Bakersfield City School District
Local Plan Area (SELPA)
Community Advisory Committee (CAC)
Building Collaborative Teams for Student Success
FALL
2013
Special Education Division
714 Williams Street
Bakersfield, California 93305
(661) 631-5863 Fax (661) 631-3101
Julius Steele, Ed.D., Director of Special Education, SELPA
Shirley Nicholas, Assistant Director of Special Education
BAKERSFIELD CITY SCHOOL DISTRICT
1300 Baker Street
Bakersfield, California 93305
(661) 631-4600
Web Site: www/bcsd.k12.ca.us
Dr. Rob Arias, Superintendent
Table of Contents
Forward:…………………………………………………………………………………………….. ii
What is the Community Advisory Committee (CAC)…………………………………………… 1
Who is Eligible for Special Education Services?............................................................................. 2
Handicapping Condition Definition…………………………………………,,,……………. 5
What is Early Start?……………………………………………………………………………….. 7
What is Special Education?.............................................................................................................. 9
Where are Special Education Aids & Services Provided?...................................................... 11
How does My Child Get Special Education Services?................................................................... 12
Individualized Education Program (IEP) Process/Timeline…………………………………. 13
Procedural Steps – Referral…………………………………………………………………. 14
Assessment Plan / Period……………………………………………………………………. 16
Assessment Plan Checklist/Team Members & Their Contributions………………………… 17
Assess the Assessment………………………………………………………………………. 18
What is an Individualized Education Program (IEP)?.................................................................. 19
How Can I prepare for an I.E.P. Team Meeting?.......................................................................... 23
IEP Implementation – annual / Triennial…………………………………………………………
Summary of Procedural Steps for Referral; Assessment; IEP Development……………….. 26
Helpful Hints for Going to an IEP Meeting…………………………………………………. 30
IEP Checklist for Families…………………………………………………………………… 32
The Post IEP Blues………………………………………………………………………….. 34
Current Individualized Education Program Format……………………………………………. 36
Present Levels of Academic Achievement & Functional Performance…………………….. 37
Special Factors to be Considered…………………………………………………………… 39
Placement……………………………………………………………………………………. 40
Annual Goals………………………………………………………………………………… 41
Services……………………………………………………………………………………… 42
Signature & Parent Consent………………………………………………………………… 43
IEP Team Amendments Page………………………………………………………………. 44
School Modifications and Adaptations…………………………………………………………… 45
Grading & Test/Instruction & Assignments – Teaching Suggestions……………………… 46
What Are My Rights As a Parent?................................................................................................. 47
What to do if you do Not Agree With the IEP……………………………………………… 52
Parents’ Rights of Access to Their Child’s Educational Records………………………….. 53
Notice of Procedural Safeguards & Parent’s Rights………………………………………... 54
Laws and Regulations……………………………………………………………………………… 64
Overview of Laws and Regulations…………………………………………………………. 65
Parent Guide to Assessments & Accountability for Students with Disabilities………………… 71
Who Can Help Me?........................................................................................................................... 75
Sources of Documents About Disabilities…………………………………………………… 77
Community Resources:
Autism……………………………………………………………………………….. 78
Developmental Disabilities & Traumatic Brain Injury……………………………… 79
Hearing Impaired & Deaf…………………………………………………………… 79
Visual Impairments & Blind………………………………………………………… 80
Other Health & Orthopedic Impaired……………………………………………….. 80
Special Education General Information…………………………………………….. 81
Counseling & Support Groups……………………………………………………… 82
Frequently Asked Questions………………………………………………………………………. 83
What Do All These Acronyms Mean? …………………………………………………………… 90
Glossary of Special Education Terminology……………………………………………….. 103
Application for CAC Membership……………………………………………………………….. 116
Bakersfield City School District
Community Advisory Committee
Foreword
Dear Parents/Guardians:
The purpose of this handbook is to help parents understand Special Education services. When you
first “think” your child may need Special Education services, you may experience great difficulty. For
example, you may be so overwhelmed by the process of finding assistance for your child that you
don’t know what to do next or where to seek advice. Members of the Community Advisory
Committee (CAC), a group composed largely of parents of children receiving Special Education
services, prepared this handbook to help guide you through the process of obtaining Special Education
services in the Bakersfield City School District. CAC members are available to support you along the
way.
A number of state and federal laws and regulations govern the referral, evaluation, and placement of
children and youth requiring Special Education services. These laws, as well as over 35 years of
growth and change in the field, make Special Education procedures appear complicated. However, no
matter how complicated it seems, your knowledge about your child is essential to developing the right
program. Several due process safeguards have been designed to protect your child’s rights and your
rights as parents or guardians.
You play an important role in the education of your child. As a parent, you have expert knowledge of
your child. Team up with your child’s teacher and school staff and make them your equal partners in
the educational process. Build and nurture these relationships early. Make your views known in a
positive and constructive
The CAC hopes this handbook will guide you step-by-step through the processes of referral,
assessment, planning and implementation of your child’s instructional program and Special Education
services. This handbook is organized around a series of questions parents frequently ask about Special
Education. We hope it will continue to guide you year after year through the process of obtaining
appropriate services for your child. Reading the handbook in its entirety may seem to be an
overwhelming task. You may want to focus on only those sections relevant to where you are in the
process. You will also probably want to keep this handbook as a reference for a later date. Always
remember that your expert knowledge of your child, as well as your values and hopes, are important
considerations in your child’s successful education.
Sincerely,
Community Advisory Committee
Special Education Division
Bakersfield City School District
ii
The Community Advisory Committee
Parent
Resource
Guide
Bakersfield
City
School
District
is dedicated to
Community Advisory Committee
All Parents of Children With Special Needs
Bakersfield City School District Special Education Division’s Community Advisory
to Holland
Committee (CAC) and Special Welcome
Education provide
the opportunity for interaction,
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between
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of
children with special needs’,
Emily Perl Kingsley
professionals with special needs’ interests and expertise, and other interested individuals
in theasked
Bakersfield
City
District
community.
CAC
meetings –are
open
to all
I am often
to describe
theSchool
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a disability
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teachers, students, administrators, school nurses, psychologists, and representatives of
private
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going
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a baby, it’s like planning a fabulous vacation trip – to Italy. You buy a
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Bakersfield
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and its implementation.
SB1870
mandates
After about
months
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and off
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says,
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special needs’ children that the Bakersfield City School District serves.
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hasI’ve
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an there
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development and review of the Local Plan and on issues about special education.
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2. and
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assist in It’s
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community, teachers, other school personnel, and special
famine
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So you must go out and buy new guide books. And you must learn a whole new language. And you
3. To
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federal
andofstate
legislation
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will meet
a whole
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for a 4.while
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you
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serveyou
as acatch
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andtoparents
windmills…and
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even
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problem areas experienced by children with special needs’ and their parents to the
attention of the school district.
But everyone you know is busy coming and going from Italy…and they’re all bragging about what a
wonderful time they had there.
And for theCity
rest of
your life,
you will say, “Yes, that’s where I was
Bakersfield
School
District
supposed to go. That’s what I had planned.”
Community Advisory Committee
And the pain of that will never, ever, ever, ever go away…because the loss of that dream is a very, very
significant loss.
Bakersfield City School District Special Education Division’s Community Advisory
Committee
andmourning
Special Education
the opportunity
interaction,
But…if
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the fact thatprovide
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special,
the very lovely
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Holland.and cooperation between parents of children with special needs’,
professionals with special needs’ interests and expertise, and other interested individuals
in the Bakersfield City School District community. CAC meetings are open to all
interested persons, including parents, regular classroom teachers, special education
teachers, students, administrators, school nurses, psychologists, and representatives of
public and private agencies.
1987 by Emily Perl Kingsley. All rights reserved.
Reprinted by permission of the author
1987 by Emily Perl Kingsley. All rights reserved
Bakersfield City School District
Community Advisory Committee
Bakersfield City School District Special Education Division’s Community Advisory
Committee (CAC) and Special Education provide the opportunity for interaction,
communication, and cooperation between parents of children with special needs’,
professionals with special needs’ interests and expertise, and other interested individuals in
the Bakersfield City School District community. CAC meetings are open to all interested
persons, including parents, regular classroom teachers, special education teachers, students,
administrators, school nurses, psychologists, and representatives of public and private
agencies.
As mandated by California Senate Bill 1870, the CAC is a vital part of each District’s special
education plan. This multidisciplinary group provides valuable community input about
Bakersfield City School District’s plan and its implementation. SB1870 mandates that a
majority of the CAC be parents. A majority of those parents are to be parents of special
needs’ children that the Bakersfield City School District serves.
The CAC has several purposes:
5. To advise the Bakersfield City School District’s office of Special Education regarding the
development and review of the Local Plan and on issues about special education.
6. To assist in the education of the community, teachers, other school personnel, and special
education parents, in particular, through meetings on subjects of special interests.
7. To study federal and state legislation on special education and work to influence it in a
positive and beneficial way.
8. To serve as a liaison between the school district administration and parents by bringing
problem areas experienced by children with special needs’ and their parents to the
attention of the school district.
The CAC offers special education parents and other interested individuals an opportunity to
take an active role in the planning and implementation of special education in the Bakersfield
City School District. Any interested individual may apply for membership. If you would
like to find out more about what the CAC does, please attend a CAC meeting. The CAC
meets monthly throughout the school year. For information about the next meeting, you may
telephone the Office of Special Education at (661) 631-5863.
What is the
Community
Advisory
Committee
(CAC)?
What is the Community Advisory Committee (CAC)?
The Special Education Community Advisory
Committee (CAC) is made up of parents, district
personnel, agency representatives and other
individuals concerned with the needs of
individuals with disabilities.
The primary
function of the CAC is to advise the district on
Special Education programs and services. The
CAC monitors the needs of the Special Education
population by utilizing information received from
concerned parents, teachers, administrators and
community members. The CAC is committed to
maintaining and developing high quality programs
in the district.
The CAC is mandated by the California
Education Code, which gives the CAC a number
of specific responsibilities. These responsibilities
include:


To advise the Board of Education of the
BCSD and its Special Education Division
regarding the development, amendment,
review, and implementation of the Local Plan
for Special Education.
To recommend annual priorities to be
addressed by the Local Plan for Special
Education.

To assist in educating parents, students,
BCSD staff, and community members
regarding Special Education issues.

To assist in recruiting parents and other
volunteers who may contribute to the
implementation of the Local Plan for Special
Education.

To support activities on behalf of individuals
with exceptional needs.

To assist in parental awareness of the
importance of regular school attendance.

To report to the Board of Education of BCSD
at least once each school year on the activities
of the CAC.
The mission of the Community
Committee is:
Advisory

To serve as a forum for parents, students,
teachers, and community members to advise
the district regarding Special Education
programs and services.

To function as a liaison between the district’s
Special Education Division and parents,
students, and community members.
If you would like to find out more about the CAC,
please attend a CAC meeting. Meetings of the
Bakersfield City School District CAC are held
throughout the year and include time for public
input. This forum provides parents and others
with an opportunity to voice concerns about
existing policies and programs. We want and
value your ideas.
The CAC is committed to maintaining and
developing high quality programs in the
district.
You will be notified of meetings with special
topics. For information about the next meeting or
additional information about the CAC, you may
telephone the Special Education Division at (661)
631-5863. We encourage parents and other
community members to become involved by
attending our meetings and/or joining one of our
committees.
Any interested individual may apply for
membership. An application for membership in
the CAC is included in the back of this handbook.
You may apply at any time; however, all
applications received are held until the next
appointment cycle.
The CAC can function
effectively only with the involvement and support
of parents such as you.
2
Who is Eligible for
Special Education
Services?
Why Me? Coping with a Child with a Disability
Coping may be easier if you are aware that:

There is no special training that prepares a
person to be a parent of a child with a
disability.

You may experience overpowering feelings
of failure and guilt. It can help to talk with
knowledgeable people, to find out it’s not up
your “fault.”

After learning your child has a disability, you
may go through a grieving process. The
grieving stages are natural and may include:
Hope
“Is there a school
or a place I could
take my child
Panic
“Will my child
ever learn to take
care of himself?”
for help?”
Who is Eligible for Special
Education Services?
Anger
“No one can help
me!”
A student, ages 3 through 21, having one or
more of thirteen disabling conditions which
adversely affects his or her educational
performance, may be eligible to receive
Special Education services.
Acceptance
“There
Guilt
are good
days and bad
days. We’ll make
it.”
Isolation
“It’s too much
trouble to take my
child out.”
The thirteen disabling conditions are:
 Autistic-like behaviors
 Deaf-Blindness
 Deafness
 Hearing Impairment, i.e., Hard of Hearing
 Intellectually Disabled
 Multiple Disability
 Orthopedic Impairment
 Emotional Disturbance
 Specific Learning Disability
 Speech or Language Impairment
 Traumatic Brain Injury
 Visual Impairment
“Why me”
“”If only I
had..”
Denial
“Never”
“”Not me”
Bargaining
“Maybe if…”
Grieving is not a step-by-step process. You can
go from one stage to another in any order and
will probably return to different stages over the
years.
The progression from denial to acceptance is the
heart of what every parent must learn. As a
parent, you are your child’s most important
advocate and resource. You know your child
best.
Preschool Children 3-5 years old
 Established Medical Disability
Used for preschool children (3-5 years)
only. Defined as a disabling medical
condition or congenital syndrome that the
IEP team determines has a high
predictability of requiring Special
Education services.
Remember:
 Every child can learn; and
 Every parent has the right to expect that his
or her child will learn important skills in
school.
3
HANDICAPPING CONDITIONS WHICH
MIGHT MAKE A CHILD ELIGIBLE
FOR SPECIAL EDUCATION SERVICES
All children with any type of disability may or may not be eligible for “Special Education”. There are
criteria for eligibility, which must be met. These criteria are established after a complete assessment, in all
areas of suspected disability, by a qualified team of professionals. The child must have one of the following
handicapping conditions. In addition, the IEP team must agree that the handicapping condition impacts the
child’s educational performance to the extent that Special Education and related services are needed.
 HEARING IMPAIRMENT:
A hearing impairment, whether permanent or fluctuating, which adversely affects a child’s educational
performance but which is not included under the definition of “Deaf” in this section.
 DEAF:
A hearing impairment, which is so severe that the child is impaired in processing linguistic information
through learning with or without amplification, which adversely affects educational performance.
 DEAF/BLIND:
Concomitant hearing and visual impairments, the combination of which causes severe communication,
developmental, and educational problems.
 SPEECH OR LANGUAGE IMPAIRMENT:
May include:
 Articulation Disorder
 Abnormal Voice
 Fluency Disorder
 Language Disorder
 VISUAL IMPAIRMENT:
A visual impairment, which even with correction adversely affects a pupil’s educational performance.
 ORTHOPEDIC IMPAIRMENT:
A severe orthopedic impairment, which adversely affects the pupil’s educational performance. Such
orthopedic impairments include impairments caused by congenital anomaly, impairments caused by
disease, and impairments from other causes.
 OTHER HEALTH IMPAIRMENT:
Other health impairment means having limited strength, vitality or alertness, including heightened
alertness to environmental stimuli, that results in limited alertness with respect to the educational
environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or
attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever, and sickle cell anemia.
 AUTISTIC-LIKE BEHAVIORS:
Any combination of the following autistic-like behaviors, to include but not limited to:
 An inability to use oral language for appropriate communication
 A history of extreme withdrawal or relating to people inappropriately and continued impairment in
social interaction from infancy through early childhood.
 An obsession to maintain sameness.
 Extreme preoccupation with objects or inappropriate use of objects or both.
 Extreme resistance to controls.
 Peculiar motoric mannerisms and motility patterns.
 Self-stimulating, ritualistic behavior.
5
 INTELECTUAL DISABILITY:
Significantly below average general intellectual functioning existing concurrently with deficits in
adaptive behavior and manifested during the developmental period, which adversely affect a pupil’s
educational performance.
 EMOTIONAL DISTURBANCE:
A pupil exhibits one or more of the following characteristics over a long period of time and to a marked
degree, which adversely affect educational performance:
 An inability to learn which cannot be explained by intellectual, sensory, or health factors.
 An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
 Inappropriate types of behavior or feelings under normal circumstances exhibited in several situations.
 A general pervasive mood of unhappiness or depression.
 A tendency to develop physical symptoms or fears associated with personal or school problems.
 SPECIFIC LEARNING DISABILITY:
A disorder in one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, which may manifest itself in an impaired ability to listen, think, speak, read,
write, spell, or do mathematical calculations, and has a severe discrepancy between intellectual ability
and achievement in one or more of the academic areas.
 MULTIPLE DISABILITY:
Concomitant impairments (such as Mentally Retarded/Blind, Mentally Retarded/Orthopedically
Impaired, etc.) the combination of which causes such severe educational problems that they cannot be
accommodated in Special Education programs solely for one of the impairments. The term does not
include Deaf/Blind child.
 TRAUMATIC BRAIN INJURY:
An injury to the brain caused by an external physical force or by an internal occurrence such as stroke or
aneurysm, resulting in total or partial functional disability or psychosocial maladjustment that adversely
affects educational performance. The term does not include brain injuries that are congenital,
degenerative or caused by birth trauma.
 ESTABLISHED MEDICAL DISABILITY:
Used for preschool children (3-5 years) only. Defined as a disabling medical condition or congenital
syndrome that the IEP team determines has a high predictability of requiring Special Education services.
HANDICAPPING CONDITIONS WHICH ALONE
DO NOT MAKE A CHILD ELIGIBLE FOR
SPECIAL EDUCATION SERVICES
 DYSLEXIA:
A child who is assessed as being dyslexic must meet the criteria for “Specific Learning Disability” as
defined above in order to qualify for Special Education.
 ATTENTION DEFICIT DISORDER:
A pupil whose educational performance is adversely affected by a suspected or diagnosed Attention
Deficit Disorder and demonstrates a need for Special Education and related services must meet the
criteria for “Other Health Impaired, “Serious Emotional Disturbance” or “Specific Learning
Disability” as defined in order to qualify for Special Education.
6
What is Early Start?
What is Early Start?
Early Start is a statewide system of early intervention services for infants and toddlers, from birth to 36
months of age, with disabilities or at risk of having disabilities and their families. Services are provided in a
family-centered, multidisciplinary, interagency, and community-based system. California’s Early Start
system is governed by federal and state statutes and regulations. Parents have rights and access to procedural
safeguards to assure that early intervention services are provided in a manner appropriate to their child’s
needs and to the concerns of the family.
The Early State Program is California’s response to federal legislation ensuring that early intervention
services to infants and toddlers with disabilities and their families are provided in a coordinated, familycentered manner. The Early Start Program is a multi-agency effort by the Department of Developmental
Services and the California Department of Education that encourages partnerships between families and
professionals, family support, and coordination of services. The statewide program is available throughout
California and can be accessed through regional centers for developmental disabilities, county offices of
education or local school districts, health or social service agencies, and family resource centers and
networks in your community.
An important part of Early Start is the network of family resource centers and networks (FRC/Ns) which
provide parent-to-parent contact, information about disabilities and early intervention, and assistance in
accessing services. Phone contact, home or hospital visits, and support groups are all ways in which families
might connect with experienced, knowledgeable parent “peers” through their local FRC/N.
What is Early Intervention?
Early intervention brings together resources and services, not only to help your child grow and learn, but also
to provide support to your family to enhance your child’s development. Early intervention services under
Early Start are provided by public and private programs that focus on the health and well-being of young
children. These include regional centers, county offices of education or school districts, local education
agencies, family support programs, and other service providers.
“Development” is defined as progress for your child in any of these five areas:
 Ability to move, see, and hear (physical)
 Ability to think and learn (cognitive)
 Ability to understand, talk, express self (language and speech)
 Ability to relate to others (social and emotional)
 Ability to eat, dress and to care for or help self (adaptive)
Early intervention services and support are planned and delivered through a partnership between families and
professionals to coordinate community services based on the child’s needs and the preferences to each
family.
Early intervention may
 Help answer your questions about your child’s development,
 Link you with others families who have had similar experiences,
 Help you understand and become closer with your child,
 Help children with special needs become part of their communities, and
 Help communities become more aware of the abilities and gifts of all children
The above Early Start information was obtained from the Department of Developmental Services.
8
What is
Special Education?
What is Special Education?
The California Education Code (section 56031)
defines Special Education as:
1.
2.
Specially designed instruction to meet the
unique needs of individuals with exceptional
needs (IWENs), whose educational needs
cannot be met with modification of the general
instruction program; and
Related services, which are needed to assist
IWENs to benefit from specially designed
instruction.
Special Education is an integral part of the total
public education system. Other features of Special
Education include:

It is provided in a way that promotes maximum
interaction between students with and without
disabilities in a manner which is appropriate to
the needs of both.
Services are provided at no cost to parents.
It provides a full range of program options to
meet the educational and service requirements of
individuals with exceptional needs in the least
restrictive environment (LRE). The LRE is
generally one in which peers without disabilities
are working toward similar educational goals.


1. To review the student’s progress, the IEP
(i.e., program and services), and the
appropriateness of the placement; and
2. To make any necessary changes in the
child’s program.
It is important to know that……
Special Education is the provision of necessary
instruction, aids, and services for eligible students such
as:
Brailed
Homework
Auditory
Trainers
Environmental
Accommodations
Behavior
Plans
Special Education for eligible students, ages 3
through 21*, provides necessary specially-designed
instruction, aids, and services, as determined by the
individualized education program (IEP) team.
Consultation with
RSP Specialist
Physical
Assistance
Adapted
Physical
Education
Modified
Curriculum
Speech
Instruction
But also remember that…
Special Education is NOT A PLACE
Examples of Specially-Designed Instruction
 Use of manipulatives in an algebra lesson
 Systematically teaching a student to walk
 Inclusion of pictures in a lecture-type lesson




The IEP team, of which the parent is an
important member, determines a student’s
eligibility and identifies any needed program,
aids, and services. Such instruction, aids, and
services are considered necessary for the student
to progress in school. The needed program,
aids, and services must be provided in the LRE.
Members of the student’s IEP team meet at least
once a year:
Special
Education
Examples of Specialized Aids
Books on tape
 Adaptive switches
Textbooks with enlarged print
 Watchers
Auditory training equipment
 Beepers, balls
Communication boards
 Footrests
Science
Lab
Library
And….
Special Education is NOT supplementary aids or
services for students with learning difficulties,
which are due primarily to: cultural or economic
differences, lack of familiarity with the English
language, or limited school experience. In
addition, Special Education is not designed to
meet the needs of students who have temporary
physical disabilities.
Examples of Support Services
 Collaboration and
 Job coaching
consultation with teachers
 Functional behavior plans
and parents
 Mobility training
 Modified lessons
 Sign language interpreter
10
Where are Special Education Aids and Services Provided?
Eligible students, ages 3 through 21*, must
receive necessary and sufficient supplementary
aids and/or services to meet their specific
education needs, wherever the placement.
However, as a student’s educational needs
change so may the environment.
Where the aids and and/or services are
provided. Below is the array of major
placement options currently available for
eligible students.
General Education
class with
aids/modifications
environment
State Special School
Home/Hospital
General Education
class with
(e.g., speech, RSP)
General Education
class
Array of
Major
Placement
Options
Residential program
with public school
nearby
Residential program
With school on-site
Specialized
Academic support
or related services
Self-contained nongeneral education
setting
Nonpublic,
nonsectarian
school
Special class in
another district
11
How Does My Child
Get Special Education
Services?
INDIVIDUALIZED
EDUCATION
PROGRAM (IEP)
PROCESS/
TIMELINE
Pre-referral
Interventions
Identification
Assessment
Planning
Implementation
Evaluation
Pre-referral
Interventions

Screening
and
Identification

Consultation/
Interview &
Observation

Referral
for
Assessment
ASSESSMENT

Team Meeting:
Development of
the IEP &
Placement/Services
Recommendation


Informed
Consent
Signed
by
Parents


Assessment
Plan
Developed
IDENTIFICATION
Assessme
nt
Carried
Out
15 days

60 calendar days, not to include days in between
terms or vacations beyond 5 days
PLANNING
As soon as possible
Approval
of IEP by
Parents

Student
Placement
and Program
Initiation

Annual
Program
Review &
revision
IMPLEMENTATION

Re-evaluation at least every
three years
EVALUATION
13
How Does My Child Get Special Education Services?
Response to Intervention (RtI)
STEP 1 Prior to any student receiving special
education support, general education intervention
must be implemented. Response to Intervention
(RtI) is such an intervention. RtI is an added
component of the Reauthorized Individual Disability
Education Improvement Act (IDEIA) 2004. RtI is to
aid in the increase of student proficiency with a
major emphasis on the general education’s role in
serving all students in conjunction with special
education for strategic support. RtI will require all
school districts to reassess and reorganize the way
services are delivered.
RtI Strategies for use in the
General Education Curriculum
Excellent Strategies:
- Concrete, Semi-Concrete Representations, and
Abstract Sequence of Math Instruction
- Mnemonics
- Peer Assisted Learning Strategies
- Literacy Rich Environments
- Supports and Accommodations: Learning
Strategies for Math
- Assessments: Curriculum Based Measurement
and Functional Behavioral Assessment Systems
Good Strategies:
-
Computer Assisted Instruction
Differentiated Instruction
Professional Collaboration
Adapted Books and Texts
- Supports and Accommodations: Grouping
Strategies
Several procedural steps are required for a student to
be identified for Special Education services and for
reviewing the ongoing need for these services.
These steps are:
1. Pre-referral
2. Referral
3. Assessment Plan
4. Assessment Period
5. Individualized Education Program (IEP
Team Meeting
6. IEP Implementation
7. Annual Review IEP
8. Triennial Assessment
The following pages provided details for each of
these steps. As you move through the steps, you
will receive a number of documents and you may
have contact with several school district personnel.
It is important that you keep up-to-date records of
each step in the process and of your participation.
It is recommended that you:




