Windsor Unified School District

1

Special Education

Parent Handbook

Windsor Unified School District

August, 2016

Table of Contents

Page

Introduction

Our partnership………………………………………………3

The Special Education Process

Overview……………………………………………………..4

Identification…………………………………………………4

Referrals……………………………………………………...4

The Student Study Team…………………………………….4

Evaluation……………………………………………………5

Eligibility…………………………………………………….6

Reevaluation…………………………………………………9

Special Education Procedures

Services / Least Restrictive Environment…………………...10

Programs…………………………………………………….10

Designated Instruction Services……………………………..12

Positive Behavior Supports………………………………….12

Other Services……………………………………………….13

Placement Procedures……………………………………….13

Change of Placement………………………………………..14

School to School Transitions………………………………..14

Post Secondary Transition…………………………………..15

Graduation…………………………………………………..15

Alternative Dispute Resolution……………………………...16

Appeals Process……………………………………………..17

Section 504 and 504 Plans…………………………………..19

Discipline and Students with Special Needs………………..19

Student Records……………………………………………..20

Student Transfers……………………………………………21

Helpful Hints for Parents, By Parents………………………22

Appendices

Staff Directory……………………………………………...23

Resources…………………………………………………..26

Introduction

The purpose of this handbook is to describe the special education process and special education services at Windsor Unified School District. Understanding this process and the procedures of special education services can help to ensure effective collaboration among all participants. This book was written to help parents. We hope that the contents provide useful information regarding special education proceduresand available resources.

Our Partnership

We believe in a collaborative partnership with parents, families and students. It is our goal to understand a child’s specific needs and work together with parents to help a child develop the skills necessary to succeed. This involves effective communication, mutual respect and trust. We are genuinely concerned about your child and strive to work in the best interests of each student. All of our teachers and administrators want your child to succeed. We also want you to feel supported and satisfied. To this end, we have collaborated with parents in writing this handbook to provide you with helpful information. We encourage you to ask questions and provide your input regarding this handbook.

The Special Education Process

Overview

The special education process is established according to state and federal laws. It involves a series of steps. Each step builds upon the prior one. These steps are designed to ensure that all participants in a child’s educational experience are actively involved. It is important to understand the processes which are summarized below:

Identification

The first step in the process involves recognition on the part of a parent, teacher or another person that a student may have special learning needs. At this earliest stage of concern, collaboration with the student’s teacher should occur. Federal Law, including No Child Left Behind (NCLB), and the Individuals With Disabilities Education Act (IDEA), supports the use of early intervening services to help at-risk students before they are referred for special education.

If a parentor a teacher, feel that early intervening services have not helped a child, either of you may make a referral to your school’s local Student Study Team.

Referrals

A student referral for assessment is a formal referral for evaluation for special education. As a parent you may file a written request for an assessment. Once this written request is received, it will be reviewed and the school will respond within 15 days to your request. You may be contacted to provide further information. In some situations, a referral to the Student Study Team may be suggested as a starting point. If a psycho-educational evaluation is the next step, the school will respond by sending an assessment plan. This assessment plan must be signed and returned within 15 days. Once it is received, the school district has 60 days to complete the assessment (please see the section on Evaluations).

The Student Study Team (SST)

Parents, school personnel, physicians, agency representatives or any other individual, including a student, may initiate a referral for Student Study Team review. The student’s teacher will be asked to provide background information including a description of early intervening services, if any that have been tried. The school will invite you as a parent to attend this meeting.

The meeting will also include a Principal (or designee), and general education teacher(s). It may also include other professional staff members such as a special education teacher, school psychologist, speech and language therapist, school counselor, etc. The goals of the Student Study Team meeting are to support students’ educational functioning through systematic group problem solving and intervention and offer protection against bias to students who may be referred for special education assessment.

At the SST meeting, you may request that a comprehensive evaluation be conducted at no cost to you when you suspect that your child has special education needs. You may request assessments in areas about which you have specific concerns, e.g., learning concerns, speech and language or occupational therapy.

The Student Study Team may:

• Decide to develop a plan and/or strategies to help your child within the regular classroom setting, without special education services, to see if these will be effective.
• Request additional information.
• Decide, instead to observe your child further and perhaps request a consultation from staff members.
• Consider whether or not a 504 plan is warranted for a student with disabilities who may not be eligible for special education services (see Section 504 Plans in this handbook).
• Decide that a comprehensive evaluation is warranted, in which case your written permission will be needed to proceed.

Remember, that if you disagree with the decision of the Student Study Team, you have a right to appeal (see page 16for Alternative Dispute Resolution and page 17 for Appeals Process to learn how to do this).

