SPED Parent Resources

I. Referral for Special Education

• A referral for special education can be made by anyone, including parents, teachers, or school personnel, if they suspect that a student has a disability that is affecting their educational performance.
• The referral should be made in writing to the student’s school district, and should include information about the student’s academic and behavioral difficulties, as well as any medical or other relevant information.

II. Assessment and Evaluation

• Once a referral has been made, the school district reviews relevant student information to determine if it will conduct an assessment and evaluation to determine if the student is eligible for special education services.
• The assessment and evaluation process may include a variety of measures, such as standardized tests, classroom observations, interviews with parents and teachers, and medical or psychological evaluations.
• The assessment and evaluation should be conducted by a multidisciplinary team that includes professionals with expertise in the areas of the student’s suspected disability.

III. Eligibility Determination

• Based on the results of the assessment and evaluation, the multidisciplinary team will determine if the student meets the eligibility criteria for special education services.
• In California, eligibility is based on one or more of 13 disability categories outlined in federal law, including autism, intellectual disability, emotional disturbance, and specific learning disability, among others.
• The team will also determine the student’s unique needs and the appropriate special education services and supports to meet those needs.

IV. Notification to Parents

• Once the eligibility determination is made, the school district must provide written notice to the parents, including the basis for the determination, the services and supports that will be provided, and the rights of the parents to participate in the decision-making process.
• If the parents disagree with the eligibility determination or the services and supports proposed by the school district, they have the right to request a due process hearing and mediation.

V. Service Delivery

• Once the IEP or Section 504 Plan has been developed, the school district is responsible for providing the related services identified in the plan. This may include individual or group therapy sessions, in-class support, or other interventions designed to meet the student’s needs.

VI. Monitoring and progress reporting:

• The school district is responsible for monitoring the student’s progress and adjusting services and supports as needed. Progress should be reported to the student’s parents on a regular basis, and the IEP or Section 504 Plan should be reviewed and updated annually to ensure that it continues to meet the student’s needs.

The procedures for identifying and evaluating students with disabilities are designed to ensure that all students have access to appropriate and individualized special education services and supports. The process involves a team approach, with input from parents, teachers, and professionals with expertise in the areas of the student’s suspected disability in developing an appropriate offer of FAPE.

I. Individualized Education Programs (IEPs)

A. Timeline:

• The IEP must be developed within 60 calendar days of the date of the initial assessment, or the date the student is determined eligible for special education services, whichever comes first.
• After the initial IEP, the IEP team must meet at least once a year to review and revise the plan, or more frequently if necessary.

B. Required Components:

• Present levels of performance: a description of the student’s academic and functional levels, based on assessments and evaluations.
• Annual goals: measurable goals that address the student’s unique needs and are designed to help the student make progress in the general education curriculum.
• Special education and related services: a description of the special education services and supports that the student will receive, including accommodations and modifications, assistive technology, and related services such as speech therapy or occupational therapy.
• Participation in general education curriculum: a statement of the extent to which the student will participate in the general education curriculum and any accommodations or modifications that will be provided to support that participation.
• Transition services: for students age 16 or older, a statement of the student’s transition needs and goals related to post-secondary education, employment, and independent living.
• Behavior intervention plan (BIP): if necessary, a plan to address any behavioral difficulties that may be impeding the student’s learning.
• Assessment accommodations: any accommodations that will be provided to the student during assessments, such as extended time or use of a calculator.

II. Section 504 Plans

A. Timeline:

• There is no specific timeline for developing a Section 504 Plan, but the plan must be reviewed and updated annually.

B. Required Components:

• A description of the student’s disability and how it affects major life activities.
• Accommodations and services: a list of accommodations and services that will be provided to support the student’s access to education and other school programs and activities.
• Evaluation procedures: a description of the methods that will be used to evaluate the student’s needs and determine appropriate accommodations and services.
• Plan implementation: a plan for how the accommodations and services will be implemented, who will be responsible for implementing them, and how their effectiveness will be monitored.
• Periodic re-evaluation: a plan for how the plan will be reviewed and updated periodically to ensure that it continues to meet the student’s needs.

IEPs and Section 504 Plans are designed to provide individualized supports and services to students with disabilities. The plans must be developed in collaboration with parents and other members of the IEP or Section 504 team, and must be reviewed and revised annually to ensure that they continue to meet the student’s needs.

I. Free Appropriate Public Education (FAPE)

Under federal law, students with disabilities are entitled to a Free Appropriate Public Education (FAPE), which means that they must be provided with an education that is tailored to their unique needs, at no cost to the family. FAPE is ensured through a variety of measures, including:

• Identification and evaluation of students with disabilities: School districts must identify and evaluate students who may have disabilities, and provide appropriate services and supports to meet their needs.
• Individualized Education Programs (IEPs): Students with disabilities must have an IEP that is tailored to their unique needs and provides appropriate services and supports to help them make progress in the general education curriculum.
• Access to the general education curriculum: Students with disabilities must be provided with access to the general education curriculum to the maximum extent appropriate, based on their individual needs and abilities.
• Related services: Students with disabilities may require related services, such as speech therapy or occupational therapy, in order to benefit from their education. These services must be provided at no cost to the family.
• Assistive technology: Students with disabilities may require assistive technology, such as a computer or communication device, to access their education. School districts must provide this technology at no cost to the family.