NOTE
Keep copies of IEPs, letters, notices, etc.
Keep notes of telephone conversations and
agreements, with names, times, and dates
Request that oral agreements be followed up
in writing, or follow-up with a written
statement of your understanding of the
agreement.
Send correspondence by registered mail; if
hand-delivered, have it initialed and dated by
the recipient.
Remember: As you proceed, if you
don’t understand something, ASK
QUESTIONS.
Procedural Steps - Referral
Sometimes a child does not make
sufficient progress in the general
STEP 2
education program, even with
modifications and remedial instruction. Under
current federal and state law, anyone can refer a
child when he or she suspects a child has special
needs. Such a child can be referred by his or her
teacher or parents to the school’s “Team for
Student Success” (TSS).
The TSS, which
typically includes the parent, may develop a plan
of modifications and/or interventions to be
implemented in the general education classroom
over a period of time. If these modifications
/interventions are not successful, the TSS may
ultimately refer a child for consideration of
Special Education eligibility. You will be notified
in writing of this referral.
The TSS process is not meant to delay a necessary
Special Education assessment. Rather, the TSS
meeting provides a forum for discussing identified
concerns. It is a time for problem solving. One
outcome of the process may be a Special
Education assessment.
14
While a TSS is not required prior to an assessment
following a parent request, it is highly
recommended. Parent participation in the TSS is
particularly valuable.
Parents bring important information to the TSS and
also receive important information from school
personnel. Parent participation helps ensure that a
full discussion of a child’s educational performance
takes place.
If your child has a pattern of serious difficulty with
school work and frequently shows some of the
problems on the following list, it is possible that
modification of the general education program or
Special Education services may be needed.
School-Related Problems that May Warrant
Program Modification or Special Education
















Seems to learn at a rate significantly slower than
classmates.
Makes little progress in one or more basic skill areas in
spite of modifications or remedial instruction.
Has a short attention span or is unable to pay attention.
Exhibits work that is disorganized, illegible, or
incomplete.
Uses immature language or speech patterns.
Seems overly quiet or appears withdrawn.
Has poor memory for things seen or heard.
Reverses or confuses sounds, letters, words, or numbers
beyond grade three.
Has difficulty with pencil and paper tasks.
Seems very clumsy or has difficulty moving or locating
body in space.
Has an inadequate or distorted understanding of time
relationships.
Seems easily frustrated or lacks patience.
Seems to act without thinking.
Has unusual posture when reading or writing.
Has trouble shifting from one idea to another.
Stubbornly refuses to attempt new learning tasks.
If you suspect your child may have a disability, you
can seek help in several ways. One way is to discuss
your concerns with your child’s teacher(s). You
may find that the teacher shares your concerns and is
trying to address them. If your concerns continue,
you should next contact your child’s counselor and
request that a Team for Student Success (TSS)
meeting be convened. The counselor will gather
information for that meeting. You should also
attend the TSS meeting, and prepare to share
information about your child’s school performance
and talk about your concerns. The team may
decide that modifications of the general education
program are appropriate to address your child’s
needs. If so, these modifications or interventions
will be written down and monitored. If the
modification or interventions are not successful,
the TSS will meet again. The TSS may then
decide to refer your child for a Special
Education assessment and complete the Referral
for Assessment form. If the team decides that it is
appropriate to conduct an assessment, they will
develop an assessment plan based on the identified
concerns and the area(s) of suspected disability.
The advantage of this approach is that a schoolTSS team, focused on your child’s problems, may
be able to effectively address your concerns.
A second way to seek help is to make a verbal
request for a Special Education assessment.
You will then be referred to the school
psychologist. The psychologist will discuss your
concerns with you and will ensure that you fully
understand the Special Education process and that
you have considered other ways to address your
child’s needs. The psychologist may suggest
beginning the Team for Student Success (TSS)
process described above, or may refer your child
for an assessment.
A third way to seek help is to make a written
referral for Special Education assessment. If
you do so, the school should schedule an TSS
meeting, within two weeks of your request. At
this meeting, the team will review the purpose of
Special Education with you and seek to determine
the area(s) of disability you suspect. If the team
decides that an assessment is appropriate, a
Referral for Assessment form and an assessment
plan will be developed as described above. This
third approach gets you to a decision about a
Special Education assessment sooner. However, it
leaves out other collaborative efforts to resolve the
child’s problems that may be successful without
Special Education. The law requires consideration
of modifying the general education program
before referring a child for Special Education.
Special Education consideration is probably not
warranted in cases where the data and other
information reviewed by the TSS may suggest that
your child does not have a disability of such
severity that the identified needs cannot be met
in the general education program, with or without
modifications. If you agree, interventions will be
documented on an action plan form and a
monitoring/follow-up plan will be proposed.
In this case, the team, including you, agrees that
assessment is not appropriate at this time. Your
agreement with the intervention plan means that
15
you withdraw your request for an assessment.
If you disagree with the TSS decision that a Special
Education assessment is to necessary, the team must
provide you with written notice of the basis for the
district’s refusal to conduct an assessment. The notice
may be completed at the conclusion of the TSS
meeting and given to you, or completed and mailed to
you shortly after the meeting.
The notice letter must included:
1. A copy of the Special Education Parent Rights
and Procedural Safeguards to provide you with a
full explanation of the procedural safeguards
available to you under the law;
2. A description of the action the district is refusing
to take, an explanation of why the district refuses
to take this action, and a description of any options
the district considered and the reasons why those
options were rejected;
3. A description of each evaluation procedure, test,
record, or report the district used as a basis for the
refusal; and
4. A description of any other factors that are relevant
to the district’s refusal.
Note
If you feel you need further help with
the referral process, consult the
COMMUNITY RESOURCES section of this
handbook. Organization listed in this section should
provide information, support, and additional help.
Assessment Plan
The parent must sign an assessment
plan before the school can begin an
individual assessment for a child.
STEP 3
Parents must be informed about the
assessments purpose, the methods or techniques which
will be used, and the people (by title) who will be
conducting the assessment. If a parent refuses to
approve an assessment plan when the district believes
an assessment is needed, the district or parent may
request a ruling through the due process procedures.
Further information about these procedures is included
on page 31 of this handbook.
When you receive the assessment plan, you should
review it carefully. The questions from the Assessment
Plan checklist should help you review it before you sign
it. Refer to Assessment Plan list on next page.
person who sent it to you for additional information
and/or clarification.
Assessment Period
The “assessment” of your child
is conducted to determine whether or
STEP 4
not your child has special needs that
qualify him or her for Special Education services
and to assist in instructional planning. Testing
should result in identification of your child’s present
skill levels and/or learning needs. In the final step
of the process the IEP team meeting everyone comes
together to explain their assessment results.
After an initial written referral to special education
or your written request for a new or additional
assessment of a child already receiving special
education services, the local education agency has
15 days (not counting days between regular school
sessions or terms or days of school vacation in
excess of five school days from the date of receipt of
the referral) to provide you with a written proposed
assessment plan containing a copy of the notice of
parent rights.
An assessment plan must be
developed within 10 days after commencement of a
subsequent regular school year or term for any
student who was referred for special education
assessment 10 days or less prior to the end of the
prior regular school year or term. [Cal. Ed. Code
Sec. 56321(a).] Parents have 15 days to determine
whether they will consent to the proposed
assessments. [Cal. Ed. Code Sec. 56321(c).]
The assessment involves collecting important
information from you and from qualified district
personnel. These people may include some or all of
those listed in the table on the next page. During
this step, your child will be evaluated. The
evaluation may include:
1. Formal/informal test(s) administered in an oneon-one setting
2. Review of school records
3. Parent interview
4. Teacher interview
5. Observation of the student in the classroom and
possible in other settings, such as on the
playground
6. Health and developmental history.
In addition, the assessment will include reviewing ny
outside evaluations you have obtained and made
available to the school district.
If your answers to the questions on the checklist are
generally positive, you are ready to sign the
assessment plan and return it to the school so that
the assessment process may begin. If you find the
assessment plan lacking in some way, contact the
16
ASSESSMENT PLAN CHECKLIST
YES NO
Do you have a thorough understanding
of the areas in which your child is
being tested?
Do you need additional information
about the tests?
Is the assessment plan comprehensive,
i.e., does it address all areas of your
child’s suspected disability?
 
YES NO
Does the assessment plan take into account
any outside evaluations you may have?
 
 
Did you cooperate by releasing requested
information to the school district, such as
medical reports, independent psychological
assessments, or other relevant data?
 
 
Are the tests given in your child’s primary
functional language, and do they take into
account the nature of your child’s
disability?
 
Assessment Team Members
and Their Contributions
People Who May
Be Involved
Expected Contributions
Parents



Review and approve the assessment plan by signing it
Provide health and developmental history
Describe the child’s responses to tasks and social interactions in the
non-school settings of home, neighborhood, and community
 Release existing reports if available, including physicians’ reports.
General Ed. classroom teachers

Inform the team about the child’s academic, physical/motor
performance, and social behavior in the classroom.
Nurse


Reviews the child’s medical background and physical development
Screens vision and hearing.
Speech/language Specialist

Provides relevant
development.
School psychologist

Examines the child’s social, emotional, academic, and intellectual
development.
Adapted physical education
specialists and/or
occupational/physical
therapist(s)

Examines the child’s physical and sensory=motor development.
information
about
Administrative or designee
Special Education Teacher
Serves as assessment team coordinator.
17
speech
and
language
Data gathered during the assessment will be
summarized in written assessment reports. The
school must provide the parents a copy of the
assessment findings. It is best to request that a copy
of the written assessment be sent to you before the
IEP meeting so that you can consider the results in
planning for the meeting. [Cal. Ed. Code Sec.
56329.] You may want to consider the following
questions as you review the assessment reports:
Assess the Assessment
Based on what you know about
the nature of your child’s
needs/weakness, was the
assessment thorough?
Did the assessment provide a
clear picture of how your child
performs in critical skill or
developmental areas?
Did the assessment describe your
child’s areas of strength as well as
weaknesses?
If appropriate, did the assessment
include observations of your child
in social as well as academic
settings and, if so, did the
assessment findings pinpoint
specific behaviors needing
improvement in such a way that
progress can later be measured?
YES
NO








18
What is an
Individualized
Education
Program?
Individualized Education
Program (IEP) Team
Meeting
STEP 5
What is an IEP?
The IEP is a legal document which must be written
for each child who receives Special Education
services. Your child’s IEP helps ensure that Special
Education services support identified learning needs,
and that their appropriateness is evaluated regularly.
The team approach to develop an IEP involves
communication and cooperation among you
(the parents), your child’s teacher(s), and
other specialists with different kinds of skills
who may work for the school district or
outside agencies. Together, you will prepare
an IEP that best suits your child’s present
educational needs. Think of the IEP team as a
circle of participants will be present at every
meeting. The team develops the IEP at a
meeting that must be held at a time and place
that is convenient for you and the school
personnel.
The IEP specifies services to be provided by the
school district. It describes anticipated long-term
goals and short-term objectives for your child, and
serves as a “blueprint” for instruction in the school
environment. However, it is not a daily lesson plan.
Example of IEP Team
Participants
The IEP must be reviewed and updated at least once
a year. You or your child’s teacher(s) can request a
review more frequently.
Specific contents of the IEP documents are
explained beginning on this page.




General
Education
teacher
Who must attend an IEP team meeting?
Current law stipulates that, at a minimum, the
following persons constitute a valid IEP team
meeting:
the parent(s) or guardian(s);
a teacher knowledgeable about your child (a child’s
regular education teacher participates to the extent
appropriate);
an administrator, or designee; and
the student, when appropriate (usually middle and
high school students attend).
Who else may be members of an IEP Team?
People listed in the chart to the right may be
members of the IEP team and should be invited to
the meeting, particularly when they have important
information to contribute. Others who may be
included are:
• advocates from organizations or agencies, such as a
Regional Center service coordinator or H.E.A.R.T.S.
Connection staff
• non-school therapists or specialists who work with
your child.
• a friend or relative who will provide moral support
and take notes.
How does a “team approach” to an IEP team
meeting work?
Administrator
or
Designee
Parent
Special
Education
teacher
Child
Other
District
representatives
Other agency
representatives
Psych.,
Speech & Language
Specialist,
Nurse
What must the IEP document contain?
In addition to eligibility information, the IEP
document always includes at least six specific
items:
1. Educational strengths, preferences and
interests
Identify students strength/preferences and
interests as identified by parent or student.
Items in this section do not have to be
educationally related.
2. Parental concerns
Parents will be asked to list their concerns
relevant to the child’s educational progress.
Each concern must be addressed somewhere
within the IEP document.
20
3. Your child’s present levels of educational
performance
5. Placement
Placement refers to the setting(s) in
which your child’s IEP will be
implemented. A variety of placement
options may be appropriate.
Statements about what your child can
and cannot do are based on assessment
information. These may include
information about academic, social,
language, motor, self-help, and prevocational skills. Statements should
describe the way your child performs
and how the disability affects your
child’s participation and progress in the
general curriculum. They should not list
only test scores.
4. Your child’s
objectives
annual
goals
It is important that you, as a parent or
guardian, explore options recommended
through the IEP team process and state
clearly your own goals and preferences
for your child. For example, you may
want your child to attend your
neighborhood school because you value
the advantages of a local community
education (e.g., no long bus rides,
friends who live nearby). You may feel
that the appropriate program for your
child is an adaptation of the general
education program at the local school to
fit your child’s needs (i.e., inclusion).
An inclusive program may require extra
effort from parents/guardians, but it is an
option you may prefer. The IEP must
specify the extent of a child’s
participation in the general education
program. The IEP must also indicate
when the placement/services will begin.
and
Based on your child’s identified learning
needs, the IEP specifies skills your child
will work on. The IEP must specify
annual goals, i.e., what your child can
reasonably be expected to accomplish
within one year. Short-term objectives
are measurable, intermediate steps
between where your child is not (i.e.,
present levels of performance) and the
annual goals.
The objectives are
developed based on a logical breakdown
of the skills necessary to achieve the
goal. The objectives serve as guides for
planning and implementing instructional
activities in the classroom and as
milestones for measuring progress. The
goals and objectives must relate to
meeting your child’s educational needs
that result from the identified disability
and enabling your child to participate in
and progress in the general curriculum.
For children who are limited English
proficient (LEP), the goals and
objectives must address English
language development and be based on
the child’s level of English language
proficiency. The teacher(s) and other
specialists, who work with your child in
school, are responsible for designing
learning activities, which correspond
with the goals and objectives written in
the IEP. Those responsible must also
keep a record of your child’s progress
and report that progress to you at regular
intervals. It is important that you tell the
IEP team your own expectations for your
child. If your expectations are integrated
into the IEP, you and other team
members can work together to achieve
the same goals.
6. Related Services (RS)
The IEP must specify and related
services required for your child to
benefit from his or her Special Education
program (e.g., mobility training, adapted
physical education). These services are
called Designated Instruction and
Services. The IEP must indicate when
such services will begin; how long they
will last; and how frequently they will be
provided, based on the individual needs
of your child.
7. Annual and Triennial Dates
These are dates by which the annual
review of the IEP will be held and
triennial (3-year) assessment will be
conducted. The IEP team may decide
that the IEP needs to be reviewed sooner
than one year. If so, the review date will
be specified on the IEP.
8. Signatures
and
Parent/Guardian
Approval
Persons attending an IEP team meeting
are asked to sign the IEP to indicate their
participation; however, only the
parent/guardian is asked to approve the
IEP. This is because an IEP cannot be
implemented without parent approval. If
21
you as a parent or guardian are well
prepared and have communicated with key
personnel in advance of the IEP team
meeting, you probably will be ready to
approve the IEP at the meeting (See “How
Can I Prepare for the IEP Team Meeting?”
on pages 14 through 27.)
Additional or Alternative assessments
might be: DRDP, CMA and CAPA. If
the IEP team determines that your child
will not participate in particular
assessments, the IEP must state why that
assessment is not appropriate and how
your child will be assessed instead.
If you do not feel you understand the IEP, or
want to read it more thoroughly, you may
request to take the document home. If you
do so, you should either sign the IEP and
return it within a day or so, or challenge it
through the due process procedures explained
on pages 30 through 49 of this handbook. If
you disagree with some or all of the IEP, you
may approve only the part(s) of the IEP with
which you agree. Only the part(s) of the IEP
with which you agree will be implemented.
You will need to request a conflict resolution
panel, mediation, or hearing to resolve any
areas of disagreement.
4. Individualized Transition Plans
(ITPs)
The individualized Transition Plan (ITP)
is a plan to prepare for a child’s entry
into the adult world. Usually the first
ITP is written at an IEP team meeting
before the child’s 16th birthday. The
document addresses several planning
areas (such as instruction, community
and employment) that will help the child
live and work as independently as
possible in the community after
completion of high school.
Other
agencies, such as the Department of
Rehabilitation and the Regional Center,
participate in the development of this
plan. The ITP takes place annually, as
part of the IEP team process, until the
student leaves school. An example for
VI and ID students needing transitioning
would be to get around or navigate the
community,
i.e.,
using
public
transportation, visiting a fast food
restaurant and placing an order for food
and paying for it and then sitting at a
table and eating meal.
Other IEP items include:
1. Medical/Health
Basic information will typically include
vision and hearing screening results, height,
and weight. If your child has important
medical or health considerations, such as
seizures or prescription medication, this
information will be recorded on the IEP.
2. Transportation
Your child may or may not qualify for
Special Education transportation services.
The IEP team is responsible for determining
the appropriate level of transportation
services for each student. To make this
determination, the IEP team should consider
the nature and severity of your child’s
disability. Consistent with state law, only the
most severely disabled students are
transported curb-to-curb. If the IEP team
determines that a student requires appropriate
transportation it will be documented on the
IEP.
If your child is eligible for
transportation but you choose to transport
your child, this will also be documented in
the IEP.
3. Participation in State or District wide
Assessments
The IEP must identify the individual
accommodations or modifications your child
requires in the administration of state or
district wide achievement assessments.
22
How Can I Prepare
for an IEP Team
Meeting?
• Invite others to the IEP team meeting
Bring with you anyone who knows about
your child and the problems he or she is
experiencing. Include others outside the
school district who are involved in your
child’s development. In addition, invite a
person (e.g., a friend, relative, or support
group member) who will provide you
with moral support during the IEP team
meeting. You may want to ask this
person to take notes for you. If your
child is a Regional Center client, you may
invite his or her counselor. Regional
Center programs may augment and
complement what the school district
provides, and coordination of services
makes programming for your child more
effective. If your child is receiving
services from individuals outside the
school district, you may wish to invite
them to participate in the meeting. For
example, the school program and a nonschool therapist’s program may be much
more effective if the therapists, school
specialist(s), and teacher(s) collaborate
and become knowledgeable about each
other’s programs.
The non-school
therapist may also provide valuable
information and advice to teachers and
others who work with your child every
day.
How can I prepare for an IEP team meeting?
To be most effective at an IEP team meeting,
you need to prepare for it in advance. This
section suggests several ways to help you
prepare.
• Understand the assessment results
Parents have the right to request a copy of the
assessment results before the IEP team
meeting. It will be very helpful to you if you
understand the assessment results before you
go to an IEP team meeting. You can then
discuss the assessment with any non-school
support people or experts who know your
child. You will be better prepared for the
IEP team meeting, and any support people or
experts you have invited to the IEP team
meeting will also be better prepared.
If you have questions about the assessment
that need to be clarified in advance of the IEP
team meeting, you may contact the person
who did the assessment (e.g., psychologist,
speech and language specialist, adapted
physical education specialist, etc.).
• Be prepared to work as a team member at
the IEP team meeting
Keep in mind, the IEP is developed by a
team. Remember, you have known your
child longer than anyone else and routinely
observe your child in many different
situations. You have important information
to contribute. Communication and team work
among all of the people present will provide
your child with an appropriate program.
• Formulate your own goals and
objectives for your child
You know your child best, and have
expectations about your child’s future.
These are based on your own values,
background, and experiences.
Be
prepared to voice your expectations at the
IEP team meeting so that related goals
and objectives can be included in the IEP.
• Decide if you wish to audiotape the IEP
team meeting
You may audiotape the IEP meeting if you
give the district at least 24 hours notice.
Provide the notice to the staff member who
sent you the invitation to the meeting. If you
choose to record the meeting, you will need
to supply the tape recorder and the blank
tapes. Recording the meeting may be helpful
to you because it provides you with the
opportunity to review key parts of the
meeting if you need to. If you choose to
record the meeting, the district will also
typically record the meeting.
Remember that you are one of
the experts on the needs of your
N child. Your own values, knowledge,
O
and hopes are critical to your child’s
education plan.
NOTE
24
Samples of expectations you might have as a
parent, and possible activities which may lead to
achieving these expectations, are found in the
following table. You need to think in advance
about your expert knowledge of your child is
taken into account.
•
•
PARENT EXPECTATIONS
AND SAMPLE POSSIBLE
ACTIVITIES
Expectation:
I want my child to be able to get
around
independently.
Activities:
1. Walk with parent to school.
2. Walk with friend to school.
3. Walk with friend to store.
4. Walk alone to school.
5. Walk alone to store.
6. Ride city bus with parent to mall.
7. Ride city bus with friend to mall.
8. Ride city bus alone to mall.
Expectation:
I want my child to read.
Activities:
1. Recognize upper case and lower case letters.
2. Sound out three letter words accurately.
3. Memorize 100 simple words.
4. Read aloud short sentences fluently.
5. Read silently short paragraphs with
comprehension.
Keep good records and bring appropriate ones
to the IEP team meeting.
Prepare a
notebook/binder that includes sections such as:
•
•
•
•
•
•
•
Background information
Developmental history
Medical history and medical reports
Family health history
Educational history
Psychological and therapy reports
Copies of your child’s previous IEPs and
school progress reports
• Samples of your child’s past and present
work
• Copies of records from outside agencies
(such as Regional Center)
• Copies of letters you have written or received
regarding your child’s disability/abilities
25
Records of your contacts with schools and
agencies (personal visits, telephone calls,
etc.)
Your long-term goals and short-term
objectives for your child.
IEP Implementation
Annual
Triennial
IEP Implementation
STEP 6
The IEP team meeting is only the beginning of your
child’s education support. The IEP is implemented
once the district has your signed consent. You then
need to monitor your child’s educational progress.
To do this, you should maintain regular contact with
your child’s teacher(s) and other professionals
involved in his or her program. Remember, the IEP
is only a piece of paper until it is translated into
meaningful instructional activities. In addition, you
may find there are things you can do at home which
reinforce the work that is being done at school. This
enables you to assist your child to achieve their IEP
goals.
meeting will be held following the assessment.
When the assessment results are incorporated into
an IEP, parents should also be prepared to present
critical information. As with all review IEPs, the
team will consider whether continued services are
necessary.
No Longer Eligible
Step 9
Before determining that a child with a disability
is no longer eligible for special education and
related services, the school district must conduct
a thorough and comprehensive evaluation of the
child. If you disagree with the school district’s
recommendation on eligibility, you have many
options to resolve the issue, see page … “How
Disputes are Resolved”.
Annual Review IEP
STEP 7
The IEP is reviewed at least once a year or more
frequently if necessary. You or your child’s
teacher(s) may request reviews of the IEP at any
time to consider changes in your child’s program.
At the annual review, the IEP team summarizes the
previous IEP, your child’s progress, the
appropriateness of the program placement, and
services. All teachers, who are working with your
child, should provide a written report to the IEP
team. Changes in your child’s program and
services are made, as appropriate, and a new IEP is
developed for the following year. If the IEP team
determines that your child no longer needs Special
Education
services,
through
assessments,
benchmarks, chapter tests, a plan may be designed
to assist your child with returning to the general
education program full time.
You or your child’s teacher(s) may request
reviews of the IEP at any time to consider
changes in your child’s program.
Triennial Assessment
Every three years, students in California
who receive Special Education services
STEP 8
must be re-evaluated to determine
their continued need for Special Education. An
IEP team
27
Summary of Procedural Steps for Referral; Assessment; IEP Development
Step 1
Step 2
Step 3
Step initiated when:
School district receives
written parent approval
of Assessment Plan.
Referral
Step initiated when:
Teacher or parent has
concerns about a child’s
ability to perform in
reading, writing or math
Step initiated when:
School personnel or
parent request Team for
Student Success (TSS)
Step initiated when:
Parent informed in
writing of district’s
intent to refer child
for Special Education
evaluation
Step may include:
 Consult with Special
Ed. M/M teacher for
scientifically
research based
interventions and
techniques:
and
 RtI is a 3 tier
approach:
- Core Instructional
Intervention
- Targeted Group
instruction
- Intensive
Individual
Intervention
Step usually
includes:
The TSS:
 Document
evidence of child’s
problem areas and
modifications
strategies
attempted in the
general education
program;
or
 Determines such
intervention is not
appropriate;
and
 Determines there is
reasonable cause to
suspect that the
child has a
disability and
his/her needs
cannot be met in
the general
education program
even with
modifications.
Step usually
includes:
A form that details
reason for
assessment; areas to
be assessed;
personnel conducting
assessments; and
types of tests or
procedures to be
used.
Step ends when:
Parent informed in
writing of district’s
intent to refer child for
Special Education
evaluation.
Step 5
Assessment Period
IEP Team Meeting
(within 60 days of receipt of signed Assessment)
Pre-Referral
Step ends when:
Student is
independently
successful in the
core curriculum
or
When interventions
fail and student
requires Special
Education services
Step 4
Assessment Plan
(completed within 15
days)
Step ends when:
Assessment Plan is
sent to parent for
written approval.
Notice of parent
rights is included
in the mailing.
* May not apply during July
and August, or other breaks of
more than 5 days, or for referrals
received within the last 20 days of
a school year.
28
Step usually includes:
Class/situational
observations;
formal/informal testing;
and gathering
information on such
areas as health and
developmental history,
social/adaptive
behaviors,
speech/language
performance,
achievement scores,
and other pertinent data.
Use multiple measures.
Step ends
when:
Assessment
personnel
complete
written reports.
Best practices
is to provide
written
Step initiated when:
Case carrier schedules
IEP team meeting date
and time when all
necessary IEP team
members can attend;
sends written invitation
to potential members.
Parents may invite
others they wish to
attend.
Step usually includes:
Developing an IEP that
contains present levels
of educational
performance, annual
goals and objectives,
placement information,
designated instruction
and services, annual
review and 3-year
reassessment dates,
signatures or
participants, and
signed parent approval
Step usually
includes:
Parent signs
approval of
IEP or student
DNQ.
Implementation, Review and Reassessment
Step 5a
Step 6
IEP Team through
assessment says child
doesn’t qualify.
Implement signed IEP
Step is initiated when
IEP team says child
Does Not Qualify
(DNQ)
 IEP reviewed
 Assessment reviewed
 Recommendations
given
Step is Initiated when:
School district has
parent signed and
consented to IEP.
Steps Ends when:
 IEP signed by parent
confirming child
does not qualify
(DNQ) at this time.
 Refer to 504 or TSS
Team.
Step usually includes:
Provision of specially
designed instruction
and/or services as
designated on the IEP.
Steps usually
includes:
 IEP reviewed
 Assessment reviewed
Recommendations
given
Step 7
Step 8
Review Meeting (occurs
at least annually or at
teacher/parent request)
Step 9
Full Triennial or
Reassessment occurs
every three years or
when requested by
teacher/parent
Step is Initiated when: Step is Initiated when:
Case carrier schedules
School district develops
IEP team meeting date
assessment plan and
and time when all
sends to parent for
necessary IEP team
approval; school district
members can attend; and receives signed consent
sends written invitations of Assessment Plan and
to potential members.
provides copy to all
Parents may invite
assessors.
others they wish to
attend.
Step usually includes:
Step usually includes:
IEP team:
Review of records;
teacher/parent/student
 Reviews IEP,
interviews;
progress, and
observations; and
appropriateness of
formal/informal testing,
special education
including but not
program placement
limited to State testing,
 Reviews written
benchmarks, chapter
reports of service
and unit tests.
providers.
 Develops new or
modified goals and
objectives.
 Develops
individualized
transition plan (ITP),
when appropriate,
including planning
for post-school
goals.
Identifies appropriate
placement.
No longer eligible for
Special Education
Services
Step ends when:
New IEP is approved
by parent or student
leaves school.
Step ends when:
A child no longer
qualifies for Special
Education services and
is exited from the
program
Step ends when:
IEP team develops
new IEP signed and
consented by parent
29
Steps ends when:
Assessment personnel
complete written
reports. Results are
reviewed at the EIP
team meeting.
Step is Initiated when:
A child has met all their
goals and objectives and
academic success has
been achieved.
Step usually includes:
A thorough and
comprehensive
evaluation of the child.
 A transitional plan is
recommended for a
smooth transition
back to the gen. ed.
Setting which may
include consult to
monitor continued
success in gen. ed.
HELPFUL HINTS
FOR GOING TO AN IEP MEETING

