Columbus Public Schools Student Services
Quick Links
Hello CPS Families and welcome to the Student Services page.
Columbus Public Schools' mission statement is to engage all learners to achieve success. Below, you'll find the programs in place to do just that.
Special Education at CPS
Columbus Public Schools offer a variety of services to students with disabilities from birth through the school year in which the student turns 21. Parents and families work with school staff to develop an Individual Education Program (IEP) or an Individual Family Service Plan (IFSP) that addresses the needs of the student. Special Education programs and services are available at each building in the district. Some specialized programs are available at selected sites. Special education services are also provided to the non-public schools the reside in the Columbus Public School district.
Child Find
Students attending nonpublic schools in Columbus Public Schools boundaries may be referred for an evaluation by Columbus Public Schools or their resident district.
Special Education and related services are provided to eligible students with disabilities from birth to age 21. These services are present within our schools and designed to meet each student’s unique educational needs as identified in their Individual Family Service Plan (IFSP) / Individual Education Program (IEP). Special Education in Columbus Public Schools is specially designed instruction enabling our students to make educational growth as engaged learners.
Early Childhood Education
At Columbus Public Schools, we use the primary service provider (PSP) approach when serving families with children B-5. The PSP approach is a family-centered process for supporting families of young children with disabilities in which one member of an identified multidisciplinary team is selected as the PSP who receives coaching from other team members, and uses coaching as the key intervention strategy to build the capacity of parents and other care providers to use everyday learning opportunities to promote child development.
School Age
Columbus Public Schools provides a full continuum of services for school aged students with disabilities.
Resource Services-Provided at all Buildings
Students with disabilities who are assigned to a general education classroom and spend most of their day in that setting can be provided services through the Resource Program. Supports and services are provided in identified areas on students’ IEPs and can be implemented by the special education teacher, the general education teacher, or a paraprofessional in either the general education classroom or a small group setting.
Behavior Skills Program
Lost Creek Elementary, Columbus Middle School, and Columbus High School
Some students with challenges in the area of behavior may benefit from more intensive supports and services. Participation in the Behavior Skills Program (BSP) is an Individual Education Program (IEP) team decision.
Key features of this placement include smaller class size with lower staff to student ratio in order to support their individualized behavior modification programs, social skills instruction and frequent opportunities to participate with general education peers at their assigned building. General education curriculum is initially provided in a small group setting provided by our teachers and students continue to have access to other layers of support to support their instructional needs.
Curriculum Life Skills (CLS) Program
Centennial Elementary, Columbus Middle School and Columbus High Schools
The ‘Curriculum Life Skills’ (CLS) Program is a specialized placement for students with significant intellectual disabilities who need opportunities to develop functional academic skills; along with, skills that they will need in everyday life such as: self-care, vocational, functional reading and math, money management, self-advocacy, independence, and others. The CLS Program includes a higher level of staff support (small teacher to student ratio for increased supervision, safety awareness, and more intensive supports in demonstrated areas of need). Students that participate may learn daily living skills such as cooking, laundry, doing dishes, brushing teeth, regular hygiene, making a phone call, ordering from a menu, etc. as demonstrated by the student’s individual needs.
Students that participate in the CLS program receive an education with their general education peers in other classes such as but not limited to: science, social studies, Health/Fitness, band, music, STEM, computers, FCS, etc. based on student need and ability. Students in the CLS program complete reading, writing, math, and life skills classes based on individual student needs/ability within the program.
Placement into the ‘Curriculum Life Skills’ Program is an IEP team decision and is based on specific student needs and discussion regarding the placement that can meet those needs most appropriately. The decision is made after a thorough review of the IEP components which may include present levels of performance, goals/objectives, accommodations, modifications, supplementary aids and services, state and district assessments, behavior intervention plans, teacher and parental input, and results from any previous evaluations.