Evaluation

If the school team decides that an evaluation is warranted, it will seek the permission of parents before evaluating a student. An assessment cannot be conducted without the written permission of the parent. Upon receipt of a signed assessment plan, the assessment team has 60 calendar days, not counting days between the student’s regular school sessions, terms or days of school vacation in excess of 5 school days, in which to conduct an appropriate evaluation and hold an IEP meeting to discuss assessmentresults. If the parent refuses to provide consent, the school system may appeal if the school system feels an evaluation is necessary.

The student must be assessed in all areas related to the suspected learning problem. This may include psychological, socio-cultural, educational and medical assessments. The school district determines which evaluations are needed in order to meet the requirement for a comprehensive evaluation. A credentialed school psychologist shall administer individual tests, such as IQ tests or emotional functioning tests. The evaluator determines the specific tests that will be used to assess the skill. Both formal and informal measures can be used. Additional tests may be included that assess your child’s speech and language abilities, gross and fine motor skills, hearing, vision and emotional development. The socio-cultural assessment is usually done through an interview with the parent(s). You will be asked about your child’s developmental history and any significant events that may be contributing to his or her difficulties in school. This is also your opportunity to express your specific concerns about your child’s school performance, steps you have taken to help your child and ways in which you think the school can help. The results of this evaluation will be provided to you in a written report.

Eligibility

Eligibility for special education occurs in an Individualized Education Plan (IEP) meeting that is held at the school. Eligibility is determined by the participating team members. While the psychologist can discuss the eligibility criteria for various learning problems, only the members of the Individualized Education Plan (IEP) team can make the decision about your child’s eligibility.

The IEP team includes you as a parent, an administrator (or designee), a general education teacher, a special education teacher, the person(s) who conducted the assessment(s) and other individuals as appropriate. You should consider whether or not you would like your child to participate in the meeting. You may invite relatives or other support persons to this meeting.

The first or initial IEP meeting will be held to determine eligibility for Special Education under one of the thirteen federally defined disabling conditions:

1. Hard of Hearing
2. Deaf
3. Visual Impairment
4. Specific Learning Disability
5. Intellectual Disability
6. Deaf-Blind
7. Autism
8. Orthopedically Impaired
9. Traumatic Brain Injury
10. Emotionally Disturbed
11. Speech or Language Impaired
12. Other Health Impaired
13. Multiple Disabilities
14. Established Medical Disability

You will be notified of the time and place of the IEP meeting. Your input will be solicited. A review of all of the pertinent information will occur and the team will attempt to reach a consensus regarding eligibility.

If your child is eligible for Special Education, an Individualized Education Plan (IEP) will be completed. The IEP is a written plan of the special education servicesfor a student. This document will include:

1) IEP team membership including at least one regular education teacher if your child is, or maybe, participating in the general education classroom.

2) A statement of your child’s strengths in each listed area and results of the most recentassessments.

3) A statement of how your child’s disability affects involvement and progress in thein the general curriculum; or if your child is a preschooler, how the disability affectsparticipation in appropriate activities.

4) A reason for placement if it is other than the school regularly designated forattendance.

5) A statement indicating the extent to which the child will not participate in a generaleducation classroom. There must be an explanation if the student is not participating ingeneral education activities.

6) A statement of your concerns relevant to your child’s educational progress.

7) A statement of measurable annual goals that include benchmarks or short termobjectives. These must be related to: (a) meeting your child’s disability-relatedneeds; (b) allowing your child to be involved and to progress in the generaleducation curriculum; (c) how each of your child's educational needs are being met.

8) A statement of special education and related services and supplementary aids andservices to be provided.

9) A statement of how you will be regularly informed of your child’s progress atleast as often as parents of non-disabled general education students, including the extent towhich progress is sufficient to enable the child to reach his/her goals by the end of the year.

10) Program modifications or supports for school personnel that will be providedfor your child to: (a) advance toward annual goals; (b) be involved and progress in thegeneral curriculum and participate in extracurricular activities; and (c) be educated andparticipate with disabled and nondisabled peers.

11) A statement of projected date for beginning services and modifications and theiranticipated frequency, location, and duration.

12) A statement regarding your child’s participation in district-wide standardized assessments,including accommodations, if any. (This is currently the California Assessment of Student Performance and Progress (CAASPP).)

13) A statement regarding your child’s behavior and whether or not it impedes his/herlearning or that of others. If so, then a behavioral support plan must be developed whichaddresses the identified behavioral concerns.

14) A statement addressing your child’s transition service needs starting at age 16,focusing on courses of study, and interagency responsibilities and linkages.

15) For blind or visually impaired children, a statement regarding instruction in andthe use of Braille. If Braille not provided, a statement or rationale is required.

16) A statement that your child’s communication needs have been considered. If yourchild is deaf or hard of hearing, opportunities for communication with peers andprofessional personnel in your child’s communication mode must be included in the IEP.