Holding your breath and praying the meeting will end soon, doesn’t work. If you pass out, they’ll just
reschedule the meeting!

Extra ears always help. Never go to a meeting alone. Bring someone with you to take notes, listen, and
be your support.

Moms and Dads don’t always agree, and kicking each other under the table can be distracting. Talk
things out before the meeting. If issues arise that cause disagreement, develop that “secret signal” to tell
the other one “we need to talk.”

If you have had any additional testing done, and want the Team to review it, make sure copies are given
to your district at least one week before the meeting.

This is not the time to “spill your guts!” Keep the meeting child focused!

Special Education jargon is confusing and terms and methods are constantly changing. Write a list of
questions you want answered and points you want to share. This list will help you participate, and
prevent those accidental moments of tears!

Children with disabilities don’t come with instructions! At times programs and methods may not be
working. Focus on problem solving rather than blaming.

Labels don’t explain programs. Don’t be afraid to ask to see a program before placement. Private
doesn’t mean better. Take a close look and ask questions.

If you are not sure you’re in agreement, or if you just want to go home and review things before changes
are made, ask for a copy of all of the meeting notes. Nothing will be initiated until you sign you IEP.

Remember: Titles and degrees are important, but you know your child better than anyone!

Before the meeting, write down that you want to accomplish, what questions you have, and what you
want for your child.

When you talk with a staff member, take notes. It is easy to forget important information.

Expect to receive and ask for written copies of reports, IEPs, etc. Keep all paperwork in a file.

If you do not understand what is being said or do not understand some of the terms being used, ask to
have them clearly explained. Keep asking questions until you understand.

Make appointments to discuss concerns. Don’t try to have a conference with the teacher, for instance,
while picking up your child.

Be prepared to give useful information about your child. Describe what your child can and cannot
do…what happens when …etc. It helps to jot things down that you think are important. It is easy to
forget, so get in the habit of keeping records.

Be assertive, rather than passive or hostile. Express your needs clearly and directly, state what you
believe your child needs, stick to the facts, and avoid accusations. Use expressions such as “I feel” or “I
believe”, rather than “you always” or “if only you would.”

If you feel apprehensive or uncertain about a meeting, take a friend, relative, advocate or representative
from the CAC with you.
30

When a problem arises, concentrate on a problem-solving approach. Avoid blaming and excuse making.
Approach the problem, not the personality of the person. Don’t accept excuses; but try to get a plan
developed, which will solve the problem.

If there is an unresolved issue at the meeting, be sure to write down who is working toward the solution
and by when. Write down the time, date and location of the next meeting and who will attend.

Bring a picture of your son or daughter to the meeting to remind everyone that we are there in the child’s
best interest.

If the problem hasn’t been resolved with the person involved, ask to be referred to the next person in the
chain of command:
1.
2.
3.
4.
5.
6.
7.
Teacher or IEP Team member
School administrator
District Special Education Program Manager
Director of Special Education (SELPA Director)
Assistant Superintendent
Superintendent
Board of Education
From Designs for Change, the Illinois Parent Training and Information Center, in its Early Spring 1994
newsletter, Breaking Down Barriers
31
IEP CHECKLIST
FOR FAMILIES
The following checklist has been designed to help you
think of items that should be considered in preparing for
your child’s
TIME PERIOD




Should your child attend school for the standard school year?
An Extended School Year?
INSTRUCTIONAL PROGRAM
Do the goals correspond to the areas of need mentioned in the assessments?
 Are the goals and/or objectives specific enough to easily recognize that they have been
attained?
Does your child require a structured setting?
What might be appropriate methods of rewarding your child?

What are appropriate disciplinary methods?

What modifications or accommodations in the classroom would provide a more successful school
experience for your child (e.g., test taking, homework assignments, organization skills,
communication skills, etc.)

RELATED SERVICES



Are the related services your child qualified for, specified in the IEP? (i.e., Speech Therapy,
Occupational Therapy, Adapted Physical Education, etc.)
How will they be provided (pull-out or in-class)?
Will any of them require additional transportation?
SPECIAL REQUIREMENTS/ACCESSIBILITY
Does your child need special equipment or materials as specified through assessment?
 Books on tape?
 Materials in large print/Braille?
 Assistive technology?
 Does your child need special classroom support?
 Peer tutors?
 Sign language interpreter?
 Physical assistance (i.e., eating, toileting)?
Other:
 Does your child have any special diet or medication requirements?

 Allergies?
If medication is needed during the school day, how will it be administered?
Who:
When: Will be determined by the Doctor’s Orders which has to be provided
to the school
INCLUSION/MAINSTREAMING

What is the “least restrictive environment” (LRE) for your child?



With children who don’t have disabilities?
Separate from children who don’t have disabilities?
The same school he/she would attend if he/she wasn’t disabled?
32
YE
S
NO
IEP CHECKLIST FOR FAMILIES
(Continued)
Non-CORE ACTIVITIES
 Does your child participate (i.e., to the same extent as other students) in:
• School Assemblies?
• Graduation Exercises?
• Clubs?
• Regular Art, Music and/or Physical Education?
• Homeroom?
• Study Halls?
• Field Trips with Other Students? (e.g., 6th grade outdoor education week, etc.)
TRANSPORTATION
 What provisions for transportation are necessary, and have they been written into the IEP
Plan?
 How long will your child be on a bus?
 Will an aide or special equipment be necessary for safety?
 Does the child need to be escorted to and picked up at the classroom?
SPECIAL CONSIDERATIONS FOR SECONDARY EDUCATION
 Have you discussed the suspension and expulsion policies of your district?
 Are appropriate transition activities included in your student’s IEP? (e.g., self-help skills)
 Have you discussed graduation proficiencies and any special accommodations your student
might need to pass them?
MONITORING
 Who will be working with your child? Where, and on what specific goals?
 Is your child receiving progress monitoring at the same frequency as their gen. ed.
peers?
 Does the IEP indicate who is directly responsible for its implementation?
 How will the regular classroom teacher and the Special Education teacher coordinate work?
 What date will the services begin and end and at what frequency and duration?
 When, how and by whom will the program be evaluated?
33
YES NO
THE POST IEP BLUES
Many parents experience feelings of letdown or discouragement following their IEP planning meetings with
school personnel. In some cases, these feelings are so strong that they might be described as the Post-IEP
Blues. Why do parents experience such strong reactions to these school meetings? Is there a way to beat
“Blues”?
FEELINGS:
It is not surprising that IEP Meetings stir up feelings in parents. After all, these meetings tend to focus on a
child’s weaknesses and deficits. The child is compared to the norm and is found to be “below grade level”,
suffering from “severe discrepancies”, or in the “lowest percentile”. Even if the child’s strengths are
mentioned at the meeting, the planning generally centers around trying to work on or eliminate the
weaknesses. Talking about these weaknesses is bound to bring up old feelings for parents – reminders of the
child’s disabilities, the parent’s sense of loss, and concerns about the future.
The very setup of the IEP Meeting, with the parent being surrounded by a group of well-educated and
knowledgeable professionals who use confusing terminology, can be intimidating, even for the most self confident parents. Sometimes the meetings are on a tight schedule (every 45 min. or 1 hr.), so parents feel
pressured to hurry, get the discussion over with and the papers signed because the next set of parents are
waiting in the hallway. The combinations of time, pressure and confusion about what is going on can leave
parents feeling frustrated and lost. They may come away from the meeting with a sense that they have not
been heard or understood by the professionals and that they have not done a good job of representing their
child’s interests in the process.
Sometimes parents leave IEP Meetings feeling angry because services they think are vital to their
child are being denied or because they feel they have not been treated with respect by the school
personnel. These feelings of anger tend to fester and have no good outlet. Feeling angry with
school personnel and not doing anything about it sometimes leads to parents being angry with
themselves. “Why didn’t I speak up?” – agonize.
SOLUTIONS:
1. Set realistic expectations. An IEP Meeting is only a meeting. You cannot hope to address all of your
child’s needs on this one occasion. Therefore, it is important to set priorities and to come to the meeting
with a short list of desirable outcomes that can be accomplished.
To come up with your list, take time prior to your next IEP Meeting to do some assessment yourself.
Write down your child’s strengths/accomplishments since the previous IEP Meeting. Make a list of your
child’s strengths. Promise yourself that you will bring up these good points at the meeting, especially if
no one else does.
Think about what is most important to you to accomplish in the IEP Meeting. Dare to have high
expectations for your child, write them down and put them aside for a day or two. Take another look at
your expectations and eliminate any that you think are unrealistic. Make copies of your final list to share
with your child’s IEP Team. Ask for feedback from Team members at the meeting about whether or not
they think your expectations are realistic, and why or why not. You do not have to accept their opinions,
but is sometimes helpful to know if your expectations match those of the others on the Team.
2. Get some training. If you stop to think about it, the IEP planning process is a complicated, demanding
group task. The professional team members are likely to have a great deal of experience developing
IEPs for a wide variety of children. For you, the process is probably new and foreign to your usual
activities. It makes sense, then, to get some specific training in IEP planning. Some parents are resistant
to training, saying they do not have time or they are not interested in technical information. The hard
facts are, however, that technical information is really necessary for parents to become effective
participants in IEP Meetings. Parents will continue to feel frustrated and like outsiders in the process
until they become very familiar with the terminology and the “rules of the game”. Fortunately, parent
training is available, and it is free.
34
3. Know your rights. IDE(I)A provides specific rights to parents. You need to become knowledgeable
about what the law allows and does not allow. When you have your rights firmly in mind, you can feel
confident that you are asking for what is appropriate for your child. Again, training in parents’ rights is
available.
4. Be prepared. Never go into an IEP Meeting without some advanced planning and preparation. You
need to get your thoughts about the last IEP, and your desires for future goals, down on paper. You
should assemble any new information that needs to be shared with school personnel – medical records,
accomplishments outside of school, family history and other items. Organize your thoughts and your
information and make copies of documents you want to share with the Team. If possible, submit these to
the members prior to the reports that will be discussed, request copies be given to you prior to the
meeting if they are available. Assemble your materials in a folder or notebook so that you have a
“professional” look when you come to the meeting. Be sure to bring a notepad with you so that you (or
a friend who accompanies you) can take notes. You can also tape record the meeting if you wish, with
24 hours notice to the district. *
5. Establish ongoing relationships. Don’t expect to solve every problem at one meeting. You need to
have ongoing relationships and continuing communication with school personnel. Be sure to discuss
avenues of communication at the IEP Meeting. How are you going to be informed about your child’s
progress? How can you best communicate with the teacher? How is discipline going to be handled?
What are some activities that can be going on at home to support the school program?
6. Do something about “mistreatment”. If, on reflection, you really feel that you were treated rudely at
your last IEP Meeting, consider having a private discussion about your feelings with the administrator.
“Private discussion” it means a calm review of the facts; does not mean a shouting match. If you do not
think such a conversation would be possible, then promise yourself that you will not attend another IEP
Meeting without bringing a friend along. Your friend can help you assess whether or not you are being
treated rudely and whether or not your behavior has been appropriately assertive and not belligerent or
unnecessarily aggressive.
7. Deal with feelings. If, after an IEP Meeting, you experience prolonged deep feelings of depression or
sadness, you need to talk to someone – a friend in your support group, someone in the clergy or a
counselor. Transient feelings of depression or sadness (anger, too) are probably to be expected. Promise
yourself after the next meeting you will indulge yourself in something you enjoy. Lift your spirits with a
chocolate sundae, an afternoon of shopping or fishing – whatever makes you happy.
8. If all else fails, ask for another meeting. Remember that IEPs are not etched in stone. If you realize,
on further reflection, that the IEP you signed is not going to do the job, ask for another meeting. The IEP
can always be reviewed and changed. The exciting thing about the IEP process when you understand it
and can use it, is that Individualized Education Programs are dynamic documents; they can be used every
day and changed when necessary. When you become knowledgeable and self-confident in this process,
you can feel very good about your part in helping to direct your child’s education.
* Suggested resources for having parent prepared for include:
Go to BCSD web site (bcsd.com) click link for Departments / click link for Special Education
Department /click on link “Parent Concerns”; or contact H.E.A.R.T. Connection. See page
……..for contact information.
(Excerpted from TASK Newsletter, adapted from an article, “The Post-IEP Blues”, in the September 1988
issue of the PLUK NEWS.)
35
NEW IEP Forms
SCHOOL MODIFICATIONS AND
ADAPTATIONS
When it is necessary to modify or adapt a student’s educational program so that he or she
can be successful in school, it is important to include the student in the discussion. Ask him
or her what would be helpful.
Modifications and adaptations should be chosen to fit the student’s learning style. They may be
written into the student’s Individual Education Plan or Section 504 Plan. Any selection of the
following ideas should be based on the student’s need for changes in curriculum, teaching methods,
classroom organization or individualized behavioral strategies.
TEXTBOOK AND CURRICULUM ADAPTATIONS
Books
Provide alternative books with similar concepts, easier reading level
Provide audiotapes of textbooks, have student follow the line of print while listening
Provide high interest reading material
Use marker to highlight important textbook sections
Provide two sets of textbooks, one for home, one for school
Curriculum
Shorten assignments based on mastery of key concepts
Shorten spelling tests based on mastering most functional words
Substitute other alternative for written assignments (clay models, posters, panoramas, collections, etc.)
Change % of work required for passing grade
Specify and list exactly what the student will need to learn to pass; should be reviewed frequently.
Modify expectations based on student needs (e.g.,: when you have read this chapter, you should be able to
list three reasons for the Civil War)
Give alternative assignments rather than long written report (i.e., several short term written assignments,
previewing new AV materials and writing a short review, oral report on an assigned topic)
CLASSROOM MODIFICATIONS
Develop individualized rules for student
Evaluate classroom structure against student needs (some students do better with a flexible classroom
structure, others require firm limits)
Keep classroom quiet during intense learning times
Reduce visual distractions in classroom (mobiles, etc.)
Seat student close to teacher
Use study carrel (provide extras so that student is not singled out)
Seat student away from window or doorway
Provide an unobstructed view of chalkboard, teacher, movie screen, etc.
Keep extra supplies of classroom materials (pencils, books) on hand
Use alternatives to crossword puzzles or word finds
BEHAVIORS
Arrange a “check-in” time to organize day
Pair a student with a good behavioral model for class projects
Eliminate or modify those school rules which may discriminate against a child, or are not attainable
Amend consequences for rule violations (reward forgetful student for remembering to bring pencils to
class, rather than punishing the failure to remember)
PG #
Develop an individualized behavior plan for the classroom that is consistent with the student’s ability –
most classroom behavior modification plans were not intended for use with children with attention,
behavior or learning disabilities.
Arrange for student to voluntarily leave classroom and report to designated “safe place” when under high
stress
Develop a “system” or a code word to let a student know when behavior is not appropriate
Ignore behaviors which are not seriously disruptive
Develop interventions for behaviors which are annoying but not deliberate (i.e., provide a small piece of
foam rubber for desk of student who continually taps a pencil on the desktop)
Be aware of behavioral changes which relate to medication or length of school day, modify expectations
GRADING AND TESTS
Grading
Provide partial grade based on individual progress or effort
Use daily or frequent grading averaged into grade for quarter
Weight daily work higher than tests for student who performs poorly on tests
Mark only correct answers rather than incorrect ones
Permit student to rework missed problems for better grade
Average grades out when assignments are reworked, or grade on corrected work
Use pass-fail or alternative grading system
Permit student to retake tests until passed
If a portion of grade is based on class participation, modify participation expectations
Tests
Teach the student how to take tests (how to review and plan time allotment for each section, etc.)
Permit as much time as needed to finish tests
Allow tests to be taken in room with few distractions (allow student to take tests in library or other space)
Have tests materials read to student, and allow oral responses
Divide tests into small sections of similar questions or problems
Use recognition (true-false, multiple choice or matching) tests instead of essays
Allow the student to complete an independent project as substitute for test
Give progress reports instead of grades
Grade spelling separately from content
Use typed test materials, not cursive
Allow take-home or open book tests
INSTRUCTION AND ASSIGNMENTS – TEACHING SUGGESTIONS
Directions
Use both oral and printed directions
Give directions in small steps, and in as few words as possible
Number and sequence the steps in a task
Have student repeat back the directions for a task
Show a model of end-product of directions (completed math problems, finished quiz)
Time/transitions
Alert student several minutes before a transition from one activity to another is planned; give several
reminders
Provide additional time to complete a task
Allow extra time to turn in homework, without penalty
PG #
Handwriting
Use worksheets that require minimal writing
Do not return handwritten work to be recopied by student
use fill-in questions with space for a brief response rather than short essay
Provide a “designated note taker” or Xerox copy of other student or teacher notes (do not require a poor
note taker or a student with no friends to make arrangements with another student for notes)
Provide print outline with videotapes and filmstrips
Provide print copy of assignments or directions which are written on the blackboard
Omit assignments that require copying
Math
Allow use of a calculator without penalty
Group similar problems together (i.e., all addition)
Provide fewer problems on worksheet (4-6 problems on a page, rather than 20 or 30); require fewer
problems to attain passing grades
Use enlarged graph paper to write problems, to keep numbers in columns
Provide a table of math facts for reference
Read and explain story problems, or break problems into smaller steps
Other
Check progress and provide frequent feedback often in the first few minutes of each assignment
Place ruler under sentences being read for better tracking
Introduce an overview of long-term assignments so student know what will be expected and when it will
be due
Break long-term assignments into small, sequential steps, with daily monitoring and frequent grading
Have student practice in a small group before presenting to the class
Sequence work, with the easiest part first
Use blackline copies, not dittos
Provide study guides and study questions which directly relate to tests
Reinforce student for recording assignments and due date in a notebook
Draw arrows on worksheets, board or overheads to show how ideas are related (or use flow charts/arrays)
© PACER Center, Inc., 4826 Chicago Ave. So., Minneapolis, MN 55417. (612) 827-2966
PG#
What Are My Rights
As A Parent?
What Are My Rights As A Parent?
PARENT RIGHTS:
The law says you and your child have four major
rights:
1. Free and Appropriate Public Education
(FAPE)
This is the most fundamental and important right
your disabled child has. FAPE means that your
child, if eligible, must receive an education
program specially designed to meet his or her
unique learning needs. This program must be
provided at no cost to you. If no appropriate
public school program is available, a stateapproved private school program must be provided
at public expense. To assure your child receives
an appropriate education, state and federal laws
require the school district to provide instructional
services necessary to allow your disabled child to
benefit from Special Education. These services
include but are not limited to: adapted Physical
education, physical therapy, speech/language
services, transportation, and adaptive equipment.
Some of these services may be provided by other
community agencies, thus creating a need for close
communication and coordination among the
school, agencies, and parents. The school district
has primary responsibility for coordination of
these services.
2. Placement in the Least Restrictive
Environment (LRE)
LRE for students with disabilities is placement in
a setting which is as similar as possible to the one
attended by general education peers without
disabilities. However, the setting of choice for a
disabled student may or may not be in a general
education classroom. Classes and services in the
public schools must be located in close proximity
to those attended by students without disabilities,
e.g., on a general school campus.
Inclusion in a general education classroom with
the support of, supplementary
aids and
services is an option that you may want to
explore. This option usually requires extra effort
and participation from the parent.
The array of placement options also includes
designated instruction and services (DIS), the
resource specialist program (RSP), special classes
and nonpublic school. Remember, no placement
is forever. As your child’s learning needs
change, his or her placement should also change.
As parents, you should carefully consider your
goals for your child. You know your own
child best. You are, therefore, the most
important members of your child’s team.
Other team members should include teachers
and specialists from within the school system,
and may include experts from other agencies
who work with your child. At least annually,
the team designs a program that will meet
your child’s current needs.
3. Assessment Procedures
Educational assessment or evaluation is
conducted to identify your child’s learning
needs, to determine whether your child
requires Special Education services and, if so,
to identify the services needed. Assessments
must be conducted before your child receives
services, and at least every three years
following your child'’ initial assessment.
However, you or your child'’ teacher(s) may
request assessment sooner if you believe it is
needed.
School districts may not use tests which
discriminate by race, culture, or disability.
For example, using purely auditory methods of
test a deaf child who signs would be
discriminatory.
Assessments must be
conducted by persons who are appropriately
trained and/or credentialed.
Educational placement decisions cannot be
based on the results of one test alone. The
assessment must be comprehensive and must
take into account your child’s developmental
and performance levels in several areas (e.g.,
social, intellectual, language).
The school district must inform you of your
right to obtain another opinion from a
qualified person. This is called an independent
assessment. If you disagree with the district’s
assessment, an independent assessment may
be obtained at district expense. However, the
district also has the right to call for a due
process hearing to show that its assessment is
appropriate. If, as a result of the hearing,
the district’s assessment is found to be
appropriate, you still have the right to an
independent assessment at your own expense.
The district must consider independent
assessment findings in planning your child’s
services and placement.
pg#
4. Informed Consent
You must receive written notice whenever the
school district plans:
 To conduct a formal assessment of your
child.
 To change your child’s eligibility and/or
educational placement, including the
designated instruction and services.
You must be notified in writing whenever the
school district refuses your request:
 To initiate or change the eligibility and/or
educational placement for your child.
pursue due process. Due process includes the
following procedures:
(1) Conflict Resolution Panel.
(2) Mediation.
(a) Prehearing Request Mediation.
(b) Mediation Following a Request of
Hearing.
(3) Due Process Hearing.
(4) Complaints.
1. Conflict Resolution Panel
If you choose to utilize this step, you will
meet with a panel of Special Education
administrators to fully review the issues and
to work together to resolve the disagreement.
You may initiate this process by noting your
disagreement in the IEP. If this step is
unsuccessful in resolving the dispute, or if
you choose to skip this step, you may pursue
state level mediation.
Also, your written permission must be obtained
before the school district conducts an assessment
or changes your child’s placement. You must be
informed by the district of your right to examine
school records. You must receive written notice
from the school district of procedural safeguards
provided by law. The district provides this
information in a document called Special
Education Parent Rights and Procedural
Safeguards.
PROTECTIONS:
The law says you and your child have two basic
protections:
Individualized Education Program (IEP)
When your child receives Special Education
services, a written IEP must be developed and
reviewed at least once each year at a meeting in
which you have the right to participate. The
provisions that require the involvement of parents
were written into the law because legislators
recognized that parents have a special insight into
their children’s needs, and that children benefit when
parents and educators work together.
2. Mediation
(a) Pre-hearing Request Mediation
The IEP consists of your child’s present levels of
educational performance; eligibility; annual longterm goals and short-term objectives; designated
instruction
and
service
needs;
placement
information; date(s) when school services begin and
end; and annual and three-year reassessment dates.
This step allows you and the district to
meet with a state-level mediator without
involving attorneys. The mediator
attempts to assist the parties to reach a
mutually acceptable agreement to
resolve the issues. You may initiate this
process by writing your request to:
Due Process
Due Process has a special meaning for you. It is a
legal term that refers to an orderly series of timely
steps, which protect the rights of each person – your
child, you, and the school staff. It ensures that each
child is treated fairly.
There are due process procedures for resolving
differences. If you disagree with the district’s
decision(s) concerning some aspect of the referral,
assessment of placement procedures, you may
California Department of Education
Special Education Division
Procedural Safeguards Referral
Service
1430 ‘N’ Street, Suite 2401
Sacramento, California 95814
(800) 926-0648
http://www.cde.ca.gov/spbranch/sed
PG#
(b) Mediation Following a Request for Hearing
If you request a hearing, your case will be
assigned to a mediator unless you indicate that
you wish to waive mediation. The mediation
process is the same as described above, except
both you and the district may utilize attorneys
in the mediation conference.
You may choose to skip the steps of conflict
resolution panel and mediation; however, these
processes are typically very successful in
resolving disputes. At these conferences, you
retain a greater degree of control in designing a
resolution to your disagreement than you have
when you submit the matter to a hearing officer
for a decision.
by writing to the district’s Legal Adviser or to
the Director, Special Education at the district’s
Administration Building or to the Special
Education Division at the California Department
of Education.
Further information on parent rights and
procedural safeguards is contained in a separate
document produced by the district, Special
Education Parent Rights and Procedural
Safeguards. You may request this document
from your child’s school or from the Office of
Special Education.
3. Due Process Hearing
A hearing is a formal procedure before a hearing
officer, which includes documentary evidence
and witnesses. The hearing officer makes a final
decision on the issues submitted to him or her for
resolution. You may request a hearing by writing
to the Special Education Hearing Office at the
address above. The school district also has the
right to request a hearing. During the hearing
procedures you and the district have the
following rights:
710
0
 To obtain a due process hearing date within a
specific time after a written request is
received.
 To be represented by an attorney.
 To present evidence, question, crossexamine, and require the attendance of
witnesses.
 To obtain a word-for-word record of the
proceedings at the hearing.
 To obtain a written report of the findings
of the hearing and the decision reached.
 To appeal the final administrative
decision by the hearing officer in court.
4. Complaints
If you believe the district has violated a state or
federal law or regulation, you may file a
complaint. Complaints are resolved through the
district’s Uniform Complaint Procedures. These
procedures are available from the district’s
Legal Adviser. Complaints will be investigated
either by the district or by the California
Department of Education. Complaints are filed
PG#
WHAT TO DO IF YOU DO NOT
AGREE WITH THE IEP

