Special Services

We’re Here for You

Destinations Career Academy of Colorado (Destinations) offers robust special education services to support students and meet their needs, empowering them to thrive in school and beyond. With high-quality, personalized learning and the help of teachers and support staff, students with special needs can achieve their academic goals, find their confidence, and pave a path to success.

Identification of Multilingual Learners (ML) Coordinator

Identification of Section 504 Coordinator

Identification of Homeless Liaison and Migrant Learners Liaison

Identification of Foster Care Coordinator

Identification of American with Disabilities (ADA) Compliance Act Coordinator/Special Programs Manager

Request for Parent/Guardian Interpreter Services or Disability Accommodations

Section 504 of the Rehabilitation Act/Title II, Americans with Disabilities Act

Colorado Destinations Career Academy (“CODCA”), in compliance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 (“ADA”) and Section 504 of the Rehabilitation Act of 1973 (Section 504), does not discriminate on the basis of disability in the administration of its education-related programs and activities and employment, and has an institutional commitment to provide equal educational opportunities for disabled students who are otherwise qualified.

CODCA has adopted the following internal grievance procedure providing for prompt and equitable resolution of complaints alleging noncompliance with the ADA or Section 504 in any program or activity administered by CODCA. CODCA has designated Denise Dutton as the Section 504 and ADA Coordinator and may be contacted at:  

Retaliation against a person who files a complaint of discrimination on the basis of disability pursuant to the grievance procedure, or persons who participate in related proceedings, is prohibited.

Section 504 and Title II (ADA) Grievance Procedure


  1. Grievances must be submitted to the ADA/504 Coordinator within 60 days of the date the person filing the grievance becomes aware of the alleged discriminatory action.
  2. A complaint must be submitted in writing, containing the name and address of the person filing it. The complaint must state the problem or action alleged to be discriminatory and the remedy or relief sought.
  3. The ADA/504 Coordinator (or designee) shall conduct an investigation of the complaint. This investigation may be informal, but it must be thorough, affording all interested persons an opportunity to submit evidence relevant to the complaint.
  4. The ADA/504 Coordinator will maintain the files and records relating to the complaints filed.
  5. The ADA/504 Coordinator (or designee) will issue a written decision on the grievance no later than 30 days after its filing.
  6. The person filing the grievance may appeal the decision of the ADA/504 Coordinator by writing to the Head of School within 15 days of receiving the ADA/504 Coordinators decision. The Head of School shall issue a written decision in response to the appeal no later than 30 days after its filing.
  7. The availability and use of this grievance procedure does not prevent a person from filing a complaint of discrimination on the basis of disability with the US Department of Education, Office for Civil Rights by calling 1.800.421.3481
  8. To the extent possible, confidentiality will be maintained throughout the investigation of a complaint of unlawful discrimination or harassment.

Procedural Safeguards

Annual Public Notice of Special Services & Programs

In accordance with federal and state regulations, CODCA will provide an annual public notice to families informing them of CODCA’s child find responsibilities, procedures involved in the identification of educational disabilities and determination of students’ service and support needs.

Families are encouraged to review the following information that describes these regulations. Information regarding CODCA’s internal practices to comply with these will be available in the CODCA’s Special Programs Manuals and Handbooks.

Child Find

CODCA strives to identify, locate, and evaluate all enrolled children who may have disabilities. Disability, as stated in IDEA, includes such conditions as hearing, visual, speech, or language impairment, specific learning disability, emotional disturbance, cognitive disability, other health or physical impairment, autism, and traumatic brain injury. The process of identifying, locating, and evaluating these children is referred to as Child Find.

As a public school, we will respond vigorously to federal and state mandates requiring the provision of a Free Appropriate Public Education regardless of a child’s disability or the severity of the disability. In order to comply with the Child Find requirements, CODCA will implement procedures to help ensure that all CODCA students with disabilities, regardless of the severity of their disability, who are in need of special education and related services—are identified, located, and evaluated —including students with disabilities who are homeless or students who are wards of the state.

Parent/Guardian permission and involvement is a vital piece in the process. Once a student has been identified as having a “suspected disability” or identified as having a disability, CODCA will ask the student or the student’s Parent/Guardian for information about the child such as:

  • How has the suspected disability or identified disability hindered the student’s learning?
  • What has been done, educationally, to intervene and correct the student’s emerging learning deficits?
  • What educational or medical information relative to the suspected disability or identified disability is available to be shared with the school?

This information may be also be obtained from the student’s present or former teachers, therapists, doctors, or from other agencies that have information about the student.

All information collected will be held in strict confidence and released to others only with parental permission or as allowed by law. In keeping with this confidence, CODCA will keep a record of all persons who review confidential information. In accordance with state regulations, parents have the right to review their child’s records.

As part of the Child Find process, some services may include a complete evaluation, an individualized education program designed specifically for the child, and a referral to other agencies providing special services.


Special Education (IEP) or Service Agreements (504 Plans)

For students confirmed to present with special education needs, once the IEP team agrees on the IEP and the student’s educational placement, a Prior Written Notice (PWN) will sent to the parent/guardian for signature. This must be signed and returned to CODCA. CODCA can only proceed with implementing the student’s IEP (or 504 Plan) upon receipt of the signed PWN. Some students are found to present with one or more disability, but do not meet the eligibility criteria outlined under IDEA (special education); however their disability may still require CODCA to develop a 504 Service Agreement (504 Plan) to outline the special provisions a student may require for adaptations and/or accommodations in school-based instruction, facilities, and/or activities.

Parents/Guardians have the right to revoke consent for services after initial placement. Please note, a revocation of consent removes the student from ALL special services and supports outlined on the IEP or 504 Plan.

Privacy & Confidentiality


Translation Needs

Special Education Grievance or Disputes

CODCA recognizes that despite best intentions of all parties, disagreements or miscommunications may arise between the school-based team and CODCA families or students. Should this situation occur, the CODCA special education case manager will initiate an IEP team discussion where the specific details contributing to any educational concern are fully discussed and addressed as the entire team determines would consider most appropriate for the student. Collaboration is a primary focus for this type of meeting, and the CODCA Special Education Team seeks to establish and maintain the confidence of its families to always serve its students in order to maximize their educational success.

Dispute Resolution Options

Formal Due Process

  • IEP Facilitation – IEP facilitation is a voluntary process that can be utilized when all parties to an IEP meeting agree that the presence of a neutral third party would help facilitate communication and the successful drafting of the student’s IEP. This process is not necessary for most IEP meetings. Rather, it is most often utilized when there is a sense from any of the participants that the issues at the IEP meeting are creating an impasse or acrimonious climate.
  • Mediation – A voluntary process in which both parties seek to resolve the issues involved in the concern with an unbiased, third party mediator from the Colorado Department of Education. The mediator who will write up the details of the agreement that the parties come to through the mediation conference, the agreement is signed by both parties, and thus what the document states is mandated to be implemented; This process is overall less time-consuming, less stressful, and less expensive to complete than a due process hearing (see below)