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Special Education

Program Information



MASTER SCHEDULE:  The link below shows teacher assignments and schedules:




GUIDELINES FOR TEACHING CROSS-CATEGORY ENGLISH CLASSES: The book list and required writings information below describe readings and essays at different grade levels that students are to focus on.

TEMPLATES AND FORMS:  The following items can be used to support instruction in cross-category classes:





GIFTED PROGRAM:  From the link below, you can see courses offered in the school's gifted program and their interrelationships to each other:


 MENTORSHIP PROGRAM:  The link below provides information about the Gifted Mentorship program:


CONTEMPORARY ISSUES:  The link below provides information about Contemporary Issues I classes.  Model UN is offered under Contemporary Issues II.




AUTISM RESOURCE GUIDELINES:  The description below provides guidelines for organizing and providing instruction in an Autism-specific classroom.




GENERIC RUBRIC FOR ELECTIVES:  The link below provides a template for developing rubrics for functional skills, ISP, and emerging and mid-level Autism students in their electives:  

Staff Expectations

SPECIAL EDUCATION TEACHERS:  The links below describe special education teacher responsibilities:


GENERAL EDUCATION TEACHERS:  The link below describes the responsibilities that general education teachers have in support of special education students, teachers, and processes:


EDUCATIONAL ASSISTANTS:  The link below describe educational assistant responsibilities:

The following form should be used by educational assistants to explain and share how they support the classroom:

Synergy and IEPs

The information provided below supports the processing of IEPs using the online program in Synergy:


Directions for Developing IEPs Using Synergy

Step-by-Step Instructions with Notes/Guides for Completing IEPs in Synergy

  • Synergy Instructions--obtain from head teacher

How to Access and Interpret IEP Modifications and Accommodations in Synergy

The link below shows all staff how to access and understand IEP modifications and accommodations from Synergy:

Incorporating IEP Modifications/Accommodations in Lesson Plans

Incorporating Student Goals in Lesson Plans

How to Write Goals

How to Update Progress Towards Goals

How to Write Legally Defensible IEPs

  • Guide--obtain from head teacher

IEP Timeline and Responsibilities

Accessing IEPs Developed Prior to School Year 2014-2015

Complete the form in the link below and submit it to your head teacher in order to gain access to TIENET.

You can review IEPs for students who attended APS and were enrolled in special education prior to 2014 by accessing TIENET, available from the APS intranet logon page.

Important Links for Special Education

APS Intranet Web Site (Databases and Special Education Information)

  • Special Education Intranet Web Site (for procedural bulletins; district contacts; forms; processes; training information; re-evaluation forms; IEP parent/student invitations)
  • Synergy (TeacherVue shows special education students with green “S”)
  • ERO for training information and registration


VPN (for accessing secure APS web sites from home)

If you're having trouble accessing Synergy from home, you can obtain VPN information from your head teacher.


APS Web Site for Special Education Information

Specialized Transportation Information

Transportation Forms (for specialized transportation)

To access specialized transportation forms, go to the APS intranet site, log on to the site, and then find Transportation Special Needs in the table on the page.


The forms are online.  You can print a blank one and then get information from parent over the phone and then enter the data onto the online.  You need to hit submit final form to actually activate it.  You can complete it and then save it out until you are ready to submit it.


You can obtain the passwords from the head teacher.


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La Cueva Special Education Forms

Special Education Processes and Services

Admission into special education programs is determined by the following criteria:

  1. Referral

  2. Parental permission

  3. Multidisciplinary diagnostic evaluation

  4. Identification of an exceptionality

  5. Eligibility determined by the Multidisciplinary Team (MDT)

  6. Individualized Education Program (IEP) committee meeting to determine the educational program of the student and to develop the IEP document.

The IEP Committee, which includes the parents, determines the appropriate educational setting(s) in which the student can receive educational services consistent with annual goals and short-term objectives.

To the maximum extent appropriate, the student will participate in the general education program. The IEP Committee will decide the amount of time your child will participate in general education. Modifications and/or adaptations that are needed in the general program will also be discussed.

Educational Services Which Will Be Considered (in order of consideration)

  • Full time general education program with no special education services,

  • Full time general education program with consultation and/or minimal special education service,

  • General education program with moderate special education service,

  • General education program with extensive special education service,

  • Maximum special education service

CURRICULUM: The Special Education Department offers all core content courses required for graduation. Courses include appropriate special education classes in math, science, social studies, and English as determined by an IEP committee.