If you disagree with any part of the IEP, you can request that the team reconsider the plan.

Sign that you attended the meeting.

Sign that you are not in agreement with the IEP in its entirety.

Either note your comments as to why you disagree on the IEP form, or indicate that you intend to add
written comments and write a letter requesting that your comments be attached to the IEP.

If you do not consent to all the components of the IEP, then those components to which you have
consented may be implemented so as not to delay providing instruction and services to the pupil.

Those components to which you did not agree will not be implemented. If agreement on the IEP
contents cannot be reached after concentrated efforts to do so, a Due Process Hearing should be initiated.
This could be done by either party.

Call the CDE Procedural Safeguards, Special Education at 1-800-926-0648 for a list of free or low-cost
legal and other relevant services.

If the placement is the issue, the child must remain in the current placement during the due process
proceedings, unless both parties agree otherwise.

Unresolved issues may be brought to a district-level meeting. Agreed upon parts of the IEP will be
implemented with your written consent.

You may choose to participate in Alternative Dispute Resolution. Local ADR procedures include:
 Involvement of resource parent or parent advocate to assist at the IEP meeting.
 Informal fact-finding meetings with the SELPA Director, school administrator, etc.
 Facilitated IEP meetings with an outside facilitator.

You may request a State-level medication, which involves a mediator from the State traveling to Kern
County to meet with all parties concerned.

You may choose to file for a due process hearing.

Adopted from TASK Advocacy Training Course Manual.
PG#
PARENTS’ RIGHTS OF ACCESS TO THEIR
CHILD’S EDUCATIONAL RECORDS
(Reprinted from the ECAC News Line, North Carolina)
Being informed about their child’s program and progress in school is an important step for parents as they
become active partners in the child’s education. To stay informed, parents need access to their child’s
academic records, and the Family Education Rights and Privacy Act (FERPA) and P.L. 105-17 provide
parents with certain rights regarding those records. The following reminders will be helpful to families:
 Parents may request a list of types and locations of educational records collected, maintained, or used by
the school district
 Parents may inspect and review all such records relating to their child. The school district must comply
within 45 days of the request and without any unnecessary delay before an IEP Meeting or Due Process
Hearing.
 Parents may request the school to provide them with copies of the records. The school may charge a fee
for copies, if the fee does to effectively prevent the parents from inspecting or reviewing the records.
 Parents may ask the school to explain or interpret the records.
 Parents may request that the school revise the records they believe to be inaccurate, misleading, or in
violation of the privacy or other rights of the student. If the district refuses to revise the records, the
parents may request a formal hearing to determine if a revision is appropriate. If it is decided that the
records should not be revised, the parents may include a written statement in the records to explain their
concerns.
 The school must inform parents when the records concerning their child will be destroyed.
 No unauthorized person may review a student’s records without the signed consent of the student’s
parents. The following may review records without written consent:
• School employees needing to review records;
• Schools to which the student is transferring;
• Certain government officials;
• Sponsors of financial aide to the student;
• Organizations doing studies for the school;
• Individuals who have court orders or subpoenas; and
• Persons needing records in cases of health and safety emergencies.
The school must keep a detailed record of such access to educational records. The school district must
notify parents of their rights under the Family Educational Rights and Privacy Act, and requests for
educational records should be made in writing to the school district. These are important rights which
help strengthen the family’s role in supporting their child. If the school refuses to let you see or correct
your records, or releases information without your consent, send a written complaint to:
FERPA Office
U.S. Department of Education
Room 1087 FB-6
400 Maryland Avenue, SW
Washington, D.C. 20202-4605
(202) 401-2057
Be sure to file your complaint as soon as possible and keep a copy of your letter in your home
records.
PG#
NOTICE OF PROCEDURAL SAFEGUARDS
Special Education Rights of Parents and Children
Under the Individuals with Disabilities Education Act, Part B
Revised April, 2013
BAKERSFIELD CITY SCHOOL DISTRICT
1300 Baker Street
Bakersfield, California 93305
(661) 631-4600
SPECIAL EDUCATION LOCAL PLAN AREA (SELPA)
Special Education Office
714 Williams Street
Bakersfield, California 93305
Telephone (661) 631-5863 FAX (661) 631-3101
Dr. Julius Steele, Director, Special Education
SELPA Director
April, 2013
SE-7 Rev. 4-13
BAKERSFIELD CITY SCHOOL DISTRICT
SPECIAL EDUCATION LOCAL PLAN AREA
Special Education Office
714 Williams Street
Bakersfield, California 93305
Telephone (661) 631-5863 FAX (661) 631-3101
Special Education Rights of Parents and Children
Under the Individuals with Disabilities Education Act, Part B
 NOTICE OF PROCEDURAL SAFEGUARDS 
Revised April, 2013 (CDE)
Note: The term school district is used throughout this document to describe any public education agency
responsible for providing your child’s special education program. The term assessment is used to mean
evaluation or testing. Federal and state laws are cited throughout this notice using English abbreviations, which
are explained in a glossary on the last page of this notification.
What is the Notice of Procedural Safeguards?
This information provides you as parents, legal guardians, and surrogate parents of children with disabilities
from three (3) years of age through age twenty-one (21) and students who have reached age eighteen (18), the
age of majority, with an overview of your educational rights or procedural safeguards.
The Notice of Procedural Safeguards is required under the Individuals with Disabilities Education Act (in
English, referred to as IDEA) and must be provided to you:





When you ask for a copy;
The first time your child is referred for a special education assessment;
Each time you are given an assessment plan to evaluate your child;
Upon receipt of the first state or due process complaint in a school year; and
When the decision is made to make a removal that constitutes a change of placement.
(20 USC 1415[d]; 34 CFR 300.504; EC 56301[d][2], EC 56321, and 56341.1[g][1])
What is the Individuals with Disabilities Education Act (IDEA)?
IDEA is a federal law that requires school districts to provide a “free appropriate public education” (in English,
referred to as FAPE) to eligible children with disabilities. A free appropriate public education means that
special education and related services are to be provided as described in an individualized education program (in
English, known as IEP) and under public supervision to your child at no cost to you.
May I participate in decisions about my child’s education?
You must be given opportunities to participate in any decision-making meeting regarding your child’s special
education program. You have the right to participate in IEP team meetings about the identification (eligibility),
assessment, or educational placement of your child and other matters relating to your child’s FAPE, (20 USC
1414[d][1]B-[d][1][D]; 34 CFR 300.321; EC 56341[b], 56343[c])
The parent or guardian, or the local educational agency (LEA), has the right to participate in the development of
the IEP and to initiate their intent to electronically audiotape the proceedings of the IEP team meetings. At least
24 hours prior to the meeting, the parent or guardian shall notify the members of the IEP team of their intent to
record a meeting. If the parent or guardian does not consent to the LEA audiotape recording an IEP meeting,
the meeting shall not be recorded on an audiotape recorder.
Your rights include information about the availability of FAPE, including all program options, and all available
alternative programs, both public and nonpublic. (20 USC 1401[3], 1412[a][3]; 34 CFR 300.111; EC 56301,
56341.1 [g][1] and 56506)
Where can I get more help?
When you have a concern about your child’s education, it is important that you contact your child’s teacher or
administrator to talk about your child and any problems you see. Staff in your school district or special
education local plan area (SELPA) can answer questions about your child’s education, your rights and
procedural safeguards.
Also, when you have a concern, this informal conversation often solves the problem and helps to maintain open
communication. Additional resources are listed at the end of this document to help you understand the
procedural safeguards.
What if my child is deaf, hard of hearing, blind, visually impaired, or deaf-blind?
The State Special Schools provide services to students who are deaf, hard of hearing, blind, visually impaired,
or deaf-blind at each of its three facilities: the California Schools for the Deaf in Fremont and Riverside and at
the California School for the Blind in Fremont. Residential and day school programs are offered to students
from infancy to age 21 at both State Schools for the Deaf. Such programs are offered to students aged five
through 21 at the California School for the Blind. The State Special Schools also offer assessment services and
technical assistance. For more information about he State Special Schools, please visit the California
Department of Education (CDE) Web site at http://www.cde.ca.gov/sp/ss/ or ask for more information from
the members of your child’s IEP team.
Notice, Consent, Assessment, Surrogate Parent
Appointment, and Access to Records
Prior Written Notice
When is a notice needed?
This notice must be given when the school district proposes or refuses to initiate a change in the identification,
assessment, or educational placement of your child with special needs or the provision of a free appropriate
public education. (20 USC 1415[b][3] and (4), 1415[c][1], 1414[b][1]; 34 CFR 300.503; EC 56329, and
56506[a])
The school district must inform you about proposed evaluations of your child in a written notice or an
assessment plan within fifteen (15) days of your written request for evaluation. The notice must be
understandable and in your native language or other mode of communication, unless it is clearly not feasible to
do so. (34 CFR 300.304; EC 56321)
What will the notice tell me?
The Prior Written Notice must include the following:
1. A description of the actions proposed or refused by the school district;
2. An explanation of why the action was proposed or refused;
3. A description of each assessment procedure, record, or report the agency used as a basis for the action
proposed or refused;
4. A statement that parents of a child with a disability have protection under the procedural safeguards;
5. Sources for parents to contact to obtain assistance in understanding the provisions of this part;
6. A description of other options that the IEP team considered and the reasons those options were rejected; and
7. A description of any other factors relevant to the action proposed or refused.
(20 USC 1415[b][3] and [4], 1415[c][1], 1414[b][1]; 34 CFR 300.503)
Parental Consent
When is my approval required for assessment?
You have the right to refer your child for special education services. You must give informed, written consent
before your child’s first special education assessment can proceed. The parent has at least fifteen (15) days
from the receipt of the proposed assessment plan to arrive at a decision. The assessment may begin immediately
upon receipt of the consent and must be completed and an IEP developed within sixty (60) days of your consent.
When is my approval required for services?
You must give informed, written consent before your school district can provide your child with special
education and related services.
What are the procedures when a parent does not provide consent?
If you do not provide consent for an initial assessment or fail to respond to a request to provide the consent, the
school district may pursue the initial assessment by utilizing due process procedures.
If you refuse to consent to the initiation of services, the school district must not provide special education and
related services and shall not seek to provide services through due process procedures.
If you consent in writing to the special education and related services for your child but do not consent
to all of the components of the IEP, those components of the program to which you have consented
must be implemented without delay.
If the school district determines that the proposed special education program component to which you do not
consent is necessary to provide a free appropriate public education to your child, a due process hearing must be
initiated. If a due process hearing is held, the hearing decision shall be final and binding.
In the case of reevaluations, the school district must document reasonable measures to obtain your consent. If
you fail to respond, the school district may proceed with the reevaluation without your consent. (20 USC 1414
[a][1] [D] and 1414[c]; 34 CFR 300.300; EC 56506[e], 56321[c] and [d], and 56346)
When may I revoke consent?
If at any time subsequent to the initial provision of special education and related services, the parent of a child
revokes consent in writing for the continued provision of special education and related services, the public
agency:
1. May not continue to provide special education and related services to the child, but must provide prior
written notice in accordance with 34 CFR Section 300.503 before ceasing such services.
2. May not use the procedures in subpart E of Part 300 34 CFR (including the mediation procedures under 34
CFR Section 300.506 or the due process procedures under 34 CFR Sections 300.507 through 300.516) in
order to obtain agreement or a ruling that the services may be provided to the child
3. Will not be considered to be in violation of the requirement to make a free appropriate public education
(FAPE) available to the child because of the failure to provide the child with further special education and
related services
4. Is not required to convene an IEP team meeting or develop an IEP under 34 CFR Sections 300.320 and
300.324 for the child for further provision of special education and related services
Please note, in accordance with 34 CFR Section 300.9 (c)(3), that if the parents revoke consent in writing for
their child’s receipt of special education services after the child is initially provided special education and
related services, the public agency is not required to amend the child’s education records to remove any
references to the child’s receipt of special education and related services because of the revocation of consent.
Surrogate Parent Appointment
What if a parent cannot be identified or located?
School districts must ensure that an individual is assigned to act as a surrogate parent for the parents of a child
with a disability when a parent cannot be identified and the school district cannot discover the whereabouts of a
parent.
A surrogate parent may also be appointed if the child is an unaccompanied homeless youth, an adjudicated
dependent or ward of the court under the state Welfare and Institutions Code, and is referred to special
education or already has an IEP. (20 USC 1415[b][2; 34 CFR 300.519; EC 56050; GC 7579.5 and 7579.6)
Nondiscriminatory Assessment
How is my child assessed for special education services?
You have the right to have your child assessed in all areas of suspected disability. Materials and procedures
used for assessment and placement must not be racially, culturally, or sexually discriminatory.
Assessment materials must be provided and the test administered in your child’s native language or mode of
communication and in the form most likely to yield accurate information on what the child knows and can do
academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer.
No single procedure can be the sole criterion for determining eligibility and developing FAPE for your child.
(20 USC 1414[b][1]-[3], 1412[a][6][B]; 34 CFR 300.304; EC 56001[j] and 56320)
Independent Educational Assessments
May my child be tested independently at the district’s expense?
If you disagree with the results of the assessment conducted by the school district, you have the right to ask for
and obtain an independent educational assessment for your child from a person qualified to conduct the
assessment at public expense.
The parent is entitled to only one independent educational evaluation at public expense each time the public
agency conducts an evaluation with which the parent disagrees.
The school district must respond to your request for an independent educational assessment and provide you
information about where to obtain an independent educational assessment.
If the school district believes that the district’s assessment is appropriate and disagrees that an independent
assessment is necessary, the school district must request a due process hearing to prove that its assessment was
appropriate. If the district prevails, you still have the right to an independent assessment but not at public
expense. The IEP team must consider independent assessments.
District assessment procedures allow in-class observation of students. If the school district observes your child
in his or her classroom during an assessment, or if the school district would have been allowed to observe your
child, an individual conducting an independent educational assessment must also be allowed to observe your
child in the classroom.
If the school district proposes a new school setting for your child and an independent educational assessment is
being conducted, the independent assessor must be allowed to first observe the proposed new setting. (20 USC
1415[b][1] and [d][2][A]; 34 CFR 300.502; EC 56329[b] and [c])
Access to Educational Records
May I examine my child’s educational records?
You have a right to inspect and review all of your child’s education records without unnecessary delay,
including prior to a meeting about your child’s IEP or before a due process hearing. The school district must
provide you access to records and copies, if requested, within five (5) business days after the request has been
made orally or in writing. (EC 49060, 56043[n], 56501[b][3], and 56504) If parent desires to challenge or
amend the content of pupil records, they must establish that one of the specific grounds exists and provide a
written request to correct or remove the information. Grounds for amendment include: inaccurate information,
information is unsubstantiated personal conclusion or inference, information is a conclusion or inference outside
the observer’s area of competence, information is not based on personal observation, misleading information,
information in violation of the privacy or other right of the pupil. If the record challenge is denied, the parent
may appeal. If the appeal is denied, the parent may include in the file a statement disputing the material being
challenged. (EC 49066 & 49070, 34 CFR, Part 99)
How Disputes Are Resolved
Due Process Hearing
When is a due process hearing available?
You have the right to request an impartial due process hearing regarding the identification, assessment, and
educational placement of your child or the provision of FAPE. The request for a due process hearing must be
filed within two years from the date you knew or should have known about the alleged action that forms the
basis of the due process complaint. (20 USC 1415[b][6]; 34 CFR 300.507; EC 56501 and 56505[1])
Mediation and Alternative Dispute Resolution
May I request mediation or an alternative way to resolve the dispute?
A request for mediation may be made either before or after a request for a due process hearing is made.
You may ask the school district to resolve disputes through mediation or alternative dispute resolution (ADR),
which is less adversarial than a due process hearing. ADR and mediation are voluntary methods of resolving a
dispute and may not be used to delay your right to a due process hearing.
What is a prehearing mediation conference?
You may seek resolution through mediation prior to filing a request for a due process hearing. The conference
is an informal proceeding conducted in a non-adversarial manner to resolve issues relating to the identification,
assessment, or educational placement of a child or to a FAPE.
At the prehearing mediation conference, the parent or the school district may be accompanied and advised by
non-attorney representatives and may consult with an attorney prior to or following the conference. However,
requesting or participating in a prehearing mediation conference is not a prerequisite to requesting a due process
hearing.
All requests for a prehearing mediation conference shall be filed with the Superintendent. The party initiating a
prehearing mediation conference by filing a written request with the Superintendent shall provide the other party
to the mediation with a copy of the request at the same time the request is filed.
The prehearing mediation conference shall be scheduled within fifteen (15) days of receipt by the
Superintendent of the request for mediation and shall be completed within thirty (30) days after receipt of the
request for mediation unless both parties agree to extend the time. If a resolution is reached, the parties shall
execute a legally binding written agreement that sets forth the resolution. All discussions during the mediation
process shall be confidential. All prehearing mediation conferences shall be scheduled in a timely manner and
held at a time and place reasonably convenient to the parties. If the issues fail to be resolved to the satisfaction
of all parties, the party who requested the mediation conference has the option of filing for a due process
hearing. (EC 56500.3 and 56503)
Due Process Rights
What are my due process rights?
You have a right to:
1. Have a fair and impartial administrative hearing at the state level before a person who is knowledgeable of
the laws governing special education and administrative hearings (20 USC 1415[f][1][A], 1415[f][3][A][D]; 34 CFR 300.511; EC 56501[b][4]);
2. Be accompanied and advised by an attorney and/or individuals who have knowledge about children with
disabilities (EC 56505[e][1]);
3. Present evidence, written arguments, and oral arguments (EC 56505[e][2]);
4. Confront, cross-examine, and require witnesses to be present (EC56505[e][3]);
5. Receive a written or, at the option of the parent, an electronic verbatim record of the hearing, including
findings of fact and decisions (EC 56505[e][4]);
6. Have your child present at the hearing (EC 56501[c][1]);
7. Have the hearing be open or closed to the public (EC 56501[c][2]);
8. Receive a copy of all documents, including assessments completed by that date and recommendations and a
list of witnesses and their general area of testimony within five (5) business days before a hearing (EC
56505[e][7] and 56043[v]);
9. Be informed by the other parties of the issues and their proposed resolution of the issues at least ten (10)
calendar days prior to the hearing (EC 56505[e][6]);
10. Have an interpreter provided (CCR 3082[d]);
11. Request an extension of the hearing timeline (EC 56505[f][3]);
12. Have a mediation conference at any point during the due process hearing (EC 56501[b][2]; and
13. Receive notice from the other party at least ten days prior to the hearing that the other party intends to be
represented by an attorney (EC 56507[a]).
(20 USC 1415[e]; 34 CFR 300.506, 300.508, 300.512 and 300.515)
Filing a Written Due Process Complaint
How do I request a due process hearing?
You need to file a written request for a due process hearing. You or your representative needs to submit the
following information in your request:
1.
2.
3.
4.
Name of child;
Address of the residence of the child;
Name of the school the child is attending;
In the case of a homeless child, available contact information for the child and the name of the school the
child is attending; and
5. A description of the nature of the problem, including facts relating to the problem(s) and a proposed
resolution of the problem(s).
Federal and state laws require that either party filing for a due process hearing must provide a copy of the
written request to the other party. (20 USC 1415[b][7], 1415[c][2]; 34 CFR 300.508; EC 56502[c][1])
Prior to filing for a due process hearing, the school district shall be provided the opportunity to resolve the
matter by convening a resolution session, which is a meeting between the parents and the relevant members of
the IEP team who have specific knowledge of the facts identified in the due process hearing request. (20 USC
1415[f][1][B]; 34 CFR 300.510)
What does a resolution session include?
Resolution sessions shall be convened within fifteen (15) days of receiving notice of the parents’ due process
hearing request. The sessions shall include a representative of the school district who has decision-making
authority and not include an attorney of the school district unless the parent is accompanied by an attorney. The
parent of the child may discuss the due process hearing issue and the facts that form the basis of the due process
hearing request.
The resolution session is not required if the parent and the school district agree in writing to waive the meeting.
If the school district has not resolved the due process hearing issue within thirty (30) days, the due process
hearing may occur. If a resolution is reached, the parties shall execute a legally binding agreement. (20 USC
1415[f][1][B]; 34 CFR 300.510)
Does my child’s placement change during the proceedings?
The child involved in any administrative or judicial proceeding must remain in the current educational
placement unless you and the school district agree on another arrangement. If you are applying for initial
admission of your child to a public school, your child will be placed in a public school program with your
consent until all proceedings are completed. (20 USC 1415[j]; 34 CFR 300.518; EC 56505[d])
May the decision be appealed?
The hearing decision is final and binding on both parties. Either party may appeal the hearing decision by filing
a civil action in state or federal court within 90 days of the final decision. (20 USC 1415[i][2] and [3][A],
1415[1]; 34 CFR 300.516; EC 56505[h] and [k], EC 56043[w])
Who pays for my attorneys’ fees?
In any action or proceeding regarding the due process hearing, the court, in its discretion, may award reasonable
attorneys’ fees as part of the costs to you as parent of a child with a disability if you are the prevailing party in
the hearing. Reasonable attorneys’ fees may also be made following the conclusion of the administrative
hearing, with the agreement of the parties. (20 USC 1415[i][3][B]-[G]; 34 CFR 300.517; EC 56507[b])
Fees may be reduced if any of the following conditions prevail:
1. The court finds that you unreasonably delayed the final resolution of the controversy;
2. The attorneys’ hourly fees exceed the prevailing rate in the community for similar services by attorneys of
reasonably comparable skill, reputation, and experience;
3. The time spent and legal services provided were excessive; or
4. Your attorney did not provide to the school district the appropriate information in the due process request
notice.
Attorneys’ fees will not be reduced, however, if the court finds that the State or the school district unreasonably
delayed the final resolution of the action or proceeding or that there was a violation of this section of law. (20
USC 1415[i][3][B]-[G]; 34 CFR 300.517)
Attorneys’ fees relating to any meeting of the IEP team may not be awarded unless an IEP team meeting is
convened as a result of a due process hearing proceeding or judicial action. Attorneys’ fees may also be denied
if you reject a reasonable settlement offer made by the district/public agency ten (10) days before the hearing
begins and the hearing decision is not more favorable than the offer of settlement. (20 USC 1415[i][3][B]-[G];
34 CFR 300.517)
To obtain more information or to file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Attention: Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833-4231
(916) 263-0880
FAX (916) 263-0890
School Discipline and Placement Procedures for
Students with Disabilities
School Discipline and Alternative
Interim Educational Settings
May my child be suspended or expelled?
School personnel may consider any unique circumstances on a case-by-case basis when determining whether a
change in placement is appropriate for a child with a disability who violates a code of student conduct from his
or her setting to:


