Shasta County
Community Advisory Committee
2012-13Shasta County
Community Advisory Committee
A PARENT’S GUIDE
TO
SPECIAL EDUCATION
Compiled and Edited by:
Shasta County
Special Education Local Plan Area (SELPA)
and
Shasta County
Community Advisory Committee (CAC)
1644 Magnolia Avenue
Redding, CA 96001
Telephone (530) 225-0100
Fax (530) 225-0105
CONTENTS
What Is Special Education? 54
Laws Affecting Special Education 65
Least Restrictive Environment 76
Referrals To Consider Need For Special Education 76
Continuum Of Least Restrictive Environment Program Options 87
Special Education Programs & Services 87
Procedure for Referral and Placement 109
Community Advisory Committee 1312
Community Programs & Referral Resources 1413
Other Resources 1413
Local Education Agencies & Schools Within Shasta County 1514
Selected Programs in the Shasta County SELPA 18
Special Education Glossary 2019
What Is Special Education?
Special Education is an individualized education program designed to help students reach their potential. It is provided for students birth through maximum school age, generally through the 21st year, who qualify according to the laws and regulations developed by the state and federal government.
It is the goal of the Shasta County Special Education Local Plan Area to assist parents and local education agencies to develop educational programs and transitional services for students with exceptional needs.
Students receive special education instruction and services according to their specific needs. Placement in special education programs is only considered after the resources of the general education programs have been considered, and appropriately utilized.
A common way of reviewing the use of general education resources is the Student Study Team. Most schools have a general education team that addresses family and school concerns regarding individual students’ academic, behavior, attendance or health problems. Such teams may have different names and procedures at different schools (Student Study Team, Student Support Team, etc.); however, regardless of name, all are similar in function. Such teams typically include general education and special education teachers, administrators, parents, and educational support staff. Their job is to explore all available resources which might assist a child, and make recommendations for classroom modifications, accommodations and supports. These teams may also recommend referral for special education evaluation if other recommended interventions have been unsuccessful.
Laws Affecting Special Education
Federal Public Law 108-446, more commonly known as the Individuals with Disabilities Education Act (IDEA), guarantees certain fundamental rights to all children with disabilities. The purpose of the IDEA is to “ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” IDEA mandates that all children with disabilities are provided:
· A culturally unbiased, valid assessment.
· A free and appropriate public education (FAPE) in the least restrictive environment (LRE).
· Transition services, as appropriate, to be addressed in the Individual Education Program.
· Procedural Safeguards to ensure parent and child rights.
The classifications for disabling conditions are:
· Autism
· Deaf
· Deaf-Blindness
· Emotional Disturbance
· Established Medical Disability (3-5)
· Hearing Impairments (including deafness)
· Intellectual Disability
· Multiple Disabilities
· Orthopedic Impairment
· Other Health Impairment
· Specific Learning Disability
· Speech & Language Impairments
· Traumatic Brain Injury (acquired)
· Visual Impairment (including blindness)
The State of California has adopted Laws and Regulations to comply with the IDEA.
All school districts in the Shasta County Special Education Local Plan Area are required to provide a free appropriate public education for all individuals with disabilities, ages birth to maximum school age, generally through the 21st year or earn a high school diploma.
Students receiving special education and related services have the right to be educated with non-disabled peers to the maximum extent appropriate. They participate, as appropriate, in all school programs and activities and general education activities as determined by the IEP team.
Special education programs and related services are provided to students with disabilities at no cost. To the extent possible, these services are provided in settings at, or close to, the student’s neighborhood school.
Least Restrictive Environment
Each student has the right to be educated in the least restrictive environment which promotes, to the maximum extent appropriate, interaction with the general education population in a way that is appropriate to the needs of both.
