dept. of Education Section 504

OUR SERVICES
We identify and serve students who demonstrate exceptional academic or creative ability, providing curriculum and instruction tailored to their unique talents.

Concord Community Schools is committed to nurturing the unique strengths and talents of our high ability learners. Our High Ability Program provides enriched and challenging learning experiences that go beyond grade-level standards, encouraging advanced critical thinking, creativity, and problem-solving across all grade levels. Through differentiated instruction, specialized curriculum, and a focus on both academic and social-emotional growth, we strive to ensure every high ability student is both supported and inspired. We believe in creating opportunities that empower gifted learners to reach their full potential and become confident, lifelong learners.

Who is considered a High Ability student according to Indiana law?

“High ability student” means a student who performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same 

1. age,
2. experience,
3. or environment;

and is characterized by exceptional gifts, talents, motivation, or interests.

Students are identified as high ability if they:

• Performed at or above the 95th percentile (using local or national norms) on a norm-referenced test of verbal reasoning ability – currently CogAT using age norms. Kindergarten students will be identified as high ability if they performed at or above the 98th percentile.

OR: 

• Performed at or above the 95th percentile (using local or national norms) on both the Reading and Language Arts subtests of an individual or group standardized norm-referenced achievement test – currently NWEA using grade level norms. Kindergarten students will be identified as high ability if they performed at or above the 98th percentile.

OR:

• Performed within the standard error of measure of 95th percentile (using local or national norms) on either the norm-referenced measure of verbal reasoning ability or the norm-referenced measure of achievement in language arts AND demonstrated outstanding potential or performance in language arts according to district criteria on a qualitative measure of assessment specific to language arts such as: product or portfolio assessment, rating or observation scales, interviews, or performance assessment. 

Appeals Procedure

Parents or students who wish to appeal a decision notify the building HA teacher or principal and request our Appeal for HA Placement form within three weeks of notification of the selection committee’s decision. Additional quantitative and qualitative data (e.g., other test scores, further input from teachers, work samples, and information about the student’s background) are collected; if necessary, and information provided by parents will be considered. All information is reviewed by a representative group of the HA selection committee, headed by the High Ability Coordinator, which then makes a decision for placement. If necessary, the Assistant Superintendent reviews the situation and determines placement.

Exit Procedure

Any recommendation for removal of an identified student from High Ability services is submitted via a Request for Removal form to the HA teacher or principal, who should forward it to the High Ability Coordinator. If the request comes from school staff, documentation of building-level meetings, previous interventions, and contact with parents is collected, along with other relevant data. This is reviewed by a representative group of the selection committee, headed by the K-6 HA Coordinator, which makes a decision. If necessary, the Assistant Superintendent reviews the situation and determines placement.  If the request comes from the parent, the building’s HA teacher will complete the Request for Removal form with the parent(s) and submit it to the HA Coordinator.  In either case, a copy shall be placed in the student’s cumulative file and email the district data coordinator and cc administrative assistant to HA Coordinator.

• An initial meeting will take place with the high ability teacher, parents, building administrator and, (if appropriate) the student. 
  • At the initial meeting, the child’s progress to date and concerns over performance should be documented.  Interventions should be developed and agreed upon by all parties. 
  • Interventions should be put into place with fidelity for at least three weeks with progress monitoring.  If the intervention is working, then continue the intervention until the deficit is resolved.  If the intervention is not working, then choose a new intervention and implement for three more weeks with progress monitoring.  If after two rounds of intervention limited to no progress is observed then dismissal from HA should be considered.
  • Upon completion of the next grading period, a second meeting should be held during which time the child’s progress under the interventions should be evaluated, and future placement should be determined.
  • If the child is removed from the high ability program, the high ability coordinator will document the decision and adjust state reports.  An email will be sent to the district data coordinator.

Service Delivery
A comprehensive review of the research (Rogers, 2007) indicates that services leading to the greatest achievement gains for high ability students include the following:

• Acceleration: Opportunities for various forms of subject and grade acceleration as needed
• Differentiation: Differentiation in pace, amount of review and practice, focus on larger concepts, and interdisciplinary connections 
• Daily Challenge: Opportunity for daily challenge in identified areas of high ability
• Ability Grouping: Opportunities for high ability learners to socialize and to learn with like-ability peers
• Independent Work: Opportunities to work independently in areas of passion and talent. 

Dyslexia Information

We ensure that students with disabilities receive accommodations and supports that allow for equitable access to learning in the general education environment.