An appropriate interim alternative education setting, another setting, or suspension for not more than ten
(10) consecutive school days; and
Additional removals of not more than ten (10) consecutive school days in the same school year for separate
incidents of misconduct
What occurs after a removal of more than ten (10) days?
After a child with a disability has been removed from his or her current placement for ten (10) school days in
the same school year, during any subsequent days of removal the public agency must provide services to enable
the child to continue to participate in the general education curriculum and progress toward meeting the goals
set out in the child’s IEP. Also, a child will receive, as appropriate, a functional behavioral assessment and
behavioral intervention services and modifications, which are designed to address the behavior violation so that
it does not recur.
If a child exceeds ten (10) days in such a placement, an IEP team meeting must be held to determine whether
the child’s misconduct is caused by the disability. This IEP team meeting must take place immediately, if
possible, or within ten (10) days of the school district’s decision to take this type of disciplinary action.
As a parent you will be invited to participate as a member of this IEP team. The school district may be required
to develop an assessment plan to address the misconduct or, if your child has a behavior intervention plan,
review and modify the plan as necessary.
What happens if the IEP team determines that the misconduct is not caused by the disability?
If the IEP team concludes that the misconduct was not a manifestation of the child’s disability, the school
district may take disciplinary action, such as expulsion, in the same manner as it would for a child without a
disability. (20 USC 1415[k][1] and [7]; 34 CFR 300.530)
If you disagree with the IEP team’s decision, you may request an expedited due process hearing, which must
occur within twenty (20) school days of the date of which you requested the hearing. (20 USC 1415[k][2]; 34
CFR 300.531[c])
Regardless of the setting the school district must continue to provide FAPE for your child. Alternative
educational settings must allow the child to continue to participate in the general curriculum and ensure
continuation of services and modifications detailed in the IEP. (34 CFR 300.530; EC 48915.5[b])
Children Attending Private School
May students who are parentally placed in private schools participate in publicly funded special
education programs?
Children who are enrolled by their parents in private schools may participate in publicly funded special
education programs. The school district must consult with private schools and with parents to determine the
services that will be offered to private school students. Although school districts have a clear responsibility to
offer FAPE to students with disabilities, those children, when placed by their parent in private schools, do not
have the right to receive some or all of the special education and related services necessary to provide FAPE.
(20 USC 1415[a][10][A]; 34 CFR 300.137 and 300.138; EC 56173)
If a parent of an individual with exceptional needs who previously received special education and related
services under the authority of the school district enrolls the child in a private elementary school or secondary
school without the consent of or referral by the local educational agency, the school district is not required to
provide special education if the district has made FAPE available. A court or a due process hearing officer may
require the school district to reimburse the parent or guardian for the cost of special education and the private
school only if the court or due process hearing officer finds that the school district had not made FAPE available
to the child in a timely manner prior to that enrollment in the private elementary school or secondary school and
that the private placement is appropriate. (20 USC 1412[a][10][C]; 34 CFR 300.148; EC 56175)
When may reimbursement be reduced or denied?
The court or hearing officer may reduce or deny reimbursement if you did not make your child available for an
assessment upon notice from the school district before removing your child from public school. You may also
be denied reimbursement if you did not inform the school district that you were rejecting the special education
placement proposed by the school district, including stating your concerns and intent to enroll your child in a
private school at public expense.
Your notice to the school district must be given either:
 At the most recent IEP team meeting you attended before removing your child from the public school; or
 In writing to the school district at least ten (10) business days (including holidays) before removing your child
from the public school. (20 USC 1412[a][10][C]; 34 CFR 300.148; EC 56176)
When may reimbursement not be reduced or denied?
A court or hearing officer must not reduce or deny reimbursement to you if you failed to provide written notice to the
school district for any of the following reasons:
 The school prevented you from providing notice;
 You had not received a copy of this Notice of Procedural Safeguards or otherwise been informed of the
requirement to notify the district;



Providing notice would likely have resulted in physical harm to your child;
Illiteracy and inability to write in English prevented you from providing notice; or
Providing notice would likely have resulted in serious emotional harm to your child.
(20 USC 1412[a][10][C]; 34 CFR 300.148; EC 56177)
District Contact Information
Please contact the Special Education Administrator at the phone number listed below for your school district if you:
 Would like additional copies of the Notice of Procedural Safeguards
 Need assistance in understanding the provisions of your rights and safeguards
 Require a translation orally, by other means, in a different language or other mode of communication
 Unable to resolve your concerns during an IEP meeting or process
Bakersfield City School District Special Education SELPA Office
714 Williams Street
Bakersfield, CA 93305
Telephone: (661) 631-5863 Fax: (661) 631-3101
Special Education Administration
Julius Steele, Director / SELPA Director
Shirley Nicholas, Assistant Director
Gary Hayden, Program Manager
Dennis Ferrell, Program Manager
Jodi Stewart Gonzalez, Program Manager
Rebecca Ruiz, Program Manager
State Compliant Procedures
When may I file a state compliance complaint?
You may file a state compliance complaint when you believe that a school district has violated federal or state
special education laws or regulations. Your written complaint must specify at least one alleged violation of
federal and state special education laws. The violation must have occurred not more than one year prior to the
date the complaint is received by the California Department of Education (CDE). When filing a complaint, you
must forward a copy of the complaint to the school district at the same time you file a state compliance
complaint with CDE. (34 CFR 300.151-153; 5 CCR 4600)
Complaints alleging violations of federal and state special education laws or regulations may be mailed to:
California Department of Education
Special Education Division
Procedural Safeguards Referral Service
1430 ‘N’ Street, Suite 2401
Sacramento, CA 95814
For complaints involving issues not covered by federal or state special education laws or regulations, consult
your district’s uniform complaint procedures.
To obtain more information about dispute resolution, including how to file a complaint, contact the
CDE, Special Education Division, Procedural Safeguards Referral Service, by telephone at (800) 9260648; by fax at (916) 327-3704; or by visiting the CDE Web site at. http://www.cde.ca.gov/sp/se
Glossary of Abbreviations Used in This Notification
ADR
Alternative Dispute Resolution
CFR:
Code of Federal Regulations
EC
California Education Code
FAPE
Free Appropriate Public Education
IDEA
Individuals with Disabilities Education Act
IEP
Individualized Education Program
OAH:
Office of Administrative Hearings
SELPA:
Special Education Local Plan Area
USC:
United States Code
LAWS AND
REGULATIONS
OVERVIEW OF LAWS & REGULATIONS
Public Law 94-142, The Education for all Handicapped Children Act, 1975
This law guarantees:
 A FREE and appropriate public education for all children with disabilities, at no expense to
the parent & child;
 Education to occur in the least restrictive environment;
 An individualized education program (IEP) prepared by a team which includes the parents;
 Necessary related services will be provided from special education;
 Fair assessment procedures will be used to determine a student’s abilities and educational
requirements; and
 Due process and complaint procedures to ensure that the student’s rights are met.
IDEA and Transition
P.L. 100-476-Individuals With Disabilities Education act (formerly P.L. 94-142, Education of the
Handicapped Act) made some important changes in special education. One area was the expansion
of transition services and their relationship with the IEP.
IDEA states: Transition services means a coordinated set of activities for a student, designed with
an outcome-oriented process, which promotes movement from school to post-school activities,
including post-secondary education, vocational training, integrated employment (including
supported employment), continuing and adult education, adult services, independent living, or
community participation. Activities shall be based upon the individual student’s needs, taking into
account the student’s preferences and interests and shall include instruction, community
experiences, the development of employment and other post-school adult living objectives and
when appropriate, acquisitions of daily living skills and a functional vocational evaluation.
A statement of needed transition services for students shall be included in the IEP beginning no
later than age 16 and annually thereafter (and when determined appropriate for the individual,
beginning at age 14 or younger). This statement can include information regarding the interagency
responsibilities and linkages that need to take place before the student leaves school. Per IDEA
Reauthorization 1997, an Individual Transition Plan (ITP) needs to be completed for each special
education student no later than age 16.
IDEA Reauthorization 1997
IDEA’s purpose is to ensure that students with disabilities receive special education and related
services tailored to their unique needs and prepare them “for employment and independent living.”
The IDEA Reauthorization included revisions or changes to: discipline; inmate services; funding;
early childhood programs for disabled children; the IEP; mediation; transition (see IDEA);
attorney’s fees; parental rights and requirements; and private school and charter schools.
IDEA Reauthorization 2004 and AB 1662 2005 (California’s Conformity Legislation)
The major amendments are as follows:
Parental Consent
Parent Consent is required before conducting an individual evaluation or before providing special
education and related services. Not required for “screening” (example: vision, hearing screening
conducted with all children) or curriculum-based assessments.
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Evaluation Timelines
Sixty (60) days timeline for completion of assessments from receipt of signed assessment plan to
IEP meeting to discuss results.
Eligibility
In determining whether a child has a Specific Learning Disability, a district MAY use a response to
scientific, research-based intervention as part of the evaluation process. Additionally, a child may
not be determined to be a child with a disability if the determinant factor is lack of appropriate
instruction in reading, including the essential components of reading instruction as defined in No
Child Left Behind (federal).
Summary of Performance
Summary of Performance is provided to the student by the District upon graduation with a diploma
or before aging out of special education. This is a summary of the student’s academic and
functional performance, including recommendations on how to assist the student to meet
postsecondary goals.
IEP-related changes
Benchmarks or Short-Term Objectives are only required for students who take alternate
assessments aligned to alternate achievement standards (California Alternate Performance
Assessment / CAPA & English Language Learners / ELL). They continue to be permissive for all.
Transition: Statement of transition services must be in place beginning now at age 16 or earlier as
appropriate.
IEP team attendance: Team member excusal is permissible under certain conditions and must be
agreed to by parent. Parents and District may agree to alternative means of meeting participation,
such as video conferences and conference calls.
IEP Amendments: IEP amendments without convening an IEP team is permissible under certain
circumstances.
Children in Private Schools
No individual entitlement to FAPE. Districts have search and serve and evaluation requirements as
well as the responsibility to offer FAPE in the public schools if parent has any intention of enrolling
in public school. If parents continue to choose private school placement, some special education
services are available to the private school from the district utilizing the required “proportional
amount of federal funds.” Consultation with private school helps determine special education
service available/needed in the private school. Student’s special education services are identified
through a SP “Service Plan” which is reviewed annually.
Miscellaneous
Definition of parent expanded to now include relatives or anyone providing care in the home.
Prohibition on Mandatory Medication: A student may not be required to obtain a prescription for
medication as a condition of attending school, receiving an evaluation or receiving services under
IDEA.
Procedural Safeguards Notice: Copy to be given to parents only one time a year except must be
given upon initial referral or parental request for evaluation, upon the first filing of a due process
complaint or upon parent request for a copy of procedural safeguards notice.
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Due Process Complaints: 2-year statute of limitations for due process hearing request or filing of
compliant. Prior to a due process hearing filed by parent, the District must convene a meeting of
parents and relevant member(s) of the IEP team for Resolution Session.
Discipline
Discipline: If school personnel seek to change placement beyond 10 school days (suspension) and
the violation is NOT a manifestation of the disability, same disciplinary procedures for nondisabled students may be used as long as Free Appropriate Public Education (FAPE) is provided.
Beyond the 10 day removal within a school year, student must receive education services which
enable him/her to participate in the general curriculum and to progress toward meeting IEP goals
and student must receive, as appropriate, a functional behavioral assessment, behavioral
intervention services and modifications.
Under special circumstances – school personnel may remove a student to an Individual Alternate
Educational Setting without the need for a manifestation to determination for no more than 45 days:
Carrying or possessing a weapon to or at school, or to or at a school function, possessing or using
illegal drugs, or seeing or soliciting the sale of a controlled substance while at school or at a school
function, or inflicting serious bodily injury upon another person while at school or at a school
function.
Manifestation determination criteria (two prongs): 1) If the conduct in question was caused by, or
had a direct and substantial relationship to the student’s disability or 2) The conduct in question was
the direct result of the LEA’s failure to implement the IEP.
Public Law 99-457 (An Amendment to P.L. 94-142)
The major amendments are as follows. All rights and protection of P.L. 94-142 are extended to
disabled children ages three through five years in school year 1990-01. To support the achievement
of this objective, the prior Preschool Incentive Grant Program (P.L. 94042, Section 619) is revised
to reflect authorization of a dramatic increase in the federal fiscal contribution for this age group.
Ed Code Section 56425.5 – Early Interventions (Part H)
The Legislature hereby finds and declares that early education programs for infants identified as
individuals with exceptional needs, which provide educational services with active parent
involvement, can significantly reduce the potential impact of many disabling conditions and
positively influence later development when the child reaches school age.
Early education programs funded pursuant to Section 56427, 56428, and 56728.8 shall provide a
continuum of program options provided by a trans-disciplinary team to meet the multiple and varied
needs of infants and their families. Recognizing the parent as the infant’s primary teacher, it is the
legislature’s intent that early education programs shall include opportunities for the family to
receive home visits and to participate in family involvement activities pursuant to section 56426.1
and 56426.4. It is the intent of the legislature that, as an infant grows older; program emphasis
would shift from home-based services to a combination of home-based and group services.
It is further the intent of the legislature that services rendered by state and local agencies serving
infants with exceptional needs and their families be coordinated and maximized.
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Americans With Disabilities Act of 1990
The purpose of the Americans With Disabilities Act is to establish a clear and comprehensive
mandate to end discrimination against people with disabilities.
Public Law 99-372, Handicapped Children’s Protection Act
This law provides that in any action or proceeding brought under the Education Handicapped Act
(EHA), a court may award reasonable attorney’s fees to the parents or guardian of a disabled child
or youth who is the prevailing party. Fees are based on the rates prevailing in the party’s
community for the kind and quality of services performed.
Public Law 98-524, Carl D. Perkins Vocational Education Act
Public Law 94-524 has two broad themes. First, the Act is intended to make vocational programs
accessible to all persons including disabled and disadvantaged persons, single parents and
homemakers, adults in need of training and retraining, persons participating in programs designed
to eliminate sex bias and stereotyping in vocational education, and incarcerated persons. Second,
the Act is intended to improve the quality of vocational education programs in order to give the
nation’s workforce the marketable skills needed to improve productivity and promote economic
growth.
Public Law 93-112, The Vocational Rehabilitation Act Section 504
Section 504 guarantees that people with disabilities may not be discriminated against because of
their disability. While P.L. 94-142 protects children in the area of education, Section 504 protects
for life those with disabilities and encompasses the right to vote, to an education, to accessibility, to
employment, etc., and is accessed through general education.
The Rehabilitation Act of 1973 is known as the first federal Civil Rights Law protecting the rights
of the disabled. It states that “No…qualified disabled individual…shall solely by reason of the
handicap, be excluded from the participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity receiving federal financial assistance.”
The Lanterman Act
The Lanterman Developmental Disabilities Services Act established the Regional Center system
which purchases services for persons who are developmentally disabled.
The legislation lists specific rights:
 To treatment and rehabilitation
 To live a normal, productive and independent life
 To be provided a full measure of dignity, privacy and human care
 To participate in an appropriate, free educational program.
Public Law 93-380, The Family Educational Rights and Privacy Act
Section 504 is the section of the Rehabilitation Act of 1973, Public Law 93-112, which applies to
persons with disabilities. It is a civil rights act which prohibits organizations that receive federal
funds from discriminating against otherwise qualified individuals solely on the basis of a disability.
Section from 504 is enforced by the Office for Civil Rights (OCR). Its regulations are in 34 Code
of Federal Regulations 104. The statute provides: No otherwise qualified individual with
disabilities in the United States shall, solely by reason of her or his disability, be excluded from the
participation in, be denied the benefits of, or be subjected to discrimination under any program or
activity receiving Federal financial assistance.
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504 Eligibility
For students, eligibility under 504 means a student of school age who has a physical or mental
impairment which substantially limits one or more major life activities such as caring for one’s self,
performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.
Schools generally need to concern themselves with the major life activity of learning. Eligible
students may include those with learning disorders, communicable diseases, temporary disabling
conditions, ADD/ADHD, chronic illness, or physical disabilities.
Section 504 is not an aspect of “special education.”
comprehensive general public education system.
Rather, it is a responsibility of the
All students, who are enrolled in special education are automatically covered by 504 regulations.
Normally, a 504 plan is not necessary for special education students, as the Individual Education
Plan (IEP) provides a higher level of service than a 504 plan. In regard to the possibility of special
education placement for a 504 student, it must be kept in mind that Section 504, along with the
Individuals with Disabilities Act (IDEA), and the Americans with Disabilities Act (ADA) were
enacted by Congress to end the practice of automatically segregating persons with disabilities on
the basis of their labels. A Joint Policy Memorandum, issued by the Assistant Secretaries for the
Office of Special Education and Rehabilitative Services; the Office for Civil Rights; and Office of
Elementary and Secondary Education, states that the proper placement of a 504 student is in the
regular classroom, with a regular educator who has been trained in making necessary adaptations.
The child’s education must be provided in the general education classroom unless it is demonstrated
that education in the regular environment with the use of supplementary aids and services cannot be
achieved satisfactorily. (34CFR 104.34)
504 and ADD / ADHD
Section 504 can provide an ideal mechanism for addressing ADD/ADHD through reasonable
adaptations and interventions in the regular classroom. If a student, who is diagnosed as having
ADD/ADHD does not meet legal criteria for special education placement, the district must evaluate
the child to determine whether he or she is disabled as defined by Section 504. Evaluation may
include consideration of information from outside resource(s). If the school accepts the outside
agency determination of ADD/ADHD, it is still the school personnel’s responsibility to determine
whether or not the disability “substantially limits a major life activity.” Please note the
ADD/ADHD alone is not sufficient for 504 eligibility.
The 504 Plan:
Once eligibility is determined, “reasonable accommodations” must be provided, as agreed to by the
team, or it may be agreed and documented that no accommodations are necessary at that time. The
504 plan is an individualized determination of the child’s educational needs, including related aids
and services, which are based upon information taken from a variety of sources. This determination
is made by a group of persons knowledgeable about the student. The team should review the nature
of the disability, how it affects the student’s education, whether specialized interventions or
services are needed, and, if so what those services should be. All information must be considered
and documented. The parent must be an integral part of the 504 planning process.
California Code of Regulations – Title 5, Division 1, Chapter 3. Handicapped Children
(Hughes Bill) 3052
An IEP team shall facilitate and supervise all assessment, intervention and evaluation activities
related to an individual’s behavioral intervention plan. When the behavioral intervention plan is
being developed, the IEP team shall be expanded to include the behavioral intervention case
manager with documented training in behavior analysis including positive behavioral
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intervention(s), qualified personnel knowledgeable of the student’s health needs, and others as
described in Education Code Section 5634(c)(2). The behavioral intervention case manager is not
intended to be a new staff person and may be an existing staff member trained in behavior analysis
and having technical expertise in completing a functional analysis assessment with an emphasis on
positive behavioral interventions.
Behavioral intervention plans shall only be implemented by, or be under the supervision of, staff
with documented training in behavior analysis, including the use of positive behavioral
interventions. Such interventions shall only be used to replace specified maladaptive behavior(s)
with alternative acceptable behavior(s) and shall never be used solely to eliminate maladaptive
behavior(s).
Behavioral intervention plans shall be based upon a functional analysis assessment, shall be
specified in the individualized education program, and shall be used only in a systematic manner.
Behavioral emergency interventions shall not be used as a substitute for behavioral interventions
plans.
The elimination of any maladaptive behavior does not require the use of intrusive behavioral
interventions that cause pain or trauma.
To the extent possible, behavioral intervention plans hall be developed and implemented in a
consistent manner appropriate to each of the individual’s life settings.
Adopted from: San Joaquin County Special Education Local Plan
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Parent Guide to
Assessments and
Accountability for
Students with
Disabilities
Parent Guide to Assessments and Accountability for Students with Disabilities
Why do we have statewide assessments?
State and federal laws require districts to be accountable for the progress and achievement of all
students. Under the federal No Child Left Behind requirements, school and district accountability is
based on student performance from the statewide assessments which are aligned to California
Academic Content Standards. Student results are merged to prepare grade level reports by subject
for each school, district, county, and the state. Teachers, parents, and students use individual results
on statewide assessments to monitor each student’s academic progress. The results are used with
other information to help make decisions about ways to improve student learning and school
programs. The achievement of all students on the statewide assessments is reflected in the school’s
Academic Performance Index (API) for state accountability purposes. The federal accountability
required under No Child Left Behind is measured as Annual Yearly Progress (AYP) and includes
both the participation levels and achievement of all students, including students with disabilities.
Monitoring the progress of students with disabilities is an integral part of the accountability system.
What are the statewide assessments?
In California the statewide assessments for students in grades 2-11 are called the Standardized
Testing and Reporting (STAR) Program. The STAR has four components:






