Special Education Services at Vanguard

Vanguard Classical School provides a full array of student services for individuals identified with a disability.  Currently at Vanguard, we serve students with many types of abilities and disabilities.  Student disabilities range from very mild to complex challenges. Upon being drawn in the lottery and prior to formal enrollment, each individual IEP/504 is considered as to whether the needs of the child can be met in the program offered at the school. 

Vanguard Classical School is responsible for all services to students eligible for special education/504/ADA.  For further information about the identification and evaluation procedures and the provisions of services to disabled students, 504, or ADA issues, refer to our handbook.

Grievances and/or compliance concerns may be resolved through the Grievance Process as outlined in the handbook.


What is RTI?

The RTI process is a multi-tiered approach to providing services and interventions to students who struggle with learning at increasing levels of intensity based on progress monitoring and data analysis.

The RTI process has the potential to limit the amount of academic failure that any student experiences and to increase the accuracy of special education evaluations. This could also reduce the number of children who have been mistakenly identified as having learning disabilities when their learning problems are actually due to cultural differences or lack of adequate instruction. Information and data gathered by an RTI process can lead to earlier identification of children who have true disabilities and are in need of special education services.


Section 504/IEP/ADA

It is the responsibility of the school to identify and evaluate students who, under section 504 of the Rehabilitation Act of 1973, need special services in order to receive FAPE. Students may be eligible for services under this provision even though they do not require services pursuant to IDEA.
  1. In compliance with a federal law known as Section 504 of the Rehabilitation Act of 1973, the Aurora Public School District will provide to each protected disabled student, without discrimination or cost to the student or family, those related supplementary supports, services or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the person’s abilities.
  2. In order to qualify as a protected disabled student, the child must meet the following definition: he or she must be of school age, with physical or mental disability which substantially limits one or more major life activities (such as learning) or prohibits participation in or access to an aspect of the school program. (In addition, one who in the past has had such a disability or is perceived by others as having such a disability may also be protected by law from discrimination on the basis of disability).
  3. Even students who have not been eligible to receive services under the traditional special education programs, (provided pursuant to the Individuals with Disabilities Education Act) may be eligible to receive supplementary supports, services and accommodations if they fall within the definition of disability stated above.
  4. Vanguard Classical School follows the policies and procedures IHBA Special Education/Programs for Handicapped/Disabled/Exceptional Students of Aurora Public Schools.
  5. For further information about the evaluation procedures and provisions of services to disabled students, contact your site's Student Services Coordinator.
  6. Grievances and/or compliance issues may be resolved through the Grievance Process outlined in the handbook.

Twice Exceptional

Gifted students with disabilities are at-risk because their educational and social/emotional needs often go undetected. The resulting inconsistent academic performance can lead educators to believe twice-exceptional students are not putting forth adequate effort. Hidden disabilities may prevent students with advanced cognitive abilities from achieving their potential. The frustrations related to unidentified strengths and disabilities can result in behavioral and social/emotional issues. For some twice-exceptional students, behavior plans become the focus of their interventions. The behaviors are managed, but the underlying disabilities are never addressed. School can become a very frustrating experience for struggling twice-exceptional students, their teachers, and parents.

At Vanguard, we truly believe a collaborative effort between classroom teachers, special educators, gifted educators, and parents is needed to identify twice-exceptional students and implement strategies to meet their diverse needs. It is essential that the disabilities are identified early so appropriate interventions can be provided at optimum times. Unfortunately, the struggles of many twice-exceptional students go unnoticed for many years, resulting in learning gaps and undeveloped potentials.

Twice-exceptional students will continue to be at-risk until educators can learn about and understand the educational and social/emotional needs of twice exceptional students. Vanguard teachers  implement strategies to develop their potential, to identify learning gaps and provide explicit instruction, to support the development of compensatory strategies, to foster their social/emotional development, and to enhance their capacity to cope with mixed abilities.