Meet CASSETTE House Coordinator Jackie Eickhoff
Cassette House
Collaborating to Achieve Self-Sufficiency through Educational Training and Transitional Experiences
Ages 18-21
The CASSETTE House Program provides life skills education to support students aged 18-21 in meeting their individual IEP and personal goals. Our mission is to increase student independence across all areas of life. The students in the CASSETTE House Program have completed their high school graduation requirements yet have not received their diploma. These students are eligible to receive transition services and eventually will transfer into adult services in the community.
The students who access the opportunities provided at CASSETTE House are part of the Columbus Public Schools District. Each day the students at the CASSETTE House participate in group and individual activities working towards their IEP and personal goals. Their day may be different each day depending on their IEP goals. All students will participate in Job Site placements either in the CASSETTE House, CPS district buildings or out in the community.
High Needs Program
Lost Creek Elementary and Columbus Middle School
The High Needs Program is a specialized placement for students with significant intellectual, communication, and possible mobility disabilities who need opportunities to develop basic functional communication skills; along with, skills that they will need in everyday life (life skills) as modified to the student’s ability. The High Needs Program includes a higher level of staff support (small teacher to student ratio for increased supervision, para support, safety awareness, and more intensive support in demonstrated areas of need).
Students that participate in the High Needs Program may work on bathroom skills, self-feeding, communicating own needs/wants (whether verbal, nonverbal communication, via an electronic device, etc.), regulation of sensory needs, basic functional academics depending on student ability, following simple instructions, basic/functional fine/gross motor skills depending on need/ability, simple vocational/work activities (Examples: delivering messages within building with supports, shredding paper with support, etc.), simple/functional social skills, behavioral skills, etc. All interventions are selected by the demonstration of a student's individual needs.
Students that participate in the High Needs program receive an education within a special education classroom, but have opportunities with their general education peers throughout the day such as but not limited to: band, music, lunch/recess, structured general education peer role modeling, morning routines, etc. based on student ability.
Placement into the High Needs Program is an IEP team decision and is based on specific student needs and discussions regarding the placement that can meet those needs most appropriately in the least restrictive environment. The decision is made after a thorough review of the IEP components which may include present levels of performance, goals/objectives, accommodations, modifications, supplementary aids and services, state and district assessments, behavior intervention plans, teacher and parental input, and results from any previous/current evaluations.
Autism Support
A+Supports
Lost Creek Elementary
The A+ Supports program provides services for students in grades K-4 who are significantly affected by autism or other disabilities with similar levels of need. To be placed in this program, it is an IEP team decision. The program has the flexibility to capitalize on students’ strengths and support their needs on an individual level. Students in the A+ program have individualized schedules that allow them to be as meaningfully involved in their general education classroom as possible while at the same time receiving intensive instruction in the A+ classroom. Instruction in the A+ classroom is individualized but often focuses on a range of communication, language, social skills, functional skills, and academic skills.
Autism, Communication, Life Skills (ACLS)
Columbus Middle School and Columbus High School
The ‘Autism Communication Life Skills’ (ACLS) Program is a specialized placement for students with significant intellectual and communication disabilities who need opportunities to develop basic functional academic and communication skills; along with, skills that they will need in everyday life (life skills) as modified to the student’s ability. The ACLS Program includes a significant level of staff support (small teacher to student ratio for increased supervision, para support, safety awareness, and more intensive supports in demonstrated areas of need).
Students that participate in the ACLS Program may work on bathrooming, self-feeding, communicating own needs/wants (whether verbal, nonverbal communication, via an electronic device, etc.), regulation of sensory needs, basic functional academics depending on student ability, following simple instructions, basic/functional fine/gross motor skills depending on need/ability, simple vocational/work activities (Examples: delivering messages within building with supports, shredding paper with support, pushing a cart, etc.), simple/functional social skills, behavioral skills, etc. All interventions are selected by the demonstration of student’s individual needs.
Students that participate in the ACLS program receive an education within a special education classroom, but have opportunities with their general education peers throughout the day such as but not limited to: band, music, lunch, structured general education peer role modeling, morning announcement/pledge, etc.