California Standards Test (CSTs) measure individual student progress in achieving the
California Academic Content Standards. Parents receive a report that includes the percentage of
questions their child answered correctly and the performance level for their child. The
performance levels ar advanced, proficient, basic, below basic, and far below basic. The levels
indicate how well students met California Academic Content Standards for each subject area
assessed. The CSTs are given in grades 2-11.
California Alternate Performance Assessment (CAPA) is designed for students with
significant cognitive disabilities. Tasks are aligned to a subset of the California Academic
Content Standards in English/Language Arts and Mathematics that reflect important life skills.
Performance levels are designated as advanced, proficient, basic, below basic, and far below
basic. The CAPA is given in grades 2-11.
Standards Based Test in Spanish (STS) is administered to Spanish-speaking English Learners
who have been enrolled in a United States school less than 12 months or are in a Spanish
Bilingual Education Program. The STS is a new assessment that will be given in grades 2, 3,
and 4 beginning in Spring 2007. During the next few years, subsequent grade levels will be
phased into the system.
California Modified Achieve Test (CMA) It will provide an alternative to a small number of
students who are progressing in the California Academic Content Standards but at a level
significantly below their grade level peers. The CMA is given in grades 2-11.
Desired Results Development Profile (DRDP) is a new required assessment for preschool
students. Observational data is collected two times per year to measure the child’s progress in
health and safety, learning, social-emotional development, motor skills, and communications.
Your child’s IEP team will determine if adaptations are needed to enable your child to
participate.
CST & CMA
will be phased out and be replaced by Smarter Balanced Assessment
beginning in the school year 2014-2015.
PG#
How do I know my child has had the opportunity to learn the California Academic Content
Standards?
Schools are required to provide curriculum and teach training aligned to the California Academic
Content Standards. In addition, your child’s IEP team should determine what additional
instructions on the California Academic Content Standards is needed for your child. Your child’s
IEP should reflect the appropriate California Academic Grade Level Content Standards.
Should my child take the alternate assessment (i.e., CAP) instead?
The CAPA is designed to measure the achievement of students with significant cognitive
disabilities. Students who take the CAPA require substantial adjustments to the general curriculum,
which focus on functional applications, such as basic independent living, community, and
vocational skills. The IEP team should first consider if the student could participate in the
statewide assessments with appropriate accommodations or modifications. The decision to
participate in the CAPA should not be based on excessive or extended absences; sensory
disabilities; significantly lower achievement than the student’s peers; or language, cultural or
economic differences.
Can the IEP team exempt my child from participating in the state or district wide assessments?
No. The role of the IEP team is to determine how your child can participate most appropriately in
the assessments. Currently, California Education Code allows parents/guardians to submit a written
request to the principal of the child’s school if they do not want their child to take any or all parts of
the STAR assessments. Parents cannot exempt their child from the CAHSEE. However, there are
potentially significant consequences for your child’s school if students do not participate in the
statewide assessments. You should fully discuss the accommodations and/or modifications with the
other members of the IEP team to enable your child to participate in the statewide assessments.
How can I help my child do better on the statewide assessments?
The statewide assessments are based on the California Academic Content Standards that students
are learning throughout the school year. It is important for parents to make sure their children are
in school every day, unless they are ill, and complete class assignments and homework on a daily
basis. Parents can help their children do better on statewide assessments by encouraging them to do
their best, making sure they have plenty of rest, and providing a good breakfast on assessment day.
On-going communication with your child’s teacher is also critical.
Where can I find more information on statewide assessments?
For further information; contact your child’s teacher, principal, or the director of special education
for the district. Additional information is also available at http://www.cde.ca.gov/sp/se/sr.
Adapted from: North Inland Special Education Region
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Who Can Help Me?
Who Can Help Me?
If you have concerns about your child’s education, you should first speak with your child’s
teacher(s). Other personnel at the site may also be helpful, such as the school counselor and the
principal. If these individuals are not able to resolve your concerns, support staff in the district
office are available to assist you.
The Office of Special Education:
PERSON
ADDRESS
TELEPHONE
Director
714 Williams Street
Bakersfield, California 93305
(661) 631-5863
Assistant Director
714 Williams Street
Bakersfield, California 93305
(661) 631-5863
Program Managers/
Program Specialists
714 Williams Street
Bakersfield, California 93305
(661) 631-5863
Contact your child’s school
Psychologists
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Sources of Documents about Disabilities
(On their main website, The Department's U.S. Postal Service mailing address is:)
 Clearinghouse on Disability Information
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202
However when looking up the (202)205-8241 phone number, the following info. Popped up:
 Clearinghouse on Disability Information
Office of Special Education and Rehabilitative Services
U.S. Department of Education
Switzer Building, Room 3132
330 C Street, SW
Washington, DC 20202-2524
(202) 205-8241 (Voice/TTY)
 National Dissemination Center for Children with Disabilities (NICHCY)
1825 Connecticut Ave NW
Washington, DC 20009
(800) 695-0285 (Toll-free)
(202) 884-8200 (Voice/TTY)
(202) 884-8441 (Fax)
Email: nichcy@fhi360.org
Website in English: nichcy.org
Website in Spanish: nichcy.org/espanol/
 HEATH Resource Center
A National Clearinghouse on Postsecondary Education for Individuals with Disabilities
The George Washington University
2134 G Street, N.W.
Washington, D.C. 20052-0001
Tel: 202-973-0904
Toll Free: 800-544-3284
Fax: 202-994-3365
Email: askheath@gwu.edu
http://www.heath.gwu.edu
 National Rehabilitation Information Center
8400 Corporate Drive, Suite 500,
Landover, MD 20785.
(301) 459-5984 (voice/TYY)
(301) 459-5900 (voice/local)
(301) 459-4263 (Fax)
(800) 346-2742
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 ERIC Clearinghouse on Disabilities and Gifted Education
Mail:
ERIC Program c/o CSC
655 15th St. NW, Suite 500
Washington, DC. 20005
(800) 538-3742
Website: www.eric.ed.gov
-
Also see:
Council for Exceptional Children (CEC)
2900 Crystal Drive, Suite 1000
Arlington, Va. 22202-3557
(703) 620-3660 (voice)
(866) 509-0218 (toll-free)
(866) 915-5000 (TTY)
(703) 264-9494 (fax)
Website: www.cec.sped.org
AUTISM SUPPORT
 Autism Society of America
4340 East-West Hwy. Suite 350
Bethesda, Maryland 20814
(301) 657-0881 or 800-3AUTISM
http://www.autism-society.org
 Bakersfield Parent’s Hope
Sponsored by H.E.A.R.T.S Connection
H.E.A.R.T.S. Connection Family Resource Center
3101 N. Sillect Ave., Suite 115
Bakersfield, Ca. 93308
(661) 328-9055 (voice)
(800) 210-7633 (toll free)
(661) 328-9940 (fax)
http://www.heartsfrc.org/
 Bakersfield Unique Perspectives AS Support Group for Teens
Sponsored by H.E.A.R.T.S. Connection
H.E.A.R.T.S. Connection Family Resource Center
3101 N. Sillect Ave., Suite 115
Bakersfield, CA. 93308
(661) 328-9055 (voice)
(800) 210-7633 (toll free)
(661) 328-9940 (fax)
http://www.heartsfrc.org/
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 Help Encourage Advocate Resources Training
Support (H.E.A.R.T.S.) Connection
3101 N. Sillect Ave. Suite 115
Bakersfield, CA. 93308
(661) 328-9055 (voice)
(800) 210-7633 (toll free)
(661) 328-9940 (fax)
http://www.heartsfrc.org/
 Help Line / Information and Referral Services
1717 30th Street
Bakersfield, CA.93301
(661) 336-5200 (voice)
(800) 273-2275 (main phone)
(800) 551-1868 (TTY)
http://www.capk.org/helpline.html
 Independent Living Center of Kern County
5251 Office Park Dr.
Bakersfield, CA. 93309
(877) 688-2079 (toll free)
(661) 325-1063 (voice)
(661) 369-8966 (video relay)
(661) 325-6702 (fax)
Email: info@ilcofkerncounty.org
http://www.ilcofkerncounty.org/
 Kern Autism Network
8200 Stockdale Hwy. #171
Bakersfield, CA. 93311
(661) 588-4235
(661) 342-6566
Email: kernautism@gmail.com
http://www.kernautism.org
 Kern Regional Center
3200 N. Sillect Ave.
Bakersfield, CA. 93308
(661) 327-8531
(661) 327-1251 (TDD)
http://www.kernrc.moonfruit.com/
 O.A.S.I.S. (Online Asperger Syndrome
Information & Support)
Sponsored by H.E.A.R.T.S. Connection
H.E.A.R.T.S. Connection Family Resource Center
3101 N. Sillect Ave., Suite 115
Bakersfield, CA. 93308
(661) 328-9055 (voice)
(800) 210-7633 (toll free)
(661) 328-9940 (fax)
http://www.heartsfrc.org/
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DEVELOPMENTAL3 DISABILITIES
And
TRAUMATIC BRAIN INJURY
 Bakersfield ARC (BARC)
2240 South Union Ave.
Bakersfield CA, 93307-4158
(661) 834-2272 (voice)
(800) 834-3160 (toll free)
http://www.barc-inc.org/
 California Department of Rehabilitation
4925 Commerce Drive, Suite 150
Bakersfield, CA. 93309-0643
(661) 395-2525 (voice)
(661) 323-3909 (TTY)
http://www.rehab.cahwnet.gov/
 Children’s Hospital of Central California
9300 Valley Children’s Pl.
Madera, CA. 93636-8762
(559) 353-3000
http://www.childrenscentralcal.org
 Community Support Options Inc.
1401 Paso Dr.
Wasco, CA. 93280-2584
P.O. Box 8018
(661) 758-5331
 Help Encourage Advocate Resources Training Support (HEART) Connections
(see under Autism)
 Help Line/ Information and Referral Services
1717 30th Street
Bakersfield, CA. 93301
(661) 336-5200 (voice)
(800) 273-2275 (Main Phone)
http://www.capk.org/helpline.html
 Independent Living Center of Kern County
5251 Office Park Dr.
Bakersfield, CA. 93309
(877) 688-2079
(661) 325-1063 (voice)
(661) 369-8966 (video relay)
(661) 325-6702 (fax)
Email” info@ilcofkerncounty.org
http://www.ilcofkerncounty.org
PG#
 Kern Regional Center
3200 N. Sillect Ave.
Bakersfield, CA. 93308
(661) 327-8531 (voice)
(661) 327-1251 (TDD)
http://www.kernrc.moonfruit.com/
 Sequoia Area Board VIII Developmental Disabilities Board
770 East Shaw Ave. Suite 123
Fresno, CA. 93710
(559) 248-2883
HEARING IMPAIRED and DEAF
 Bakersfield Office of the Greater Los Angeles Agency of Deafness (B-GLAD)
4949 Buckley Way, Suite 203
Bakersfield, CA. 93309
(661) 831-8959 (voice/TTY)
(661) 831-7673 (fax)
http://www.bglad.org
 California Children’s Services (County)
1700 Flower St.
Bakersfield, CA. 93305
(661) 868-0531 (voice)
(661) 868-0216 (fax)
 California Department of Rehabilitation
4925 Commerce Drive, Suite 150
Bakersfield, CA. 93309-0643
(661) 395-2525 (voice)
(661) 323-3909 (TTY)
http://www.rehab.cahwnet.gov/
 Children’s Hospital of Central California
9300 Valley Children’s Pl.
Madera, CA. 93636-8762
(559) 353-3000
http://www.childrenscentralcal.org
 Help Line/ Information and Referral Services
1717 30th Street
Bakersfield, CA. 93301
(661) 336-5200 (voice)
(800) 273-2275 (Main Phone)
http://www.capk.org/helpline.html
PG#
VISUAL IMPAIRMENTS and BLIND
 Braille Institute/ Los Angeles Sight Center
741 North Vermont Ave.
Los Angeles, CA. 90029
(323) 663-1111 or
800-BRAILLE
http://www.brailleinstitute.org/
 California Department of Rehabilitation
4925 Commerce Drive, Suite 150
Bakersfield, CA. 93309-0643
(661) 395-2525 (voice)
(661) 323-3909 (TTY)
http://www.rehab.cahwnet.gov/
 The Center for the Blind and Visually Impaired (CBVI)
1124 Baker Street
Bakersfield, CA. 93305
(661) 322-5234 (voice)
(661) 322-7754 (fax)
http://www.cbvi.org/
 Children’s Hospital of Central California
9300 Valley Children’s Pl.
Madera, CA. 93636-8762
(559) 353-3000
http://www.childrenscentralcal.org
 Help Line/ Information and Referral Services
1717 30th Street
Bakersfield, CA. 93301
(661) 336-5200 (voice)
(800) 273-2275 (Main Phone)
http://www.capk.org/helpline.html
OTHER HEALTH and ORTHOPEDIC IMPAIRED
 California Children’s Services (County)
1700 Flower St.
Bakersfield, CA. 93305
(661) 868-0531 (voice)
(661) 868-0216 (fax)
PG#
 California Department of Rehabilitation
4925 Commerce Drive, Suite 150
Bakersfield, CA. 93309-0643
(661) 395-2525 (voice)
(661) 323-3909 (TTY)
http://www.rehab.cahwnet.gov/
 Children with Attention Deficit Disorders (C.H.A.D.D.)
Chadd National Office
8181 Professional Place, Suite 150
Landover, MD. 20785
(301) 306-7070 (voice)
(301) 306-7090 (fax)
http://www.chadd.org
 Children with Attention Deficit Disorders (C.H.A.D.D.)
Kern County Satellite of CHADD
See Sander Strother
205 Rio Bravo Drive
Bakersfield, Ca. 93309
Park Stockdale Recreation Room
(661) 327-3103
http://www,chadd.org
 Children’s Hospital of Central California
9300 Valley Children’s Pl.
Madera, CA. 93636-8762
(559) 353-3000
http://www.childrenscentralcal.org
 Epilepsy Society of Kern County
5117 Office Park Drive
Bakersfield, CA. 93309
(661) 634-9810 (voice)
(661)634-9814 (fax)
SPECIAL EDUCATION GENERAL INFORMATION
 California Children’s Services (County)
1700 Flower St.
Bakersfield, CA. 93305
(661) 868-0531 (voice)
(661) 868-0216 (fax)
PG#
 California Department of Rehabilitation
4925 Commerce Drive, Suite 150
Bakersfield, CA. 93309-0643
(661) 395-2525 (voice)
(661) 323-3909 (TTY)
http://www.rehab.cahwnet.gov/
 Children’s Hospital of Central California
9300 Valley Children’s Pl.
Madera, CA. 93636-8762
(559) 353-3000
http://www.childrenscentralcal.org
 Community Alliance for Special Education (Protection & Advocacy, Inc.)
1550 Bryant Street, Suite 835
San Francisco, CA. 94103
(415) 431-2285 (voice)
(415) 431-2289 (fax)
http://www.caseadvocacy.org
 Council for Exceptional Children
2900 Crystal Drive, Suite 1000
Arlington, VA. 22202-3557
(888) 232-7733 (voice)
(866) 915-5000 (TTY)
http://www.cec.sped.org
 Easter Seals Society
1570 E. 17th Street
Santa Ana, CA. 92705
(714) 834-1111 (voice)
(714) 834-1128 (fax)
http://www.southerncal.easterseals.com
 Help Encourage Advocate Resources Training Support (HEART) Connections
(See Autism)
 Kern County Department of Health and Human Services
100 E. California Ave.
Bakersfield, CA. 93307
(661) 631-6000
http://www.co.kern.ca.us/dhs
 Learning Disabilities Association of California
Kern County
P.O. Box 9191
Bakersfield, CA. 93389
(661) 342-4323
http://www.csub.edu/kclda
PG#
 March of Dimes
2104 24th Street, Suite 4
Bakersfield, CA. 93301-3747
(661) 334-8070 (voice)
http://www.modimes.org
 M.A.R.E. Mastering Abilities Riding Equines)
18200 Johnson Road
Bakersfield, Ca. 93314
(661) 589-1877 (voice)
(661) 589-2083 (fax)
http://www.mareridingcenter.com
COUNSELING and SUPPORT GROUPS
 Bakersfield ARC (BARC)
2240 South Union Ave.
Bakersfield CA. 93307-4158
(661) 834-2272 (voice)
(800) 834-3160 (toll free)
http://www.barc-inc.org/
 California Commission on Teacher Credentialing
1900 Capitol Ave.
Sacramento, Ca. 95811-4213
(916) 323-7136 (voice mail)
http/www.teachercred.ctc.ca.gov
Email: credentials@ctc.ca.gov
(Information on Teacher Credentials)
 California Department of Education
1430 N. Street
Sacramento, Ca. 95814-6901
(916) 319-0800
http://www.cde.ca.gov/sp/se
Help Line- Special Ed. Division, Procedural Safeguards & Referral Service
 Children with Attention Deficit Disorders (C.H.A.D.D.)
Kern County Satellite of CHADD
See Sander Strother
205 Rio Bravo Drive
Bakersfield, Ca. 93309
Park Stockdale Recreation Room
(661) 327-3103
http://www,chadd.org
PG#
 College Community Services/Outpatient
29325 Kimberlina Rd.
Wasco, Ca. 93280
(661) 758-4029
 Crisis Stabilization Unit (Mary K. Shell)
2151 College Ave.
Bakersfield, Ca. 93302
(800) 991-5272 (voice)
(661) 868-8142 (impaired hearing)
http://www.co.kern.ca.us/kcmh/services/crisis.asp
 Girls and Boys Town
Outreach Services for Children 6-18 y/o
National Hotline
(800) 448-3000
 Haven Counseling Center
730 Chester Ave.
Bakersfield, Ca. 93301
(661) 327-4711 (voice)
(661) 327-7895 (fax)
http://www.havencounselingcenter.org
 Help Encourage Advocate Resources Training Support (HEART) Connections
(See Autism)
 Kern Autism Network
8200 Stockdale Hwy. #171
Bakersfield, CA. 93311
(661) 588-4235
(661) 342-6566
Email: kernautism@gmail.com
http://www.kernautism.org
 Learning Disabilities Association of California
Kern County
P.O. Box 9191
Bakersfield, CA. 93389
(661) 342-4323
http://www.csub.edu/kclda
 Mental Health Crisis
(Contact SAMHSA)
P.O. Box 2345
Rockville, Md. 20847-2345
(877) 723-4727 (voice)
(240) 221-4292 (fax)
(800) 487-4889 (TTY)
http://www.mentalhealth.samhsa.gov
Email: see website
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 Office of Civil Rights, United Stated Department of Education
Department of Ed/OCR-Section 504
San Francisco Office
50 Beale Street, Suite 7200
San Francisco, CA. 94105-1813
(415) 486-5555 (voice)
(877) 521-2172 (TDD)
(415) 486-5570 (fax)
http://www.ed.gov/about/offices/list/ocr/index.html
Email: OCR.SanFrancisco@ed.gov
 Disability Rights of CaliforniaOffice of Client’s Rights Advocacy
(Local OCRA Lawyer @ Kern Regional Center)
1831 K. Street
Sacramento, CA. 95811
(916) 504-5820 (voice)
(916) 504-5821 (fax)
(800) 390-7032
http://www.pai-ca.org/OCRA/CRAlist.htm
 Protection & Advocacy, Inc. (PAI)
1300 Broadway, Suite 500
Oakland, CA. 94612
(510) 267-1200 (voice)
(510) 267-1201 (fax)
http://www.PAI-CA.org
This agency provides legal assistance to protect the rights of persons with developmental
disabilities (PAI also publishes a resource manual Special Education Rights and
Responsibilities LPAI requests a donation of $20.00). Also available is a resource manual on
Rights Under the Lanterman Act (PAI request a donation of $8.00).
 Warm Line
Outreach services for children 0-5 y/o and parents
(661) 323-3531
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Frequently
Asked
Questions
IEP Check List for Parents:
REQUIREMENTS
QUESTIONS
Present Levels of
Educational
Performance:
What areas are covered?
Does it describe how your child’s disability affects his/her
involvement and progress in the general curriculum?
Is it based on current information and states more than test scores?
Do the assessment results correspond to your knowledge of your
child’s ability?
Do the results describe your child’s abilities as well as specific
areas of need?
Annual Goals:
What is your student’s based line for area of need?
Are they based on assessment of your child’s performance?
What changes are expected in your child’s behavior?
(If applicable)
Are positive behavioral supports included? (If applicable)
Given your knowledge of your child, are the goals appropriate?
Short-term Instructional
Objectives:
Will they help your child reach the stated goals?
Can your child’s progress on each objective be measured?
Could you tell if your child has mastered an objective or reached a
benchmark?
Evaluation and Review
Date:
How will your child’s program be measured?
How will you be informed of progress?
When will the IEP Team meet to review the IEP?
Placement
Recommendation:
What makes this placement appropriate to your child’s needs?
How will your child participate in the general education
curriculum?
What program modifications are included?
What services does your child need?
Where will they be provided?
Who is responsible for providing the services?
When will the services begin and end?
How often will they be provided?
Does your child need extended school year services?
Special Education and
Related Services:
Participation in
Statewide/District-wide
Assessment:
Will your child participate in statewide/district-wide assessments?
Where will they be provide?
If so, how will the assessment be modified?
If your child will not participate, how will his/her progress be
assessed?
Statement of Needed
Transition Services:
What transition services are necessary?
Are interagency linkages needed?
Who will provide transition services?
Reporting of Progress:
When and how will your child’s goals and objectives be
reviewed?
How will progress be reported to you?
Is progress sufficient to achieve goals by the end of the year?
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FREQUENTLY ASKED QUESTIONS
Q
A
Q
A
I have just received a phone call from my child’s advisor/teacher that my child
has been referred to the Team for Student Success. What does this mean?
This means that your child’s academic team of teachers feels that your child may have
issues at school which are interfering with his ability to learn. This is a function of
general education.
If I know or suspect I have a child with exceptional needs, at what age do I notify
the District that my child will need special services?
Notify your local school principal or Special Education Office in the district as soon
as you know or suspect there is a disability.
Q
A
What should I do if I suspect my child has a disability?
The first step is to request a Team for Student Success meeting at your school site.
Your child’s teacher(s) will meet with you to discuss concerns and strategies for
addressing the problem(s).
Q
A
What would indicate that my child might need special education?
If your child is performing poorly in the general education classroom, even with
adjustments and efforts made at school and home, there is concern. A child must have
a disabling condition, which adversely affects educational progress. The conditions
generally must exist for a longtime and to marked degree and not be caused by
cultural, environmental, or economic factors such as bilingualism, poverty, or family
instability.
Q
What do I do if school personnel believe my child needs special education but I
don’t?
You have the right to refuse that your child be assessed or placed in any special
education program or service. However, it is recommended student be assessed.
A
Q
A
How can I tell if learning is difficult for my child?
Sometimes your child will not want to try new activities because he/she knows that
they will be difficult. Children don’t want to look foolish or be laughed at by their
peers.
Q
A
Can my child be placed in Special Education without my permission?
No.
Q
If the team decides that a special education evaluation is necessary, do I have to
give permission for this evaluation to take place?
Absolutely. Teachers can refer a student to the Team for Student Success without
authorization from the parent but no special education evaluation can take place
without your written consent.
A
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Q
A
What are the different areas that students can qualify in?
The current areas are:
 Autism
 Intellectual Disability
 Speech/Language
Impairment
 Deaf-Blindness
 Multiple Disability

