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Special Education & 504 Accommodation Plans
Training
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LRE district wide
EL students and Special Needs
ProAct Trainings
TEACHH Model Trainings
Instruction Assistants
Santa Clara County Autism Task Force
Special Education Transportation
Health Services and Home/Hospital Teaching
Student Attendance and Residency
Student Discipline and Behavior
Other Responsibilities as Assigned
1.
To the maximum extent appropriate children with
disabilities are to be educated with children who are
not disabled
2.
Removal may only occur when education in regular
classes with the use of supplementary aids and
services cannot be achieved satisfactorily
“[Local school districts are required to develop]
procedure to assure that, to the maximum extent
appropriate, children with disabilities…are educated
with children who are not disabled and special classes,
separate schooling or other removal of children with
disabilities from the regular education environment
occurs only when the nature and severity of the
disability is such that education in regular classes with
the use of supplementary aids and services cannot be
achieved satisfactorily.”
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Special education is a service not a place
Children with disabilities must, to the maximum extent
appropriate, be educated with students without
disabilities.
An IEP must provide justification for any segregation
Removal into separate classes is appropriate only when
the student cannot receive any educational benefit in
the general education with supplementary aids and
services
 Cambrian
Student Services District Staff
• Director of Student Services: Ginny Maiwald
• Administrative Assistant: Jayne Selig
 Cambrian
Special Education School Staff
• Speech/Language Pathologists (SLP) (4.9 FTE total for District)
• School Psychologists (4 FTE)
• Resource Specialist Program Teachers (1 FTE each K-5; 3 FTE at Price)
• Special Day Class Teachers (13 FTE Total)
• Instructional Assistants (various days/hours)
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Cambrian Special Day Classes (SDC)
• Preschool (ages 3-5) SDC at Fammatre (3.0 FTE)
 Three teachers - AM and PM class
 Students grouped by age and special needs
 Multidisciplinary team (Psych, SLP and OT)
• K-3rd (4.0 FTE) and 3rd-5th (3.0 FTE) Grade
 3.0 FTE Bagby: Autism and Global Developmental Delays
 3.0 FTE Sartorette: Language and Learning Handicaps
 2.0 FTE Farnham: ADHD, Autism Spectrum and Related Social Impairments
• Price Middle School (6th-8th grade) (1.0 FTE)
 Social Thinking: ADHD, Autism Spectrum and Related Social Impairments
Cambrian Resident Students Placed by Individualized Educational
Program (IEP) Teams Outside of Cambrian Schools (for more severe needs)
• Santa Clara County Office of Education (SCCOE) Programs
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Specialized Autism Programs = 8
Deaf Program = 1
Emotional Disturbance, Therapeutic Day Classes = 4
BASIC Programs (significant global developmental delays) = 4
Orthopedic Impairment (OI) Programs = 2
• Non-Public School/Agency (NPS/NPA) Services
 Nonpublic School for Specialized Autism = 1
 NPA Applied Behavior Analysis (ABA) Consultation & Therapy (reduction to 2
cases)
 NPA Occupational Therapy Assessments, Consultation & Services
Alternative Education
C.A.S.A. (Collaborative Academic Success for All)
program at Price utilizes RSP teacher for general
education students needing more targeted support.
Students who commit expellable offenses may be
referred to SCCOE Alternative Education class
(no Cambrian students placed in that class to start the year)
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Health Services
• School Health Clerks
• Vision, Hearing and other Health Screenings
• Documenting Immunization Records
• Home/Hospital Teaching (for students medically unable to
attend school)
• Medi-Cal Administrative Activities (MAA)
• Health/medical consultation and collaboration with staff,
parents and local districts, providers/groups
• Westside Children’s Health Initiative
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Student attendance and residency issues
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Principals
Staff
Parents
San Jose Police Department
Residency verification checks and
residency related issues
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School Attendance Review Board (SARB)
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District Attorney Mediation
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Positive Behavioral Interventions and Supports
(PBIS) Staff Development
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Overseeing Suspensions and Expulsions
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Facilitating Behavior Interventions
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Review Board and Stipulated Agreements
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Student Counseling Resources and SocialEmotional/Behavioral Issues
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Student Study & Individualized Educational
Program Team Meetings
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Currently no students in most restrictive environment
(residential, NPS)
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Complete elimination of County Mental Health
expenses
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Addition of SCCOE class for Autism at Sartorette
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2 - 3rd year psychology interns, new highly trained
staff
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RSP at all sites
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Trainings = All Teachers/All Aides
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Maintaining collaboration with SCCOE programs
to avoid more restrictive placements
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Continued focus on student needs, programs,
training and staffing
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Establishment of vertical continuum of programs
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Continued partnering with local universities for
internships