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 COMMUNITY ADVISORY COMMITTEE
•Meet other parents
•Get to know the district Special Education staff
•Become informed about the Special Education process
•Learn to advocate for your child's needs
•Express your opinion
•Assist in making decisions that impact Special Education
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INTRODUCTION
| State
and Federal Law ensures that "all individuals with exceptional needs
have available to them a free, appropriate public education and related
services to meet their unique needs." When a child is being assessed for
possible special education needs, an Individualized Education Program
Team (IEPT) shall be convened. Parents are an integral part of that
team.
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SEARCH AND SERVE
| The Special Education Local Plan Area (SELPA)
provides special education services in cooperation with the school
districts. The SELPA continues to ensure that eligible children, birth
through age twenty-one, with handicaps have the opportunity to
participate in programs and receive appropriate special education
services. Programs and services are available for eligible pupils from
infancy through age 21.
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STUDENT STUDY TEAM (SST) - A REGULAR EDUCATION FUNCTION
| The school site Student Study Team/Child Study Team discusses and recommends intervention strategies using regular school resources and personnel. They may coordinate assessment referrals for students whose needs cannot be met with modification of the regular program. The SST may refer a student to special education only after all resources of regular education have been considered and, where appropriate, utilized.
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REFERRAL AND IDENTIFICATION
Referrals for identification of a child with possible special needs may come from:
- Parents
- Teachers
- Doctors
- Community agency personnel
- School-based Student Study or Child Study Team
- Any concerned individual
- The child
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ASSESSMENT
Assessment
will be done only with parent permission at which time parents will
also receive a copy of their rights. Upon identification of a special
need for a child, the IEP Team shall consider appropriate services and
placement.
Arrangements
will be made to have a child's strengths and possible needs evaluated.
This will be done through testing and conferences held among those who
have worked with the child: teachers, nurses, counselors, therapists,
psychologists and others. The assessment must be completed and an IEP
meeting held within 50 days after receipt of a signed assessment plan.
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
If
the parent and the school agree that the child has a disability and
requires special education services, an Individualized Education Program
will be designed to meet the child's needs. This will take place at a
meeting attended by parents and the school personnel and may include
others as appropriate.
An
Individualized Education Program (IEP) will be developed during the
planning meeting if it is determined that special education is needed.
The following is a partial list of what the Education Code calls for in
an IEP:
- A summary of the assessment findings, including your child's strengths as well as needs.
- A statement of goals and objectives, which the group suggests for your child.
- A list of specific services that will be used to find out how well the plan is working (evaluation).
- A recommendation for placement.
- The starting date and frequency of services.
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IEP PLANNING MEETING
Parents
are invited to an IEP meeting with appropriate district staff and , if
necessary, personnel from Butte County office of Education, the SELPA
and/or other agencies. Parents may also bring other persons of their own
choosing. The following are some tips on how parents can best
participate:
Come Prepared. Jot
down any questions you want answered or any suggestions you wish to
make regarding educational objectives, health, transportation,
schedules, and special information concerning your child's needs and
strengths.
Do Not Be Reluctant to Ask Questions.If
the professionals use such words as "20/60 vision," "50th percentile,"
"WISC-R," "Key Math," or any other terms you do not understand, please
ask for an explanation.
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PARENT CONSENT
| Parent
consent is also required before the IEP can be put into effect. If
parents are uncertain at the end of the meeting as to whether they want
the plan to go into effect, they may decline to sign it. They may take
it home and think about it if you wish. Those components of the plan
that are approved will be implemented. Parents have other rights if they
disagree with the discussion of the group. County or district personnel
will answer any questions about those rights.
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PARENTS' RIGHTS
Parents are notified of all of their rights annually and at various stages within the special education process. Staffs from the District, County Office of Education or SELPA are available to answer questions and provide assistance.
To view the Special Education Rights of Parents and Children document in your language, click a link below:
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REVIEW OF THE IEP
| At
least once a year there will be a meeting to review the plan to
determine if the plan is still appropriate or if it needs to be changed.
Parents may also request a review as necessary.
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PROGRAMS AVAILABLE TO SPECIAL EDUCATION STUDENTS
Designated Instruction and Service-
Such instruction and services will be provided by the regular class
teacher, the special education teacher or specialists competent to
provide such instruction and services. If not, the appropriately
credentialed Designated Instruction and Service (DIS) specialist will
provide such instruction and service. Some examples are: A-PE and S/L
services. If your child needs a specialized service, which relates to
his/her educational progress, it may be provided by the local school,
County Office of Education or an outside agency.
Resource Specialist Program-
The Resource Specialist provides instructional services to students in
order to implement the IEP. He/She also provides consultation to parents
and regular staff members in areas such as assessment, curriculum and
classroom management as well as monitoring pupil services with regular
school programs. The majority of the student's day is spent in the
regular program.
Special Day Classes-
Students with more intensive educational needs may require Special Day
Classes. Placement in Special Day Classes shall occur only when the
nature of the handicap is such that education in regular classes with
the use of supplementary aides and services cannot be achieved
satisfactorily. Typically 50% or more of the student's day is spent in
Special Day Classes.
State Special Schools - The state provides residential schools and assessment for handicapped pupils as appropriate.
Non-Public, Non-Sectarian Schools and Services-
All appropriate public school programs in the SELPA or nearby SELPAs
shall be explored prior to considering the non-public school program
alternatives.
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LEAST RESTRICTIVE ENVIRONMENT (LRE)
| The
District recognizes the importance of the least restrictive philosophy
as set forth in state and federal legislation. It is our intent to
implement the requirements to the maximum extent, and to ensure its
application in all placement considerations. The intent clearly is to
have the special student as much a part of a regular school program as
possible while giving considerations to the needs of both exceptional
and regular pupils.
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Further Resources |
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