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Exceptional Learners and Testing
EXCEPTIONAL LEARNERS AND TESTING
The Exceptional Learners and Testing Office partners with students, families, schools, and the community to create opportunities for growth and success. Our mission is to provide high-quality instruction that meets every student’s needs. Each student has an Individualized Education Plan (IEP) built on best practices in special education and tailored to their academic, social, emotional, physical, and management needs. Services are determined by the Committee on Special Education, always with a focus on meeting each child’s needs in the least restrictive environment (LRE).
Through our partnership with the Kokomo Area Special Education Cooperative (KASEC), specialized programs are available in every school to ensure students receive the support they need. We believe every student deserves an inclusive educational experience that helps them reach their goals and dreams.
Our Office Supports:
- Special Education
- Section 504
- High Ability
- Title IX
- English Language Learners
- McKinney-Vento (Homeless Education)
- Foster Youth
- Local, State, and National Testing
2024-2025 Dyslexia Reporting Information
- Number of students who were administered the universal screener for dyslexia: 496
- Number of students who were determined to be at risk or at some risk for dyslexia: Less than 10
- Selected universal screener: MA Rooney-Orton Gillingham — Tier 3
- Intervention program used to support students with dyslexia: Wilson, Sonday, MA Rooney Foundation
- Number of students who received dyslexia intervention during the previous school year: Less than 10
- This indicator represents the number of students who were identified as “at risk” or “at some risk” for dyslexia during the previous school year and who received the appropriate interventions. It does not represent the number of students who were officially diagnosed with dyslexia.
- Number of students identified with dyslexia during the previous school year: None
- This indicator represents the number of students who were officially diagnosed with dyslexia and may differ from the number of students who received dyslexia intervention under the guidelines within this document.