Traumatic Brain Injury
 Deafness
 Orthopedic
Impairment
 Visual Impairment
 Emotional Disturbance
 Other Health
 Hard of Hearing
Impairment
 Specific Learning
Disability
Q
A
Who determines my child’s Special Education needs?
The IEP Team will determine your child’s needs. The EIP Team membership shall
consist of- One or both of the pupil’s parents, a representative selected by a parent
 Not less than one grade level regular education teacher of the pupil
 Not less than one special education teacher of the pupil
 A representative of the local educational agency who has the authorization to make
a district offer
 An individual who can interpret the instructional implications of the assessment
results
 At the discretion of the parent, guardian, or the local educational agency, other
individuals who have knowledge of special expertise regarding the pupil, including
related services personnel, as appropriate
 Whenever appropriate, the individual with exceptional needs
Q
A
Can I view the class where my child will be placed?
Yes, you have a right to view the class and are encouraged to do so. Visits during
school hours should be first arranged with the teacher and principal or administrative
designee.
Q
If I want to visit the school program or my child’s classes, what procedure do I
follow?
Call your school where your child attends; they will help arrange a convenient time
for both you and the teacher.
A
Q
A
What if my child’s physical impairment or health problems cause him to miss
school regularly?
Your child’s teacher and school nurse will work together with you.
Q
A
What if my family speaks a foreign language?
The District will provide an interpreter for assessments and at IEP Team meetings
unless it is clearly not feasible.
Q
A
Will vocational training be included in my child’s program?
Yes, pre-vocational training will be provided as determined by the IEP Team. The
focus of the program is based on your priorities for your child.
Q
A
Will my child participate in general education school programs?
The object of IDEA is to include the child with special needs in the general education
programs as much as possible.
PG#
A
If I move, will my child continue to receive services?
Within the district, your child can continue to receive the same services. If the
services your child needs are not provided at the new school, the district will transport
your child to the school nearest your new home where he/she will receive the services
specified on the IEP. Outside the district, take your copy of the IEP to the new
school. The school personnel there will know what to do and will assist you in
obtaining services in the new district for your child.
Q
A
Can outside agencies provide additional input to an IEP Team?
Yes. The IEP Team will consider additional assessment information from private
doctors, clinical psychologists, educational psychologists community health agencies
or mental health agencies, or any concerned individual.
Q
What if my child has social or emotional issues that prevent him/her from
participating in the educational program?
Accommodations and modifications as deemed appropriate by the IEP Team will be
reviewed. You should also contact the school psychologist to discuss a possible
referral to BCSD’s Behavioral Health Services.
A
Q
A
Will my child be labeled?
The emphasis is to provide programs and services to meet the needs of each child,
rather than seeking a special label. However, a need still exists to identify
“handicapping” conditions for purposes of state and federal reports.
Q
A
What should I do if I am unhappy with my child’s placement?
Request an IEP meeting from your child’s special education teacher. Explain your
concerns when you make the request and ask him or her to invite the appropriate
Program Manager to the IEP meeting. Placement changes cannot be without a
Program Manager present.
Q
What should I do if I have a concern or problem with the program or services
my child is receiving?
Talk with your child’s special education teacher/case carrier. If the problem is not
resolved, request an IEP Team meeting with your child’s special education teacher.
The District is required to schedule an IEP within 30 days upon your request.
If I am not happy with my child’s progress in school or special education
program, who should I contact first? If I still do not get the situation
satisfactorily resolved, to whom can I speak?
First, contact your child’s special education teacher. If you are not able to resolve the
problem, then speak to the principal or the Program Manager for your child. If you
are still having difficulty resolving the problem, schedule and IEP meeting.
What do I do if I am dissatisfied with the assessments?
You need to schedule a meeting with the Program Manager for your child to discuss
the assessment and develop a plan for additional assessment if it’s determined
necessary.
A
Q
A
Q
A
PG#
Q
A
What if I disagree with the IEP?
It is oaky to disagree.
1. If you disagree with any part of the IEP, you can request that the team reconsider the
plan.
2. Unresolved issues may be brought to a district-level meeting. Agreed upon parts of
the IEP will be implemented with your written consent.
3. You may choose to participate in Alternative Dispute Resolution. Local ADR
procedures include:
a) Involvement of resource parent or parent advocate to assist at the IEP meeting.
b) Informal fact-finding meetings with the SELPA Director, school administrator,
etc.
c) Facilitated IEP meetings with an outside facilitator.
4. A local resolution meeting will typically consist of director or assistant director,
parent(s), and an advocate or friend or the family if the parent chooses. Typically no
lawyers are at the meeting.
5. You may request a state-level mediation, which involves a mediator from the State
that will meeting with all parties concerned.
6. You may choose to file for a due process hearing
Q
A
Will my child receive a report card?
Yes, your child should receive a report card beginning at ‘K’ grade with each report card
you should receive progress reports towards your child’s IEP goals.
Q
A
How long will my child receive special education?
As long as the IEP team and parents agree that special assistance is needed. This will be
based on the ongoing evaluation of your child’s needs.
Q
A
Under what circumstances will my child receive special transportation?
Special arrangements will be made if the IEP Team determines that age, handicapping
condition, or distance prevents your child from either walking to school or riding the
general education school bus.
Q
A
When does transition planning take place?
At the last IEP before a child reaches 16, a transition plan will become an additional part
of your child’s IEP. At this age, planning focuses on the student’s course of study. At
age 16, or younger if appropriate, the Individual Transition Plan (ITP) should address
post-secondary goals.
Q
A
What are my Parent’s Rights?
Under federal law (Individuals with Disabilities Education Improvement Act of 2004),
parents of students with special needs are afforded rights. Parents shall be given a copy
of their rights and procedural safeguards at least one time a year, except that a copy also
shall be given to the parents upon initial referral or parental request for assessment, upon
the first occurrence of the filing for a due process hearing and upon request by a parent.
If you have questions regarding the rights (they can be very cumbersome), please ask for
help in understanding them. For a more in depth version of the Parent’s Rights, go to the
CDE Website. www.cde.CA.gov
PG#
Q
A
What items need to be kept in my child’s file?
As the parent of a child with special needs, you will have collected much information
about your child from various professionals and agencies. Since you are the primary
decision maker, observer, and advocate for your child, it would help to keep complete
and up-to-date records. You may want to organize them in a binder. Some of the
sections you might include are:
 Background information:
Developmental history
Medical history
Information regarding medication(s)
Family health history
Educational history;
 Educational, psychological, and therapy reports;
 Copies of IEPs, school progress reports and report cards;
 Samples of your child’s past and present work;
 Copies of letters and notes sent and received;
 Notes about conversations with school and health professionals;
 Current listing of names and phone numbers of your child’s general and special
education teachers, support staff, administration, District Office and CAC
resources person.
NOTE: It is advisable to keep each section in a chronological order with the
most recent information on top.
Q
A
How do I see my student’s educational records?
Contact the administrator for your child’s program and ask to see the records. It is
your right, as a parent, to review all your child’s school records.
Q
A
What is a 504 plan?
A 504 plan is an accommodation that provides any student who has been diagnosed
with a “handicapping condition: which significantly impacts the ability to perform in
school. The requirements for a student to qualify for a 504 plan are somewhat less
restrictive than special education criteria. A 504 plan is most often utilized for
students who are diagnosed with some form of physical, mental health, or medical
condition (such as attention deficit disorder) but otherwise do not meet eligibility
requirements for special education services.
Q
A
Is there a preschool program available?
For children birth to 3, there are programs available for children with disabilities. For
a child, birth to 3, who have less intensive needs, there is a program called PRRS
(Prevention, Resource and Referral Services) PRRS is provided by a Family
Resource Center. For Kern, Inyo and Mono Counties, call HE.A.R.T.S. Connection,
at 328-9055 or 1-(800) 210-7633. There are also preschools for children 3 to 5.
PG#
What Do All These
Acronyms Mean?
What Do All These Acronyms Mean?
SPECIAL EDUCATION ACRONYMS
This list is not comprehensive; it is intended as a quick reference.
A
augmentative and alternative communication
AAC
adaptive assistive devices
AAD
advanced academic training
AAT
African American Vernacular English (Black English or Ebonics)
AAVE
Assembly Bill, Adaptive Behavior
AB
applied behavior analysis
ABA
antisocial behavior disorders
ABD
adult basic education
ABE
Area Board 8
ABVIII
alternative certification
AC
automated cross referencing occupational system
ACROS
Association of California School Administrators
ACSA
Advisory Commission on Special Education
ACSE
American College Testing
ACT
attachment disorder
AD
Americans with Disabilities Act; average daily attendance
ADA
aid to dependent children
ADC
attention
ADD
attention deficit with hyperactivity disorder
ADHD
activities of daily living
ADL
average daily attendance
ADA
alternative dispute resolution
ADR
adult vocational network
ADVOC-NET
Average Daily Enrollment
ADE
age equivalent
AE
acquired eleptiform aphasia (Landau-Kleffner syndrome)
AEA
alternative education placement
AEP
aid to families with dependent children
AFDC
adult and family services
AFS
annual goal
AG
adult high school diploma
AHSD
auditorily impaired
AI
acquired immune deficiency syndrome
AIDS
American Institutes for Research
AIR
Agency for Instructional Technology
AIT
Administrative Law Judge
ALJ
alternative learning options
ALO
advance life support
ALS
alternative mobility device
AMD
advanced placement
AP
antisocial personality disorder; auditory processing disorder
APD
adapted physical education
APE
average per pupil expenditure
APPE
admission, review, and dismissal [committee]
ARD
advisory review panel
ARP
pg#
advanced study center
autism spectrum disorder
alternative service delivery options
American Sign Language
assistive technology
area technical center; alternative teacher certification
alternative teacher certification program
Autistic
Autism
area vocational technical institute
annual yearly progress
ASC
ASD
ASDO
ASL
AT
ATC
ATCP
AU
AUT
AVTI
AYP
B
BAC
BASIS
BCSD
BD
behavior adjustment class
Basic Adult Skills Inventory System
Bakersfield City School District
behaviorally disordered; behavior disorders
BEST
BETAC
BI
BIA
BICM
BIL
BIP
BLS
BOCES
BSP
basic education study team
bilingual education technical assistance centers
brain injury
Brain Injury Association; Bureau of Indian Affairs
Behavior Intervention Case Manager
Bilingual
behavior intervention plan
basic life support
Board of Comprehensive Education Services (New York State)
behavioral support plan
C
CA
CAC
CAHSEE
CAI
CALSTAT
CAM
CAP
CAPA
CAPD
CAT
CBA
CBE
CBI
CBM
CC
CCF
CCR
CCS
CD
CDA
CDE
chronological age
Community Advisory Committee, California Administrative Code
California High School Exit Exam
computer-assisted instruction
California Services for Technical Assistance and Training
certificate of advanced mastery
central auditory processing
California Alternate Performance Based Assessment
central auditory processing disorders; see also APD (auditory processing
disorder)
committee on accessible transportation
curriculum based assessment
children with behavioral and emotional difficulty
community-based instruction
curriculum based measurement
cross categorical
Community Care Facility
Coordinated Compliance Review
California Children Services
communication development; conduct disorder
child development and rehabilitation center
California Department of Education
Pg #
child development specialist
child development and rehabilitation center
Council for Exceptional Children
community and family living amendments
code of federal regulations
communicatively/communication handicapped
Children and Adults with Attention Deficit Disorder
child health assurance program
center on human development
closed head injury
center for independent living
certificate of initial mastery
culturally and linguistically appropriate services
culturally and linguistically diverse
Cal Modified Assessment
community mental health program
central nervous system
county office of education
cognitive abilities test
child protection services
cost of living adjustment
certified occupational therapist assistant
cerebral palsy
cooperative personnel planning council
committee on preschool special education
childhood sexual abuse
case study evaluation; committee on special education
Center for Special Education Finance
comprehensive system of personnel development
community support service
California Standards Test
community transition team
class wide peer tutoring
CDS
CDRC
CEC
CFLA
CFR
CH
CHADD
CHAP
CHD
CHI
CIL
CIM
CLAS
CLD
CMA
CMHP
CNS
COE
COGAT
CPS
COLA
COTA
CP
CPPC
CPSE
CSA
CSE
CSEF
CSPD
CSS
CST
CTT
CWPT
D
D
D&E
DAP
DARTS
DAS
DB; DBL
DC
DCD
DD
DDC
DDD
DDS
DHH
DHHAP
DHR
DHS
deaf
diagnosis and evaluation
developmentally appropriate practices
day and residential treatment services
developmental apraxia of speech
deaf-blind
development center
developmental coordination disorder
developmental disabilities; developmentally delayed
developmental disabilities council
division of developmental disabilities
Department of Developmental Services
deaf and hard of hearing
deaf and hard of hearing access program
Department of Human Resources
Department of Health Services
pg#
DI
DIS
DNR
DNQ
DoDDS
DOE
DOF
DON
DOR
DOS
DRC
DRDP
DREDF
DRG
DS
DSM
direct instruction
designated instruction and services
do not resuscitate
does not qualify
US Dept. of Defense Dependent Schools
Department of Education
Department of Finance
determination of need
District of Residence
District of Service
Disability rights of California
Desired results development profile
Disability Rights Education and Defense Fund
diagnostically related groups
direction service
Diagnostic and Statistical Manual (for Mental Disorders)
E
EBD
EC
ECE
ECI
ECSE
ECT
ED
EDGAR
EE
EEs
EEN
EFA
EHA
EI
ELA
ELL
ELD
EMDR
EMT
EPSDT
EQ
ERAF
ERC
ERIC
ES
ESA
ESC
ESD
ESE
ESEA
ESL
emotional and behavioral disorders
early childhood; exceptional child[ren]
early childhood education
early childhood intervention
early childhood special education
early childhood team
emotionally disturbed; emotional disorders; US Department of Education
Education Department General Administrative Regulations
English emersion
essential elements
exceptional education needs
experimental functional analysis
Education for All Handicapped Children Ace (since 1990, known as
the Individuals with Disabilities Education Act [IDEA])
early intervention
English Language Arts
English language learner
English language development
eye movement desensitization and reprocessing
emergency medical treatment
early periodic screening diagnosis and treatment program
exceptional quality
Education Revenue Augmentation Fund
education resource center
Education Resources Information Center
Early Start
education service agency
education service center
education service district
exceptional student education
Elementary and Secondary Education Act
English as a second language
pg#
ESOL
ETP
ESY
EYS
English for speakers of other languages
effective teaching practices
extended school year
extended year services
F
FAA
FAIP
FAPE
FAS/FAE
FAST
FBA
FC
FDAB
FEC
FEP
FES
FERPA
FFA
FFH
FIEP
FIPSA
FMLA
FR
FRC
FSA
FSHA
FSIQ
FSD
FTE
FY
functional analysis assessment
functional assessment and intervention program
free appropriate public education
fetal alcohol syndrome/fetal alcohol effect
functional academic skills test
functional behavior assessment
facilitated communication; foster care
Fair Dismissal Appeals Board
Family Empowerment Center
fully English proficient
fluent English speaker
Family Educational Rights to Privacy Act (aka the Buckley Amendment)
Foster Family Agency
Family Foster Home
facilitated individualized education program
fund for the improvement of postsecondary education
Family Medical Leave Act
federal register
Family Resource Center
Family Support Act
first source hiring agreement
full scale intelligent quotient
flexible service delivery model
full-time equivalent
fiscal year
G
GAPS
GATES
GE
GSE
GATE
H
HBV
H.E.A.R.T.S.
Connection
HFA
HH
HI
HIPAA
HIV
HOH
HOTS
HOUSSE
HQ
guardianship, advocacy, and protective services
gifted and talented evaluation scales
grade equivalent
generic special education
gifted and talented
Hepatitis B Virus
Help Encourage Advocate Resources Training Support
high-functioning autism
Hard of Hearing
health impaired; hearing impaired
Health Insurance Portability and Accountability Act
human immune deficiency virus
hard of hearing
higher-order thinking skills
high, objective, uniform state standards of evaluation
highly qualified
PG#
HS
HSC
head start; high school
high school completion
I
IA
IASA
IAES
ICC
ICD
ICDP
ICF
ICFMR
ID
IDEA
IDEIA
IDELR
IDP
IDT
IED
IEE
IEP
IEPC
IEPT
IEU
IFA
IFSP
IHE
IHCP
IHTP
ILC
ILP
ILT
IMC
IML
IPE
IPL
IPP
IQ
ISA
ISP
ITH
ITIP
ITP
IWEN
IWRP
instructional assistant
Improving America’s Schools Act
interim alternative educational setting
interagency coordinating council
international code of diseases
individual career development plans
intermediate care facility
intermediate care facility for mental retardation
Intellectual Disability
Individuals with Disabilities Education Act
Individuals with Disabilities Education Improvement Act
Individuals with Disabilities Education Law Report (from LRP Pubs.)
Infant Development Program
inter-district transfer / intra-district transfer
intermittent explosive disorder
independent education evaluation
individualized education program
individualized educational planning committee
Individualized Education Program Team
intermediate educational unit
individualized functional assessment
individualized family service plan
institution of higher education
individualized health care plan
individualized habilitation and treatment plan
independent living center
independent living plan
instructional leadership training
instructional materials center
instructional materials laboratory
individualized plan for employment
initial program load
individualized program plan (for Regional Center clients)
intelligence quotient
Individual Service Agreement (for NPS/NPA)
individualized service plan
intensive training home
instructional theory into practice
Individualized Treatment Plan; Individualized Transition Plan
individual with exceptional needs
individual written rehabilitation plan
J
JDRP
JOBS
JPA
JTPA
JJAEP
joint dissemination review panel
job opportunities and basic skills
joint powers agreement
Job Training Partnership Act
juvenile justice alternative education
PG#
K
KCMH
KCSOS
KHSD
KMC
KPI
KRC
KTEA
Kern County Mental Health
Kern County Superintendent of Schools
Kern High School District
Kern Medical Center
key performance indicators
Kern Regional Center
Kaufman Test of Education Achievement
L
LA
LAO
LAS
LCI
LD
LDA
LDP
LEA
LEDS
LEDS
LES
LH
LI
LICC
LIFE
LoF
LPA
LPTA
LRE
LSS
LSSP
LTCF
LTCT
LVN
language arts
Legislative Analyst’s Office
language assessment score
licensed children’s institution
learning disabilities; learning disabled
Learning Disabilities Association
language development program
local education agency
law enforcement data system
limited English proficient
limited English speaking
learning handicapped
low incidence
local interagency coordinating council
living in functional environments
letter of finding issued by the Office for civil Rights (OCR)
local planning area
licensed physical therapy assistant
least restrictive environment
language and speech services
licensed specialist in school psychology
long-term care facility
long-term care and treatment
Licensed Vocational Nurse
M
M/M
M/S
MBD
MBO
MD
MDC
MDT
M/ED
MESC
MFCU
MH
MHM
MHMR
MI
MIS
MMR
Mild/Moderate
Moderate/Severe
minimal brain dysfunction
management by objective
Muscular Dystrophy
multi-disciplinary conference
multidisciplinary team; manifest determination team
mental or emotional disturbance
migrant education service center
medically fragile children’s unit
multiple handicapped
multihandicapped mainstream
mental health mental retardation
multiple intelligences
management information systems
mild mental retardation (now called ID)
PG#
MMS
MOE
MOU
MOVE
MR
MR/DD
MR/MED
mastery management system
maintenance of effort
memorandum of understanding
mobility opportunities via education
mentally retarded or mental retardation (now called ID)
mentally retarded/developmentally disabled
mentally retarded and mentally or emotionally disturbed (sometimes referred
to as dual diagnosis)
multiple sclerosis
multisystem developmental disorder
migrant student record transfer system
multisystemic therapy
medical therapy unit
MS
MSDD
MSRTS
MST
MTU
N
NASDSE
NCES
NCLB;NCL
BA
NDT
NEA
NEP
NICU
NOI
NPS
NSBA
NSS
National Association of State Directors of Special Education
National Center for Education Statistics
No Child Left Behind Act
neurodevelopmental treatment
National Education Association
non-English proficient
neonatal intensive care unit
notice of insufficiency
nonpublic school
National School Boards Association
necessary small SELPAs
O
OAH
O&M
OCD
OCR
ODAS
ODD
OE
OECD
OH
OHI
OI
OSEP
OSERS
OT
OT/PT
Office of Administrative Hearings
orientation and mobility
obsessive compulsive disorder
Office of Civil Rights
occupational data analysis system
oppositional defiant disorder
open entries
Organization for Economic Cooperation and Development
orthopedically handicapped
other health impairments
orthopedically impaired
Office of Special Education Programs, US Department of Education
Office of Special Education and Rehabilitative Services
occupational therapy/therapist
occupational therapy/physical therapy
P
P and A
PACER
PALS
PAVE
PBIP
protection and advocacy
parent advocacy coalition for educational rights center
peer-assisted learning system
parents advocating for vocational education
Positive Behavior Intervention Plan
pg#
PCA
PCD
PDAS
PDD
PDD-NOS
PEATC
PECS
PEIMS
PEL
PENT
PERS
PET
PI
PIC
PIQ
PKU
PL
PLATO
PLI
PLOP
PPCD
PPS
PPT
PRE-K
PS
PSRS
PT
PTA
PTG
PTSD
PVS
PY
personal care attendant
perceptual communicative disability
professional development and appraisal system
pervasive development disorder
pervasive development disorder—not otherwise specified
parent education advocacy training center
picture exchange communication system
public education information management system
present education level
positive environment, network of trainers
public employees retirement system
pupil evaluation team
program improvement
private industry council
performance IQ
phenylketonuria
primary language; public law
programmed logic automatic teaching operations
pragmatic language impairment
present level of performance
preschool program for children with disabilities
pupil personnel services
planning and placement team
pre-kindergarten
program specialists
Procedural Safeguards and Referral Service
physical therapy/therapist
physical therapist assistant; post-traumatic amnesia
parent teacher group
post-traumatic stress disorder
persistent vegetative state; private vocational schools
project year
Q
QAP
QMRP
quality assurance process
qualified mental retardation professional
R
RAD
RCF
RCH
RDD
R&D
REBT
REI
RFP
RISE
RL
RLA
RMT
RN
reactive attachment disorder
residential care facility
residential care home
reading disorder-dyslexia
research & development
rational emotive behavior therapy
regular education initiative
request for proposal
resources in special education
revenue limit
Reading Language Arts/responsible local educational agency
regional management team
Registered Nurse
pg#
ROC
ROP
RRC
RT
RTH
RtI
RWQC
Regional Occupational Center
regional occupational program
regional resource centers
recreational therapist; recreational therapy / respiratory therapist
residential training home
response to intervention
regional workforce quality committee
S
SACS
SAI
SARB
SBE; SBOE
SB L-M
SBS
SCIA
SDA
SDE
SE
SEA
SEACO
SEAP
SECC
SECTION 504
SD
SDL
SEEDS
SELPA
SEMS
SENCO
SENG
SERVE
SESR
SH
SI
SIB
SICC
SID
SIG
SILP
SIP
SIT
SLC
SLD
SLH
SLI
SLP
SLPA
standardized account code structure
Specialized academic instruction (formerly called SDC / RSP)
Student Attendance Review Board
state board of education
Stanford-Binet, Form L-M (language/memory)
school-wide behavior supports
Special Circumstance Instruction Assistance
service delivery area
self-directed employment
special education
state education agency; state education association
Special Education Administrators of County Offices
state education advisory panel
special education child count
a part of the Rehabilitation Act of 1973 making it illegal for any
organization receiving federal funds discriminate against a person
solely on the basis of disability
standard deviation
severe disorder of language
special education early delivery system
Special Education Local Plan Area
special education management system
special education needs coordinator
supporting the emotional needs of the gifted
secondary education reporting of vocational enrollment
special education self-review
severely handicapped
speech impaired / sensory impairment / sensory integration
self-injurious behavior
state interagency coordinating council
student identification number / sensory integration disorder
state improvement grant
semi-independent living program
state improvement plan
student intervention team
structured learning center
specific learning disability
speech, language, hearing
speech/language impairment
speech-language pathologist
speech-language pathologist assistant
pg#
SLR
SM
SNF
SPeNSE
SOL
SOP
SOSCF
SPD
SPED
SPI
SPLD
SPP
S-R
SS
SSA
SSBD
SSC
SSD
SSDI
SSI
SSN
SSPI
SSS
SST
STAR
STO
STRS
state liaison representative
socially maladjusted
skilled nursing facility
study of personnel needs in special education
standards of learning
state operated programs (diagnostic centers, state special schools)
state offices for services to children and families
semantic pragmatic disorder
special education
Superintendent of Public Instruction
semantic pragmatic language disorder
state performance plan
stimulus-response
standard score
social security act; Social Security Administration
septimatic screening for behavior disorders
School Site Council
social security disability
social security disability income
statewide systemic initiative; supplemental security income
Social Security Number
State Superintendent of Public Instruction
state special schools
student study team; student support team
standardized testing and reporting program
short-term objective
state teachers retirement system
T
TAAS
TB
TBI
TDD
TDS
TEACCH
TESOL
TIP
TLC
TPP
TOVA
TSL
TSS
TTY
test of auditory analysis skills
tuberculosis
traumatic brain injury
telecommunication devices for the deaf
therapeutic day school
treatment and education of autistic and communication
teachers of English for speakers of other languages
teacher improvement process
therapeutic learning center
transition planning process
test of variable attention
transition services language
Team for Student Success
teletypewriter (phone system for deaf individuals – See TDD)
U
UAF
UCE
USC
university affiliated facility
university centers for excellence
United States Code
pg#
V
VAC
vocational adjustment counselor/vocational adjustment class/Valley
Achievement Center
volitional conduct disorder
vocational education
vocational education data systems
visually impaired
vocational rehabilitation division
very special arts
VCD
VE
VEDS
VI
VRD
VSA
W
WAC
WISC-R
WISC-III
WOD
WOF
WQC
WRAP
work activity center
Weschler Intelligence Scale for Children-Revised
Weschler Intelligence Scale for Children-Third Edition
written output disorder
written offer of FAPE
workplace quality council
wraparound program
Y
YRE
YTP
Year Round Education
youth transition program
PG#
GLOSSARY OF SPECIAL EDUCATION TERMINOLOGY
“A Child with a Disability”: A student who has been properly evaluated in accordance with regulations
that are found to have a disability which results in the need for special education and related services.
Accommodations: Techniques and materials that don’t change the basic curriculum but do aid in learning
and/or communication skills.
Accommodations in State-wide Assessment: Changes in format, response, setting, timing or scheduling
that do not alter in any significant way what the test measures or the comparability of scores.
Adapted Physical Education (APE): This related service is for students with disabilities who require
developmental or corrective physical education.
Adequate Yearly Progress (AYP): Under NCLB, each State establishes a definition of “adequate yearly
progress” to use each year to determine the achievement of each school district and school. The new
definition of AYP is diagnostic in nature, and intended to highlight where schools need improvement and
should focus their resources.
Administrative Law Judge (ALJ): Independent Administrative Law Judges who preside over special
education due process hearings in California.
Administrative Unit (AU): The responsible local education agency where the SELPA office is located
and where the state and federal funding is allocated.
Advocacy: Recognizing and communication of needs, rights, and interests on behalf of a child; making
informed choices.
Age of Majority: Rights are transferred from the parent to the student on the student’s 18th birthday. This
must be addressed by the IEP team prior to the student reaching age 18.
Alternate Curriculum: The alternate curriculum issued for students with moderate to severe disabilities
to access the seven core areas of the California State Frameworks.
Alternative Dispute Resolution (ADR): ADR is an informal process for resolving conflicts between
districts and parents of students with disabilities.
American with Disabilities Act (ADA): This act prohibits discrimination of individuals based on
disability. It requires public transportation services to be accessible to individuals with disabilities and
prohibits discrimination in employment of qualified individuals with disabilities.
Applied Behavioral Analysis (ABA): The design, implementation, and evaluation of systematic
environmental modifications for the purpose of producing socially significant improvements in and
understanding of human behavior based on the principles of behavior identified through the experimental
analysis of observed behavior. It includes the identification of functional relationships between
behavior and environments. It uses direct observation and measurement of behavior and
environment. Contextual factors, establishing operations, antecedent stimuli, positive reinforcers, and
other consequences are used, based on identified functional relationships with the environment, in order
to produce practical behavior change.
Assessment: A collecting and bringing together of information about a child’s needs, which may include
social, psychological, and educational evaluations used to determine services; a process using observation,
testing, and test analysis to determine an individual’s strengths and weaknesses in order to plan his or her
educational services.
Assistive Technology Device: Any item, piece of equipment, or product system that is used to increase,
maintain, or improve the functional capabilities of a child with a disability.
Attention-Deficit/Hyperactivity Disorder (ADHD):
A neurobehavioral disorder that causes an
individual to be inattentive or hyperactive/impulsive, or to display a combination of those symptoms.
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Auditory Processing: The ability to understand and use information that is heard, both words as well as
nonverbal sounds.
Autism: A disability – characterized by severe language and communication deficits, lack of normal
relatedness, unusual movement and self-stimulatory patterns, lack of normal handling of toys and other
objects, and a lack of most normal functional skills.
Behavioral Emergency: The demonstration of a serious behavior problem (1) which has not previously
been observed and for which a behavioral intervention plan has not been developed; or (2) for which a
previously designed behavioral intervention is not effective. Approved behavioral emergency procedures
must be outlined in the special education local planning area (SELPA) local plan.
Behavioral Intervention: The systematic implementation of procedures that result in lasting positive
changes in the individual’s behavior.
Behavior Intervention Case Manager (BICM): A certificated person who has been trained in behavior
analysis with an emphasis on positive behavior interventions.
