Family Resources

Alternative Placement Services (APS) may be provided when a student suffers from a severe medical or psychological condition that prevents the student from accessing education in a school setting for an extended period of time.

The goal for APS is to provide continuity of instruction and to facilitate the student’s return to a regular school setting as quickly as possible.

Click here for more information on APS. »

What is Assistive Technology (AT):

  • AT is any kind of low or high tech device, software or system that is used to increase, maintain or improve the functional capabilities of persons with disabilities.

What We Do:

  • Assistive Technology provides training and consultation for school IEP teams in determining students’ needs and accommodations and in conducting AT Evaluations. We also provide equipment, when necessary, to meet the needs identified by the IEP team. We are committed to supporting students by using technology to provide access to the general curriculum and increase positive outcomes.

Need Help?

Click here for more information on Assistive Technology Resources »

We provide services to gifted/high potential students and their families. Gifted and Talented Services oversees gifted and highly-gifted identification in the district. Gifted identification begins at the school level with the GT teacher and ends with a district level identification team review process. In addition, we support and monitor each schools’ gifted programming in order to support best practice for gifted learners.

We also assesses and qualifies students for the Advanced Kindergarten magnet program. Note: This program is not a gifted program. Students who qualify for Advanced Kindergarten are not identified as gifted/talented.

Learn more about GT Services here. »

The Deaf & Hard of Hearing (DHH) team is comprised of audiologists, educational interpreters, teachers of the deaf and paraprofessionals. This team provides center-based or itinerant services in the areas of functional auditory performance, language and communication, academic skills, social-emotional, self-advocacy and technology usage to students with hearing loss as defined in their IEP or 504 plan.

For more information, please contact:

Please contact Kristy O’Bryan for more information
(720) 423-3552

Home School in Colorado CDE Site

More information coming soon!

School-based (Educational) OT/PT Services vs. Medical-Based OT/PT Services

  • There are distinct differences between educational services and medical services. This can be somewhat confusing and it is important to understand some key differences.
  • School-based or educational motor services provided by OTs and PTs are related services under the Individuals with Disabilities Educational Act of 2004 and the Colorado Exceptional Children’s Education Act.
    • To receive related services, a student must be eligible for an individualized education program (IEP) and require the service to be able to benefit from his/her special education program.
    • The services are intended to support their access to their specialized instruction, educational environment and functional participation within their school environment.
    • Students may have motor concerns that qualify them for medical-based services; however, if the concern is not interfering significantly with their ability to learn and access their specialized instruction they may not receive motor services provided by OTs and PTs at school.
  • Medical-based services are often delivered in a hospital, out-patient clinic, private therapy clinic, or in your home. Services are initiated by a referral from a physician and are based on underlying medical causes, delay and/or diagnosis. Their goal is to improve function across all environments the child interacts within.

Section 504 is a federal civil rights law that ensures students with disabilities are afforded “equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement” as an average peer. To pursue eligibility, a student can be referred to the school’s Section 504 coordinator. A Section 504 team would convene to determine eligibility. If the student is found to be eligible, the Section 504 team would determine the student’s placement, services, and accommodations to help mitigate barriers caused by the impairment(s).

What We Do:

  • Equip parents and caregivers with the tools to support their child -Build relationships and connections through shared experiences.
  • Connect families to the appropriate supports within the district and community.

Why it Matters:

  • SEAC works to close the opportunity gap for students with special needs.
  • SEAC works to ensure families and students receive academic, social, emotional and physical supports.
  • SEAC works to create an opportunity for families to have a voice in the special education community.

How to Get Involved:

Learn more about SEAC here! »

More information coming soon!

Need Help?

  • Kristen Shannon, supervisor

What is a Speech Language Disability?

  • Children with speech problems may have difficulty with articulation or pronunciation, functional communication, voice characteristics or fluency.
  • Children with language disabilities may have difficulty in expression or understanding of language at an age-appropriate level.
  • Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, and cognitive deficits, physical impairments such as cleft lip or palate, and vocal abuse. Frequently the cause is unknown.
  • Speech Language Impairment defined in education: A child with a Speech or Language Impairment shall have a communicative disorder which prevents the child from receiving reasonable educational benefit from general education

How Do Services Begin:

  • We follow a referral process to determine the student’s academic impact with communication. This begins with MTSS (a hierarchy system to help reduce time out of class with teacher consultation and tips first, then if need, teacher collaborative work, then if need implementation of strategies directly with the student and SLP on a short term basis).
  • After the MTSS process has been followed, there may be indication of an increased need for intervention. If so, parent permission for an evaluation may be requested for determination of eligibility.
  • Eligibility is decided with a team of school staff and parents at an Individualized Education Plan (IEP) Meeting.