17) A statement regarding the need for assistive technology devices and/or servicesfor your child.

At the conclusion of the IEP meeting, all participants will be asked to sign the IEP. Don’t hesitate to ask the professional present to repeat, or give explanations to youin everyday language. If you are satisfied with the IEP and give your written consent,placement in the appropriate special education and all related services will occur after the IEP has been signed. If you disagree with all or part(s) of the IEP, you will be asked towrite a dissenting statement. This statement becomes a part of the IEP. Your signatureindicates presence and participation in the IEP meeting. Checking the statements above yoursignature indicates your agreement/disagreement with the IEP.You may, however, refuse to give your consent to all or part of the IEP. In this case, there will be nochange to the current or existing program your child is in. You may request that the portion of the IEPwith which you do not agree be reconsidered, and another meeting may be scheduled to discuss andresolve any issues. If necessary, you can seek a resolution to any disagreement through The Alternative Dispute Resolution Process (see page 16)or request a fair hearing.The IEP is reviewed on an annual basis or more frequently if either the parent or school personnelrequest it. NO changes may occur to the IEP without the parent’s written consent.

Reevaluation

After the initialIEP meeting, the team must meet at least annually to review the IEP and to develop a new one for theyear. However, the IEP team can amend the IEP at any time. The team can choose to meetto develop the amendments, but, if the parents and school team agree, the IEP can be amendedwithout a meeting. The changes must be documented in writing. However, best practice dictatesthat there should be a meeting if any member of the team is contemplating significant changes. TheIEP must be completed before special education and related services can begin. No services can beprovided before the development of, and agreement on, the initial IEP.Parents must be given a “reasonable” amount of written notification about the IEP meeting.The meeting must be scheduled at a time and place that is convenient for the parents and otherswho need to attend. If the parents cannot attend, the school must use other methods to ensure parentparticipation and/or document why the parent has not participated. An IEP meeting can be conducted withparents by phone.

Special Education Procedures

Range of Services / Least Restrictive Environment

The term “least restrictive environment” refers to the setting determined by the IEP team to give a student as much contact as possible with age-appropriate peers while meeting the student’s unique educational needs. Placement in the least restrictive environment means providing instruction in the general education environment as much as possible. Many students spend part of the school day in more than one setting. Different placement options may be considered by the IEP team as a students needs change.

Least Restrictive

General Education Classroom

504 Program (student has accommodations)

Full Inclusion Program

Resource Specialist Program consultation

Resource Specialist Program collaboration

Resource Specialist Program (student attends a separate classroom)

Small Group Instruction consultation

Small Group Instruction collaboration

Small Group Instruction (Special Day Class)

Home Instruction or Non Public School

Residential/Non Public School

More Restrictive

Programs

General Education

Placement in the general education program shall occur when the student’s educational needs can be addressed through the general education program.

504 Program

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against any person with a disability by any federally funded agency or organization. It requires states to provide programs for eligible students with disabilities that are equal to those for students without disabilities.

Full Inclusion Program

Students who have severe disabilities may attend their neighborhood school and receive special education services in their schools and typically within the general ed classroom. There is a full inclusion teacher that will case manage the student that includes consultation and collaboration with the general ed teacher(s). There may be additional supports such as speech services, OT services, APE services, and a 1:1 temporary support assistant.

Resource Specialist Program

The Resource Specialist Program provides support in the general education curriculum. Students require specific accommodations in reading, written language and or mathematics. Services may include direct instruction from the Resource Specialist, and/or consultation, collaboration and monitoring of student progress with general education teachers.

Small Group Instruction (Special Day Class)

The Small Group Instruction Program provides special education core classes that parallel the regular curriculum. Students require modifications in reading written language and or mathematics. Services include direct instruction from the Special Education teacher, and/or consultation, collaboration and monitoring of student progress with general education teachers.

North County Consortium – Helping Hands Preschool

The Helping Hands Preschool offers a variety of learning experiences for preschoolers who have special education needs. Children who are 3 to 5 years old receive instruction geared to meet their individual needs based on Individualized Education Plans in a positive, caring and enriched learning environment.

North County Consortium – Bridges

The North County Consortium (NCC) program offers small group instruction (SDC) for students that have more significant needs. NCC serves students from K–12 along with a transition program for 18 – 22 year olds. The class sizes are small and have a rich staff to student ratio. Services include direct instruction along with independent living and community based instruction as the students get older.

Non-Public School Day Program, Residential Program

Occasionally, students may need educational services and programs that are not offered by the public schools. These students attend state certified non-public schools on a full or part-time basis. This placement recommendation is based on the IEP team decision that an appropriate public program is not available.