Referrals to Consider Need for Special Education
Referrals for consideration of need for special education services are encouraged from parents, teachers, private schools, community agencies and any individual within the community who suspect that a child has a disability which might adversely impact his/her educational performance. Special education services are available for any child within the SELPA from birth through age 21 who is determined to have an eligible condition, and whose educational needs cannot be met with modification of the regular instruction program. Any person wishing to make a special education referral should contact the child’s District of Residence. Requests for testing require educational right’s holder
Continuum of Least Restrictive Environment Program Options
· Specialized instruction complementing regular classes (e.g. Designated Instructional Services (DIS) including but not limited to Speech/Language Therapy, Adapted Physical Education, Occupational Therapy, Resource Room or Resource Specialist Program, infant program services in the natural setting)
· Instruction in other settings (e.g. in the community for older high school students)
· Special classes (e.g. Special Day Class on public school campus, special classes for preschool students)
· Special schools (e.g. California School for the Deaf)
· Nonpublic schools
· Instruction in home or hospital
Special Education Programs & Services
Early Intervention Services In Collaboration With Far Northern Regional Center (FNRC) – Early Intervention Services offers services to infants and toddlers who require special education. Early Intervention services for the infant/toddler are specified on the child’s Individual Family Service Plan (IFSP) and may include, as appropriate: counseling; home visits; special instruction; speech therapy and audiology; occupational therapy; physical therapy; medical services (for diagnostic purposes); early identification, screening and assessment services; other health services and social work services, as needed.
Preschool Program – The Preschool Program provides educational services for preschool children between the ages of 3-5 and focuses on the young child and his/her family.
Resource Specialist Services – Students receiving these services remain in the general education classroom for the majority of the day. They may be served in the general education program with the resource teacher providing consultation or collaboration services within the general education classroom. The Resource Teacher works with the general education staff to provide curriculum assistance. Students may also receive individual or small group instructional services in a pull out program. Students can also receive indirect services in a consultation model.
Special Day Classes (including Accommodations & Modifications) - These classes provide services to students who have intensive instructional needs that cannot be met within the general education program. Services from an SDC teacher may be provided across a variety of environments.
Designated Instructional Services (DIS) and related services are provided only when deemed necessary by the IEP Team to help a student benefit from his or her instructional program. DIS Services include, but are not limited to:
· Language & Speech· Deaf & Hard of Hearing Services
· Orientation & Mobility
· Instruction in Home & Hospital
· Health & Nursing Services
· Specialized Designed Vocational Education & Career Development / · Adapted Physical Education
· Vision Services
· Counseling Services
· Physical & Occupational Therapy
· Transportation
Nonpublic Schools – A nonpublic school is a private, nonsectarian school certified by the California Department of Education that enrolls individuals who have exceptional needs and whose needs are unable to be met by public education. They employ at least one full-time teacher with an appropriate special education credential and are certified by the State Department of Education. School districts are required to consider all appropriate special education settings within the public school environment before recommending nonpublic school placement.
State Operated Special Schools – Residential Schools for the blind, deaf, and neurologically disabled, offer complete diagnostic evaluations and residential school programs for individuals with extraordinary needs. Referrals to such programs are arranged upon the recommendation of the IEP team.
Extended School Year – The extended school year session may be recommended for individuals with unique exceptional needs to prevent significant loss of skills. Services are determined on an individual basis by the IEP team.
Vocational / Transitional Programs: Vocational and Transitional programs and services are available to provide training and readiness experiences in diversified occupations. They are planned according to the student’s post-secondary goals and transition services on the IEP, and based on each student’s needs and abilities.
Transition services may include Employment Training, Vocational Assessment, ROP, WorkAbility I, Supported Employment, and Life Skills Education. Support services may include special transportation, job coaching, leisure skills training, mobility training, or access to community resources. By age 16, or younger if determined appropriate by the IEP team, post-secondary IEP goals are developed jointly by the student, school and family in the IEP process. Agencies are included in the IEP meeting when appropriate.