Placement into the ‘Autism Communication Life Skills’ Program is an IEP team decision and is based on specific student needs and discussions regarding the placement that can meet those needs most appropriately in the least restrictive environment. The decision is made after a thorough review of the IEP components which may include present levels of performance, goals/objectives, accommodations, modifications, supplementary aids and services, state and district assessments, behavior intervention plans, teacher and parental input, and results from any previous/current evaluations.
Related Services
Related services are support services identified to assist students with disabilities in order to benefit from their special education program. In Columbus Public Schools, these services can include speech/language services, physical and occupational therapy, vision services, audiological services, and assistive technology. IEP teams determine eligibility for related services based on individual student needs.
Transportation
How does an IEP team determine if a student qualifies for transportation?
In order to qualify for special education busing, the student would have to qualify for one of the reasons listed:
Due to the nature of the student's disability, the student needs transportation.
The student is attending a school other than his/her assigned home school.
The student attends a non-public school and must be transported to the public school to receive services.
Student attends a preschool
Student goes to jobsite
What data does the team look at to determine if the student qualifies for transportation due to the student's disability?
The IEP team would consider the following to determine if a student qualifies for transportation due to his or her disability:
Student’s medical diagnosis and health needs such as seizures or the need for medical equipment to be transported to and from school, etc.
Physical accessibility due to wheelchair, walker, etc.
The student’s age, cognitive ability, adaptive behavior and/or communication skills that would prevent them from getting to school safely.
Student’s capacity to arrive at school on time, to avoid getting lost, to avoid dangerous traffic situations and to avoid other potentially dangerous or exploitative situations on the way to and from school.
Parent Resources
These government agencies, links and organizations offer resources for families.
Parents Rights - Current Parents Rights information
Rule 51- Nebraska Special Education Law
Rule 55 - Rules of Practice and Procedure for due Process Hearings in Special Education Contested Cases
Rule 52 - Regulations and Standards For The Provision of Early Intervention Services
Nebraska Transition-A student-focused, uniquely individualized designed, systematic approach will allow young adults with disabilities transition seamlessly into a life of economic independence and impactful, meaningful community engagement.
Parent Advocacy Center
PTI Nebraska - Parent Training and Information - a statewide resource for families of children with disabilities and special health care needs
School Counselors
Columbus Public Schools have a counselor in every building to help support students. The mission of the K-12 Comprehensive Guidance program for the Columbus Public Schools is to provide a comprehensive and developmental counseling program addressing the academic, career and personal/social development of all students.
If you have questions, please contact your student’s school counselor.
Title I
Currently, Columbus Public Schools have four schoolwide Title I buildings.
Centennial Elementary
Emerson Elementary
North Park Elementary
West Park Elementary
The program has been in existence for more than 40 years, yet some may not be aware of the many ways it assists the education of our youth.
Title I, Part A came into existence as a section of the Elementary and Secondary Education Act (ESEA) of 1965. As the largest federal assistance program for our nation's schools, it provides funds for reading/language arts and math curriculum to students in impoverished areas who are at risk of failing to meet state standards. Federal funds from the U.S. Department of Education are given to State Education Agencies (SEA), which then direct those funds to Local Education Agencies (LEA). Private schools, state agencies for neglected and delinquent youth, and homeless shelters also receive federal Title I monies.
According to the U.S. Department of Education's Website, Title I reaches approximately 12.5 million students in both public and private schools nationwide. Of that number, 77 percent of the students served are in grades Pre-K through 12. Ninety percent of U.S. school districts and approximately half of all public schools receive some Title I, Part A funds. Those funds can be administered through two types of programs. LEA's may offer a school wide program in which the whole school is served, or a targeted assistance program.
A school wide program's objective is to improve academic achievement, related to State/District standards, throughout the whole school. Targeted assistance programs identify specific students who are the most "at-risk" of failing or not achieving State/District standards and designs methods to help those students.
Regardless of which type of program an LEA uses, all Title I programs offer special features, including:
Additional teachers and paraprofessionals
Additional training for school staff
Extended time for instruction
Smaller class sizes
In-services/workshops provided for parents