How Do I Find My School SLP?

  • Contact your school and ask for the Speech Pathologist’s name to ask questions We are here for you!

Our DPS Speech Language Team

  • Speech Language Pathology Services is comprised of approximately 105 full and part-time Speech Language Pathologists (SLPs) and 2 Speech Language Pathology Assistants (SLPAs).
  • Our Speech Language Pathologists have a wide range of skills to diagnose and treat students with a variety of speech and language disorders such as articulation, receptive, expressive language, social language skills, voice, and stuttering disorders to support access to the general curriculum.
  • We have SLPs who specialize in a wide range of areas such as assistive technology, autism, voice, diagnosis and treatment of speech and language disorders with culturally and linguistically diverse students, stuttering, multi-tiered systems of support (MTSS) process, phonology, and pragmatic language.
  • Our educational therapeutic services include screening, assessment/evaluation, consultation, treatment (intervention), case management, collaboration with other special service providers and classroom teachers.

Parent Resources:

DenverRAP and Denver Public Schools are partnering to bring upstream prevention programs to DPS middle schools. This partnership will provide students with the tools necessary to make safe and healthy decisions as they move forward with their lives.

We provide prevention through the use of evidence-based services in the following six areas:

  • Information Dissemination
  • Prevention Education
  • Environmental Strategies
  • Community-Based Process
  • Alternative Activities
  • Problem Identification and Referral to Treatment

Transition services are intended to prepare students to move from the world of school to the world of adulthood successfully. 

Transition planning begins at age 15 or in the 9th grade IEP at the latest, if the student is still 14 through 9th grade.  Transition planning may start earlier (when the student is younger than 15) if the IEP team decides it would be appropriate to do so.

Transition planning takes place as part of developing a high school student’s Individualized Education Program (IEP).

Transition planning is based on information from various Transition assessments carried out every year.

Transition services and activities are documented in the IEP and are aligned with post-high school goals in the areas of Career/Employment, Education/Training & Independent Living.  Annual goals in each annual IEP should reflect the incremental steps necessary to support the student to achieve their post-high school goals. 

  • Transition services & activities are a part of the high school experience for students with IEPs 9 – 12th grade
    • High School Transition services should include community based activities & services, including work based learning
  • Students are also able to access services to support achieiving their Transition plan post-high school goals ages 18 – 21 if the IEP team determines those services are necessary for them to be able to achieve their goals, regardless of disability.
    • These 18 – 21 Transition services may be based in a school or community setting, as determined by the student’s IEP team based on the student need & best fit.
    • Community based programming should be a part of all students’ Transtion activities and services to achieve the best outcomes for the transition to adult life and responsibilities.

Information to empower you in Transition planning: HERE

Questions: Please fill out this FORM

For  students  identified  for  special  education services, the Individualized Education Program (IEP) designation will determine if your child requires transportation. The Department of Transportation must receive complete and accurate information regarding your student’s special needs from the Department of Student Services to ensure safe transportation. The Transportation Information Form is required before transportation service begins. Below is a pamphlet for parents detailing this process:

In accordance with the Family Education Rights and Privacy Act (FERPA) all personal information regarding students is strictly confidential.

To learn more, visit

Vision services can take several forms:

  • Direct Services: A teacher certified in visual impairments works directly with students, and assists with:
    • Learning to read and write braille
    • Learning assistive technology to access the curriculum such as magnification tools, text to speech and electronic book readers
    • Self advocacy skills
    • Expanded Core curriculum – daily living skills
  • Indirect Consultative Skills: Working with classroom teachers, families, other special service providers and other school staff to provide recommendations on appropriate accommodations and modifications for the student required due to a visual impairment
  • Interpretation Services: Our team can assist with material adaptation in braille and print. Please contact us for additional information.
Learn more about Vision Services for families here! »