II. Least Restrictive Environment (LRE)

Under federal law, students with disabilities must be educated in the Least Restrictive Environment (LRE), which means that they should be placed in the educational setting that is as close as possible to the general education setting that is appropriate for them. LRE is ensured through a variety of measures, including:

• Placement decisions: Placement decisions must be made on an individual basis, taking into account the student’s unique needs and abilities. Students with disabilities should be placed in the general education setting to the maximum extent appropriate, with appropriate supports and services.
• Continuum of services: School districts must provide a continuum of services that includes a range of placement options, from the general education setting with support to more restrictive settings such as special education classrooms or separate schools.
• Procedural safeguards: Parents have the right to be involved in placement decisions and to challenge decisions that they believe are not in the best interest of their child.

Overall, the requirements for providing a Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE) to students with disabilities in California are designed to ensure that students with disabilities have access to an education that meets their unique needs and allows them to make progress in the general education curriculum, while also providing appropriate levels of support and accommodations.

1. Transition from early intervention services to preschool:

When a child turns three and is no longer eligible for early intervention services, the family and service providers must work together to develop a transition plan. This plan should include information about the child’s strengths and needs, the services and supports the child will receive in preschool, and any necessary accommodations or modifications.

2. Transition from preschool to elementary school:

As a child approaches the age of five, the preschool program should begin to plan for the child’s transition to elementary school. This may include visits to the new school, meetings with teachers and service providers, and the development of a transition plan. The plan should address any accommodations or modifications the child may need to be successful in the new setting.

3. Transition from high school to post-secondary education or employment:

For students with disabilities who are transitioning from high school to post-secondary education or employment, the transition planning process should begin no later than age 16. The student, family, and school district should work together to develop a plan that includes information about the student’s strengths and needs, career goals, and necessary accommodations or modifications. This plan should also address any necessary supports, such as assistive technology or vocational training.

Some additional guidelines for transition planning include:

• The development of a transition plan should be a collaborative effort involving the student, family, and educational team.
• Transition planning should be individualized and based on the unique needs and strengths of each student.
• The transition plan should be reviewed and updated annually to ensure that it continues to meet the student’s needs.
• The transition plan should include information about the student’s preferences, interests, and abilities, and should be designed to promote the student’s independence and self-determination.

The SELPA Independent Child Advocate is available, at no cost, to provide services and support regarding special education to families and schools. The Independent Child Advocate (ICA) serves as a liaison for families utilizing a child-centered, family-focused, non-adversarial approach. The ICA’s services are tailored to your needs to produce a productive and effective working relationship with the school. This service is available for parents and guardians of students who attend schools in Benicia, Dixon, Fairfield-Suisun, Travis, and Vacaville school districts, including students served in those districts through the county office of education. The goal of the ICA program is to provide a neutral individual to assist families and improve collaboration and communication with the school to ensure that everyone works in the child’s best interest.

1. Informal dispute resolution:

If a parent disagrees with the district’s decisions regarding eligibility or the provision of services, they may engage in informal dispute resolution with the district.  Before pursuing a due process hearing or mediation, parents and school districts are encouraged to engage in informal dispute resolution. This may include meetings between the parents and school district representatives to discuss the issues in dispute and explore possible solutions.

2. Mediation:

If the parties are unable to resolve their dispute through informal means, they may choose to participate in mediation. Mediation is a voluntary, confidential process in which a neutral mediator helps the parties reach a mutually acceptable solution. Mediation can be requested at any time, and is available to parents and school districts free of charge.

3. Due process hearing:

If mediation is not successful, or if one of the parties chooses not to participate, either the parents or the school district may request a due process hearing.  If a parent files for due process, the district must hold a resolution meeting within 15 days to attempt to resolve the dispute.  The purpose of the resolution session is to give the parties a chance to resolve the dispute without going through a formal hearing.

A due process hearing is a formal legal proceeding in which an impartial hearing officer listens to evidence and makes a decision about the dispute. The hearing officer’s decision is binding, meaning that both parties must comply with the decision. 

Appeals:

If a party is dissatisfied with the outcome of a due process hearing, they may appeal the decision to a higher court. In California, an appeal to a due process hearing decision must be filed within 90 calendar days of the date of receipt of the decision.

1. Notice: Schools must provide parents with written notice whenever they propose to initiate or change the identification, evaluation, or educational placement of a student with a disability. The notice is titled a Prior Written Notice, and must be provided in the parent’s primary language and include a description of the proposed action, a statement of the reasons for the action, and a description of the options available to the parent. Schools must also provide notice to parents before conducting any individualized education program (IEP) team meetings or disciplinary actions related to a student’s disability.
2. Consent: Schools must obtain written consent from parents before conducting an initial evaluation to determine whether a student has a disability, before providing special education services to a student, and before conducting any reevaluation of a student. Schools must also obtain written consent from parents before disclosing personally identifiable information about a student with a disability, except in certain circumstances specified in the law.
3. Participation in Meetings: Parents have the right to participate in meetings related to their child’s identification, evaluation, and educational placement. They also have the right to bring advocates, attorneys, or other individuals to the meeting. Schools must ensure that the parent understands the proceedings and has an opportunity to participate in the development of the IEP.
4. Independent Evaluations: If a parent disagrees with the school’s evaluation of their child, they have the right to obtain an independent evaluation at public expense. The school district must provide the parent with information about where they can obtain an independent evaluation, and the evaluation must be considered by the IEP team in making decisions about the student’s educational program.