Procedure for Referral and Placement
Notification Of Referral & Procedural Safeguards: Upon initial referral for evaluation for special education, the parent of a public school student will receive: 1) a written Notice of Referral for special education evaluation, and a copy of Special Education Procedural Safeguards (frequently referred to as Parent and Child Rights). The Procedural Safeguards form provides information to
the parent related to the child’s right to receive a free and appropriate public education (FAPE) and contains information related to the educational agencies' legal responsibilities, including those related to evaluation, and the parent’s legal rights related to
special education. Educational personnel generally provide the parent with a verbal explanation of the Procedural Safeguards and will explain them in more detail upon request.
Evaluation & the Following Team Meeting: Upon referral to determine Special Education eligibility, the District will, within 15 days, develop a proposed plan addressing all areas of suspected disability. This Assessment Plan will be presented to the parent for review and approval. After the signed Assessment Plan is returned to the school, qualified educational personnel have a maximum of 60 days within which to complete the student evaluation and to hold an IEP meeting.
By the team meeting, the parent is required to receive a copy of the District’s Evaluation Report. At the IEP meeting, the results of the educational evaluation are shared with the team members and a determination of the student’s qualification or non-qualification for special education is made.
If the IEP team determines that the child requires special education services, an IEP is cooperatively developed with the parent. The IEP represents the District’s offer of free appropriate public education (FAPE) for the child.
If the child does not qualify for special education services, the results of the meeting and eligibility determination are documented and the team discusses other district programs, services, accommodations and modifications which might appropriately address the child’s educational needs.
ADR/Due Process: If disagreement arises surrounding a child’s educational program and services that cannot be resolved through the IEP process, the parent and/or school district may elect to utilize any of the following:
· SELPA Alternative Dispute Resolution (ADR)
· Facilitated IEP
· State Mediation
· State Due Process Hearing
ADR (Alternative Dispute Resolution) utilizes services of a neutral third party in all stages of a dispute, which might include trained resource parents, SELPA staff, or a panel of one or two trained mediators, who will work closely with the district and parents to help resolve any conflicts. To inquire about the SELPA ADR process call the Shasta County SELPA Office at (530) 225-0100
Facilitated IEP Process – The role of an IEP Facilitator is to ensure that the IEP Team interacts respectfully, the perspectives of all participants are heard, and the IEP team focuses on future actions. An IEP Facilitator serves the whole group rather than an individual, and assists the group with the process of the IEP meeting rather than the content of the IEP. The agenda for a facilitated IEP meeting is the IEP process, and the focus of the meeting is the student and his or her needs.
Although the use of ADR of the Facilitated IEP Process is encouraged, they do not preclude using more formal solutions listed above which include a state mediator and/or a Hearing Officer that would preside over a mediation or hearing.
In regards to compliance complaints or Due Process Hearings, more information is included in the Parent Notice of Procedural Safeguards; or, you can call the SELPA Office at 225-0100.
In order to file for mediation or a Due Process Hearing, contact:
Office of Administrative Hearings
Attn: Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833-4231
Phone: (916) 263-0880
Fax: (916) 376-6319
www.oah.dge.ca.gov
It is the intent of Shasta SELPA to be in compliance with state and federal laws and regulations in regards to Special Education. However, if a parent believes there is a violation of federal or state law or regulation governing Special Education, a written complaint may be filed with the District Superintendent or local administrator or appropriate program. If you wish to file a complaint with the California Department of Education, you should submit your complaint in writing to:
California Department of Education
Special Education Division
Procedural Safeguards Referral Service
1430 N Street, Suite 2401
Sacramento, CA 95814
Attn: PSRS Intake
Community Advisory Committee
The Shasta County SELPA’s Community Advisory Committee (CAC) is made up of special and general education parents, teachers, representatives of local agencies, administrators and other persons interested in the education of individuals with disabilities.
The CAC acts as an advisory group to the Shasta County SELPA. Responsibilities include:
· Advising the SELPA and reviewing the SELPA Local Plan
· Making recommendations on annual priorities to be addressed under the plan, acting in support of individuals with exceptional needs and assisting in the evaluation of how well the SELPA is meeting the needs of children