Indiana law IC 20-35.5, et seq., as created by SEA 217 (2018) in April 2018, states that Indiana school corporations and charter school’s reading plans must now include screening for dyslexia risk factors and indicators. In accordance with Act No. 217 all students kindergarten through second grade are required to be screened for characteristics of dyslexia within the first 90 days of the school year.  

If a student is determined to be at-risk for dyslexia, the school will provide intervention based on the Amplify mCLASS DIBELS 8th edition results.  The student will receive progress monitoring and an additional screener to identify whether the student may need further assessments.

What is Dyslexia?

Dyslexia as defined by IC 20-18-2-3.5 is a specific learning disability that:

• is neurological in origin and characterized by:
  • difficulties with accurate or fluent word recognition; and
  • poor spelling and decoding abilities;
• typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction;
• may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and
• may require the provision of special education services after an eligibility determination is made in accordance with 511 IAC 7-40.
• In accordance with IC-20-35.5-6-2, Concord Community Schools has identified our Reading Specialist trained as Jena Kennedy, Director of English Language Learners and Academic Intervention

Dyslexia Reporting

In accordance with IC 20-32-8.5, Concord Community Schools shall publicly report on its website the following information related to dyslexia:

The following information pertains to the 2024-25 school year.

The interventions that were used include but are not limited to:

• Orton Gillingham
• Heggerty
• mClass Interventions from DIBELS data
• UFLI Foundations
• Core Knowledge Language Arts (CKLA) toolkit intervention lessons
• Wilson Language Training - Fundations

NOTE: While most of the students that received dyslexia interventions this past year may not receive a diagnosis of dyslexia, Concord is committed to ensuring that any student at risk is receiving the support and intervention they need to grow and succeed as a reader.

Notification of Administration – Universal Dyselxia Sceeners

Indiana Code 20-35.5 requires all Indiana schools to administer a universal screener for learning characteristics related to dyslexia within the first 90 days of school. Approved universal screeners and Level I/Level II diagnostic assessments for learning characteristics related to dyslexia are available on the Indiana Department of Education's (IDOE’s) Dyslexia webpage.

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). 

All students in kindergarten, grade one, and grade two will be given the screener within the first 90 days of school. Parents of students who are determined to be “at risk” or “at some risk” for learning characteristics related to dyslexia will be notified of screener results and be provided with the next steps of intervention. Parents will be asked for permission to administer Level I and Level II diagnostic assessments.

Please contact your school’s reading interventionist with any questions or concerns regarding the universal dyslexia screener requirements. For more information, please reference the Indiana Department of Education’s Dyslexia webpage.

FAQ

1. What is Dyslexia?

Dyslexia causes difficulty in the skills needed for learning to read, spell and write, but it is much more than that. While dyslexia may make reading more difficult, Concord Community Schools staff are equipped with the knowledge and resources to help all students succeed.

2. What reading skill areas will Concord use to screen my child?

Students will be screened in the following areas: Phonological and phonemic awareness, alphabet knowledge, sound symbol recognition, decoding skills, rapid naming skills, and encoding skills. These screening areas are required under SEA 217 but also represent the best understanding of effective screening procedures for dyslexia.

3. How will I know if my child is found at risk for Dyslexia?

After Concord staff are finished analyzing all the data from the screeners, parents of students found to be “at risk” or “at some risk” of having characteristics of dyslexia will be notified in writing of the results of the screeners. If you have questions about your student results, please contact the school for further information. 

4. What are the next steps if my child is found at risk for Dyslexia?

If the screening process through mCLASS DIBELS determines that your child is at risk or at some risk for characteristics of reading difficulties, a parent notification will occur.  You will be given the opportunity to opt out of further assessments in regards to your child.  mCLASS DIBELS benchmark and progress monitoring will still occur for any student who is in kindergarten through second grade or any intervention in third and fourth grade. 

5. What resources are available for me to learn more about Dyslexia?

• Dyslexia FAQ: English
• Dyslexia FAQ: Spanish
• Parent Resources for Students with Learning Characteristics Related to Dyslexia: English
• Parent Resources for Students with Learning Characteristics Related to Dyslexia: Spanish
• International Dyslexia Association
• Overcoming Dyslexia by Dr. Sally Schaywitz
• The Proust and the Squid by Dr. Maryanne Wolf. 

• Click here to learn more from Indiana Department of Education