Behavior Intervention Plan (BIP): Systematic implementation of procedures that result in lasting
positive changes in a student’s behavior.
Behavior Support Plan: Developed by IEP team as needed. Does not require a functional analysis
assessment.
CAHSEE: California High School Exit Exam – State law passed in 1999.
waivers may apply.
Individual school board
CAPA: California Alternate Performance Assessment, the alternate assessment to STAR (California
Standardized Testing & Reporting) Program for children, who cannot take part in general statewide
assessment.
California Master Plan for Special Education: Document adopted January 11, 1974 by the California
State Board of Education that includes philosophies, goals and guidelines for planning more comprehensive
services for all individuals identified as having exceptional needs.
California Special Education Management Information System (CASEMIS): This is an information
and retrieval system in special education, developed by the CDE special Education Division. The system
provides the local education agency a statewide standard for maintaining a common core of special
education data at the local level. The SELPA assists districts with the collection of this data.
California Children Services (CCS): Agency which provides medically necessary physical and
occupational therapy for students eligible under CCS criteria.
Cerebral Palsy (CP): A disorder, not a disease, caused by damage to the brain, usually at birth. May
result in neurologically related conditions: seizures, mental retardation, abnormal sensation and perception,
impairment of sight, hearing or speech.
Certificate of Achievement: Awarded to students per individual district policy. Do not pass CAHSEE.
Certificate of Completion: Awarded to students per individual district policy. Do not pass CAHSEE.
Child Advocates: Parents, teachers, and professionals trained to provide practical information and support
to parents whose children are participating in special education programs.
Chronologically Age-Appropriate: Making the activities, behaviors, or settings of a disabled child as
similar as possible to those of a non-disabled child of the same age.
Cognitive Abilities: The mental process of knowing, including aspects such as awareness, perception,
reasoning and judgment.
Collaboration: Working in partnership on behalf of a child, e.g., parent and teacher, or special education
teacher and general education teacher.
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Common Core Standards: Standards adopted by the federal government to which most states adhere.
Standards are consistent across state lines.
Community Advisory Committee (CAC): A committee composed of parents of students with
disabilities, parents of other students in the district, district personnel and interested community members
appointed by each district board. The CAC serves in an advisory capacity to the SELPA Governing Board.
Community Based Instruction (CBI): A model for delivery of instruction in which the IEP goals are met
in a “natural” age-appropriate setting. For example, math, sequencing, travel, and social skills may all be
developed in the setting of a trip to the grocery store.
Compliance Complaint: Complaint filed with the California Department of Education by a person who
feels that a special education law has been violated. Most common would be a service as specified in an
IEP that is not being implemented.
Consent: Parent(s) have been fully informed of all information relevant to the activity for which consent is
sought, in the primary language, or other mode of communication of the parent. The parent understands
and agrees in writing to the carrying out of the activity for which the consent is sought and the consent
describes that activity including lists of the records (if any) that will be released and to whom. The parent
understands that the granting of consent is voluntary on the part of the parent and may be revoked at any
time.
Deaf-Blind (DB): A disability – a loss of both hearing and vision abilities requiring special education to
achieve full potential.
Designated Instructional Service (DIS): The federal term is related services. Transportation and such
developmental, corrective and other supportive services as are required to assist the child with a disability
to benefit from special education, and to include and not limited to: speech./language therapy and audio
logical services, psychological services, physical and occupational therapy, recreation including therapeutic
recreation, counseling services, orientation and mobility services.
Developmental Disability: A disability originating in the developmental period (before 18) which is due
to mental retardation, cerebral palsy, epilepsy, autism, or other conditions found to be closely related to
retardation. Constitutes a substantial handicap to the person in the three or more areas of major life
activity.
Developmentally Delayed (DD): A term used to describe the development of children who are not able to
perform the skills other children of the same age are usually able to perform.
Diploma: Issued upon completion of all district requirements including CAHSEE (if required).
Disability Code: Areas of student eligibility for special education (mental retardation, hard of hearing,
deafness, speech or language impairment, visual impairment, emotional disturbance, orthopedic
impairment, other health impairment, specific learning disability, deaf-blindness, multiple disability,
autism, traumatic brain injury).
Discrepancy: A difference between two tests, such as intellectual ability and achievement.
Down’s Syndrome: Also known as trisomy 21, the condition is characterized by mental deficiency,
physical abnormalities, and a higher than usual susceptibility to infection.
Due Process: Procedural safeguards to ensure the protection of the rights of the parent, guardian and the
student under IDEA and related state and federal laws and regulations.
Early Childhood Education (ECE): Early identification and special education and related services that
are provided to children ages 0-5.
Early Intervention Program: A program in which problems that have been discovered in a child’s
development are remediated before the child’s later development and learning are seriously affected.
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Elementary and Secondary Education Act (ESEA): This act was reauthorized in 2002 as NCLB. The
intent is to ensure that all children have a fair, equal and significant opportunity to obtain a high quality
education and reach, at a minimum, proficiency on challenging State academic achievement standard and
state assessments.
Emergency Interventions: May be used by school personnel to control unpredictable, spontaneous
behavior which poses a clear and present danger of serious physical harm to the individual or others or
serious property damage.
Emotionally Disturbed (E.D.): A particular category of exceptionality as defined by Federal and State
laws oriented towards students considered emotionally or behaviorally exceptional. After formal
assessment, services may be provided through the IEP process.
Encroachment: The difference between the amount spent on a particular program and the amount of
categorical aid received for that program. It is the amount of unrestricted fund monies spent in support of a
categorical program.
English Language Learner (ELL): Students for whom parents indicate a language other than English as
primary for the student on their home language survey.
Epilepsy: A chronic disorder of the central nervous system which causes seizures characterized by sudden,
brief attacks of altered consciousness and/or uncontrolled motor activity (movement).
Evaluation: Procedures used by qualified personnel to determine whether a child has a disability and the
nature and extent of the special education and related services that the child needs. The term means
procedures used selectively with an individual child and does not include basic test administered or
procedures used with all children in a school, grade or class.
Expedited Due Process Hearing: Is a Hearing that results in a written decision being mailed to the parties
within 45 days of the request for the hearing, without exceptions or extensions.
Expressive language: conveying meaning and making oneself understood through listening and speaking.
Extended School Year (ESY): Special education and related services that (a) Are provided to a child with
a disability; (b) Beyond the normal school year, normally conducted during the summer months; (c) In
accordance with the child’s IEP; and, (d) Meets the standard of the State Educational Agency.
Facilitated IEP: A facilitated IEP is a component of the SELPA ADR process. SELPA or parents may
request to have a facilitated IEP. A facilitated IEP is developed by a collaborative team whose members
share responsibility for the meeting process and results. Decision making is managed through the use of
essential facilitation skills.
Family Educational Rights and Privacy Act (FERPA): The Family Educational Rights and Privacy Act
is a Federal law that protects the privacy of student education records.
Fine Motor: Deals with small extremities of body ie., fingers
Free Appropriate Public Education (FAPE): Entitles a public school child with a disability to an
educational program and related services to meet her unique educational needs at no cost to the parents;
based on IEP; under public supervision and meets state standards.
Functional Analysis Assessment (FAA): Is a comprehensive assessment of behavior done by a SELPA
certified behavior intervention case manager (BICM) when an IEP team finds that instructional behavioral
approaches specified in the student’s IEP have been ineffective.
Gifted and Talented Education (GATE): A program designed to meet the educational needs of students
with above average intelligence in specific learning areas. A student may be eligible for both special
education and GATE.
Gross Motor: Deals with large extremities of the body ie., arms / legs.
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Health Insurance Portability and Accountability Act (HIPAA): This is a medical privacy act that
established national standards to protect the privacy of personal health information.
Hearing Disabled/Hearing Impaired (DHOH): A disability – a hearing loss that interferes with the
ability to understand or use language and that affects learning in school.
High, Objective, Uniform State Standard of Evaluation (HOUSSE): An alternative method to
assessing teacher subject matter competency is the High Objective, Uniform State Standard of Evaluation
(HOUSSE). HOUSSE allows current teachers to demonstrate subject matter competency and Highly
Qualified Teacher (HQT) requirements through a combination of proven teaching experience, professional
development, and knowledge in the subject acquired over time through working in the field
Inclusion: Inclusion is educating each child, to the maximum extent appropriate, in the school and
classroom he or she would otherwise attend. It involves bringing the support services to the child (rather
than moving the child to the services) and requires only that the child will benefit from being in the class
(rather than having to keep up with the other students).
Independent Educational Evaluation (IEE): An evaluation conducted by a qualified examiner who is
not employed by the district responsible for the education of the child.
Individual Family Service Plan (IFSP): Each eligible infant or toddler has an IFSP. The individual
family service plan is in place of the IEP.
Individual Program Plan (IPP): An annually reviewed record of program and service needs provided by
the Regional Center (i.e., respite care, behavior management training, etc.)
Individual Services Plan (ISP): The plan that is used for students who are enrolled in private schools by
their parents that describes the specific special education and related services that the LEA will provide to
the child.
Individual Transition Plan (ITP): An educational plan designed to facilitate a student’s move from one
setting to another (e.g., from one class room or school to another or from school to work).
Individual Transition Plan (ITP) Life/Career Planning: Plan that is included in the student’s IEP before
age 16 or younger that addresses transition needs and interagency responsibilities or linkages that are
needed for the student to successfully transition from school to adult life.
Individual with Exceptional Needs (IWEN): Legislative term for students with special needs. A pupil
whose educational needs cannot be met by a regular classroom teacher, even with modifications of the
regular school program, and who requires and will benefit from special instruction and/or services.
Excluded are children whose needs are due solely or primarily to unfamiliarity with the English language
or to cultural differences.
Individuals with Disabilities Education Improvement Act (IDE(I)A 2004): Federal law that ensures
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
employment and independent living. The Act was reauthorized in 2004.
Individualized Educational Program (IEP): Plan which describes the child’s present level of educational
performance, sets annual goals and instructional objectives, and describes the special education program
and related services needed to meet those goals and objectives if appropriate.
Individualized Family Service Plan (IFSP): See Early Intervention Program. This plan includes services
the family will receive. Birth to 3 years of age.
Informed Consent: In accordance with 34 Code of Federal Regulations and Education Code: (1) Parent
has been fully informed of all information relevant to the activity for which consent is sought, in his/her
primary language or other mode of communication, (2) The parent understands and agrees in writing to the
carrying out of the activity for which his/her consent is sought, and the consent describes the activity and
lists the record (if any) which will be released and to whom, and (3) The parent understands that the
granting of consent is voluntary on his/her part and may be revoked at any time.
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Interim Alternative Educational Setting (IAES): IAESs are intended to serve short-term, transitional
purposes. With few exceptions, IAESs serve as settings in which students with disabilities are placed
pending either a return to the student’s current educational placement or a change in educational placement.
Key Performance Indicators (KPI): The CDE looks at specific indicators to monitor district’s
compliance with state and federal laws. An example of a KPI would be percentage of time a student is
removed from general education classroom.
Least Restrictive Environment (LRE): In accordance with State and Federal law, students with
disabilities will be provided special education and related services in a setting which promotes interaction
with the general school population, to a degree appropriate to the needs of both. The concept of LRE
includes a variety of options designed and available to meet the diverse and changing needs of students.
The least restrictive environment is determined by the IEP team on an individual student basis. The
principle of LRE is intended to ensure that the child with a disability is served in a setting where the child
can be educated successfully.
Local Educational Agency (LEA): A school district, a county office of education, or a charter school
participating as a member of a special education local plan area, or a special education local plan area.
Local Plan for Special Education: The model for delivery of programs and services that schools will
provide to meet the educational needs of eligible individuals with exceptional needs living within the
geographic boundaries covered by the Plan. It is submitted by a SELPA to the State Department of
Education.
Low Incidence Disability: Severe disability with an expected incidence of less than one percent of the
total statewide enrollment. The conditions are hearing impairment, vision impairment, severe orthopedic
impairment, or any combination thereof.
Mainstreaming: Refers to the selective placement of students with disabilities in one or more general
education classes and or extra –curricular activities.
Manifestation Determination: If a disciplinary action is taken that involves the removal of a student with
a disability that constitutes a change in placement therefore a review must be conducted of the relationship
between the child’s disability and the behavior subject to the action.
Maintenance of Effort (MOE): The general rule under MOE requirements is that districts must spend the
same level of state of local funds (or local funds only on special education as in the prior year) either in
terms of total or per-pupil expenditures.
Medical Therapy Unit (MTU): Space provided by local educational agencies for the provision of
medically necessary occupational and physical therapy provided by CCS therapists.
This term has been replaced by “Intellectual Disability.” Present when a
person has intellectual function that is more than two standard deviations below the norm: mild
Mental Retardation:
retardation – IQ scores between 55-59; moderate retardation – IQ scores between 40-54; severe retardation
– IQ scores between 25-39 and profound retardation – IQ score 25.
Modification: Changes in the delivery, content, or instructional level of a subject or test. They result in
altered expectations and create a different standard for children with disabilities than for those without
disabilities.
Multidisciplinary Team: Professionals with different training and expertise; may include, but not limited
to, any combination of the following public school personnel – general education teacher, special education
teacher,
administrator, school psychologist, speech and language therapist, counselor – and the parent.
No Child Left Behind (NCLB): The No Child Left Behind Act, signed into law in 2002, has expanded the
federal role in education and set requirements in place that affect every public school in America. At the
core of No Child Left Behind are measures designed to close achievement gaps between different groups of
students.
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Non-Public Agencies (NPA): A private, nonsectarian establishment certified by the CDE that provides
contracted, related services to students with disabilities.
Non-Public Schools (NPS): A private, nonsectarian school certified by the CDE that enrolls students with
disabilities pursuant to an IEP.
Notice of Insufficiency (NOI): If a due process hearing request notice does not meet all of the
requirements as specified in IDEA, the district may file a notice of insufficiency with OAH so that the
issues of the complaint are more specific.
Occupational Therapy (OT): Services provided by a qualified occupational therapist that includes
improving ability to perform tasks for independent functioning.
Office of Administrative Hearings (OAH): Agency that ensures equal opportunity and accessibility for
users of programs and services that receive federal funding.
Orientation and Mobility: Services provided by qualified personnel to students who are blind or have a
visual impairment to enable those students to attain systematic orientation to and safe movement within
their environments in school, home and community.
Office of Special Education Programs (OSEP): The Office of Special Education Programs (OSEP) is a
component of the Office of Special Education and Rehabilitative Services (OSERS), which is one of the
principal components of the U.S. Department of Education (ED). OSEP’s mission and organization focus
on the free appropriate public education of children and youth with disabilities from birth through age 21.
Other Health Impaired (OHI): A disability-having a chronic health problem which affects learning in
school.
Orientation and Mobility (O & M): A related service in which a child with visual impairments is trained
to know where his or her body is in space and to move through space.
Orthopedically Handicapped (OH): A disability involving the neuromuscular skeletal system that affects
the ability to move, as in paralysis or cerebral palsy.
Perceptual Motor Skills: The ability to perceive a situation, evaluate it, and make a judgment on what
action to take (e.g., copying shapes or crossing a street).
Physical Therapy: Deals with the large muscles of the body (gross motor).
Primary Language: Language other than English, or other mode of communication such as sign
language, that the child first learned, or the language that is spoken in the home that parent indicates on
form.
Prior Written Notice: A written notice must be given to the parent(s) of a child with a disability in a
reasonable time before an LEA (a) proposes to initiate or change the identification, evaluation or
educational placement of the child or the provision of FAPE to the child’ or (b) refuses to initiate or change
the identification, evaluation or educational placement of a child or the provision of FAPE to the child.
Procedural Safeguards: This is also known as Parent Rights. Under federal law (Individuals with
Disabilities Education Improvement Act of 2004), parents of students with special needs are afforded
rights. Parents shall be given a copy of their rights and procedural safeguards only one time a year, except
that a copy also shall be given to the parents upon initial referral or parental request for assessment, upon
the first occurrence of the filing for a due process hearing and upon request by a parent. If you have
questions regarding the rights (they can be very cumbersome), please ask for help in understanding them.
Procedural Safeguards and Referral Service (PERS): This is the unit in special education division of
the CDE that handle complaints.
Program Specialist (PS): A specialist who holds a valid special education credential and has advanced
training and related experience in the education of students with disabilities.
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Psychoeducational Assessment: Information gathered through formal assessment/ observation/interviews
obtained by a certified school psychologist presented to the IEP team for review and consideration.
Information is used to determine eligibility for special education services oriented toward instructional
placement.
Public Law 94-142 (Education of All Handicapped Children Act of 1975): Initial Federal legislation
governing the education of all handicapped. PL94-142 mandates that all public schools of the U.S. are to
provide a free, appropriate public education and related services to all handicapped children.” PL stands
for Public Law; 94 means the 94th Congress passed it, and 142 is the number of the law.
Public Law 101-476 (Individuals with Disabilities Education Act): Legislation that amended and changed
title of PL94-142.
Quality Assurance Process (QAP): Quality Assurance Process as developed by the CDE Special
Education Division, specifically the Focused Monitoring (FM) component, is designed to monitor the
practices, in an educational agency, that relate to effective learning for students with disabilities and to
ensure the enforcement of the protections guaranteed under the law to them and their families. Evidence of
learning needs are tied to high standards and measured by key performance indicators (KPIs).
Receptive Language: Understanding verbal and printed materials.
Referral: Written request that a student be assessed to determine whether he/she has a disability that may
require special education and/or related services to benefit from his/her educational program.
Related Services: See Designated Instructional Services.
Regional Center (RC): Regional centers are nonprofit private corporations that have offices throughout
California to provide a local resource to help find and access the many services available to individuals
with developmental disabilities and their families. Bakersfield is support by Kern Regional Center.
Resource Specialist Program (RSP): Instruction and services provided by a resource specialist or special
education specialist for students with disabilities who are assigned to general education classroom teachers
for a majority of the school day.
Response to Intervention (RtI): The response-to-intervention (RtI) model is also often called the ThreeTiered Model. It is being proposed as an alternative to the Discrepancy Model, the “Wait to Fail Model,”
as it is often called by proponents of the RtI model.
Section 504: Section 504 is a component of the Rehabilitation Act of 1973. It is a civil rights law that
prohibits discrimination on the basis of disability in programs and activities, public and private, that receive
federal financial assistance. Any person is protected who (1) has a physical or mental impairment that
substantially limits one or more major life activities, (2) has a record of such impairment, or (3) is regarded
as having such impairment. Major life activities include walking, seeing, hearing, speaking, breathing,
learning, working, caring for oneself, and performing manual tasks.
Search and Serve: Active and systematic involvement by the educational community to locate children
who may need special education services beyond the regular curriculum and program options. This is also
referred to as “child find.”
Senate Bill 1870: State Legislation to change and/or modify existing Education Code Sections dealing
with the Master Plan for Special Education in order to implement the Master Plan state-wide and to bring
the state into conformance with federal legislation (Public Law 94-142).
Severely Handicapped (SH): Designation of students considered severely disabled according to State and
Federal eligibility criteria.
Short Term Objectives/Benchmarks: Specific, measurable goals listed on the Individualized Education
Program (IEP).
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Solutions Conference: This is a component of the SELPA Alternative Dispute Resolution Process. The
solutions conference involves both a parent and a district representative utilizing a structured discussion
approach with two trained mediators. The goal is to have the parties work together to come to mutually
acceptable agreement that will best meet the needs of the child. The solutions panel consists of a parent of
a special needs child and an educator outside of your district.
Special Day Class (SDC): Are classes that provided services to pupils with more intensive needs than
could be met by the regular school program and Resource Special Program. Pupils are enrolled in the
special class for a majority of the school day and are grouped according to similar instructional needs.
Special Education: Services designed to meet the educational requirement of individuals with exceptional
needs. Services are provided at not cost to parents, to meet the unique needs of a child with a disability.
Special Education Self-Review (SESR): Districts are required to go through a self-review process every 4
years to determine areas of non-compliance. The reviews are structured are focused on educational benefit.
Special Education Local Plan Area (SELPA): Individual district, group of districts, or districts and
County Office of Education which forms a consortium to ensure that a full continuum of special education
services is available to all eligible students within its boundaries.
Specialized Physical Health Care Services: Health services prescribed by the child’s licensed physician
and/or surgeon which are necessary during the school day to enable the child to attend school and are
written into the IEP. Designated providers are appropriately trained and supervised as defined in Ed code.
Specific Learning Disabled (SLD): A disability in which a child’s general education classroom
performance is significantly below expected levels; also a disability category containing the often used
labels of severely learning disabled, mentally disabled, and mildly mentally disabled.
Star Testing: STAR Testing (State Testing and Reporting) CAT 6, Standards Test, CAPA
State Operated Programs (SOP): Special schools operated by the California Department of Education
for the education of students with disabilities including individual assessment services and the development
of individualized education programs for students who are deaf and/or blind.
State Testing and Reporting (STAR): In California this consists of the California Standards Test (CSAT)
and the CAT-6. Students who are on a functional curriculum may take the California Alternate
Performance Based Assessment (CAPA).
“Stay Put”: During the pendency of a hearing a child with a disability must remain in his or her current
educational placement unless the parents of the child agree otherwise.
Student Intervention Team – (SIT): Students often need a variety of services. SIT’s are in place at each
school site to consider students who may need support or services prior to formal referral to special
education.
Supplementary Aids and Services: Aids, services and other supports that are provided in general
education classes or other education-related settings to enable children with disabilities to be educated with
typically developing peers to the maximum extent appropriate. These aids and services must be noted no
the IEP.
Surrogate Parent: Individual who is assigned by the SELPA to act as a surrogate for the parents, when no
parent can be identified and the district, after reasonable efforts, cannot discover the whereabouts of a
parent, or the child is a ward of the state under the laws of the state. The surrogate may represent the child
in all matters relating to the identification evaluation, and educational placement and the provision of a free
appropriate public education to the child.
Title V Regulations: The administrative regulations that amplify the Education Code sections dealing
with special education.
TSS: Team for Student Success
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Transition: Process of preparing a student to function in future environments and emphasizing movement
from one educational program to another (e.g., infant program to preschool) or from school to work.
Transition Services: A coordinated set of activities for a student with a disability that (1) is designed with
outcome-oriented process, that promotes movement from school to post-school activities; (2) is based on
the individual student’s needs, taking into account the student’s preferences, and interests.
Triennial: Federal and State laws mandate special education students be assessed no later than
every 3 years to determine current needs and continued eligibility. This information is
provided by a multidisciplinary team and is presented to the IEP team including parents and
student for consideration.
Unilateral Placement: When a parent removes their child from a public educational placement into a
private placement outside the IEP process.
Visually Impaired: An individual with diminished eyesight capabilities.
Visual Processing: The ability to interpret and understand and use information that is seen.
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GLOSSARY OF SPECIAL EDUCATION TERMS
GLOSARIO DE TÉRMINOS DE EDUCACIÓN ESPECIAL
By Olga Vásquez Brooks (revised by Justin Rodes)
ENGLISH
SPANISH
A
Ability test
Above average
Abstract reasoning
Achievement test
Adaptive behavior
Adaptive physical education
Affective level
Age equivalent
Age norms
Agnosia
Agraphia
Alexia
Amino acid
Annual goals
Aphasia
Apraxia
Aptitude
Arithmetic mean
Asphyxia
Assessment
Asthma
Ataxia
Attitude
Audiogram
Audiometer
Auditory association
Auditory blending
Auditory closure
Auditory discrimination
Auditory recall
Auditory reception
Auditory sequential memory
Autism
Autistic
Average
Aversive stimulus
Prueba de habilidad
Arriba del promedio
Razonamiento abstracto
Prueba de logros
Comportamiento adaptativo
Educación física adaptada
Nivel afectivo
Equivalente a la edad
Normas de edad
Agnosia
Agrafía
Alexia
Aminoácido
Metas anuales
Afasia
Apraxia
Aptitud
Media aritmética
Asfixia
Evaluación
Asma
Ataxia
Actitud
Audiograma
Audiómetro
Asociación auditiva
Combinación auditiva de fonemas
Cierre auditivo
Discriminación auditiva
Memoria auditiva
Recepción auditiva
Memoria auditiva de secuencia
Autismo
Autista
Promedio (n) / Medio (adj)
Estímulo aversivo
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ENGLISH
B
Basal reader approach
Battery (test)
Behavior disorder
Behavior model
Behavior modification
Behavior problems
Below average
Bilingual
Blind
Body awareness
Brain damage
SPANISH
Enseñanza de lectura básica
Batería (serie de exámenes)
Trastorno de conducta
Modelo de conducta
Modificación de conducta
Problemas de conducta
Abajo del promedio
Bilingüe
Ciego
Conciencia del cuerpo
Daño cerebral
C
Catastrophic reaction
Ceiling
Central nervous system
Central tendency
Cephalic
Cerebral palsy
Cerebrospinal fluid
Chromosome
Chronological age
Cleft palate
Clinical teaching
Closure
Cognition
Cognitive development
Communication disorders
Conceptual
Conceptual disorders
Conduct disorder
Conductive hearing loss
Congenital
Conservation
Consulting teacher
Contingency contracting
Converted score
Correlation coefficient
Criteria
Criterion-referenced test
Cross-modality perception
Cultural differences
Culture-fair test
Culture-free test
Reacción catastrófica
Tope / Límite
Sistema nervioso central
Tendencia central
Cefálico
Parálisis cerebral
Líquido cerebroespinal
Cromosoma
Edad cronológica
Paladar fisurado
Enseñanza clínica
Cierre
Cognición
Desarrollo cognoscitivo
Trastornos de comunicación
Conceptual
Trastornos conceptuales
Trastorno de conducta
Pérdida auditiva conductiva
Congénito
Conservación
Maestro asesor
Contrato de contingencia
Puntaje convertido
Coeficientes de correlación
Criterios
Prueba basada en criterios
Percepción de intermodalidad
Diferencias culturales
Prueba que es justa a la cultura
Prueba libre de lo cultural
PG#
ENGLISH
SPANISH
Deaf
Decode
Deficit
Delivery systems
Developmental disabilities
Deviation
Dexterity
Diagnosis
Diagnostic test
Differentiation
Directionality
Distractibility
Dominant trait
Due process
Dysarthria
Dyscalculia
Dysgraphia
Dyslexia
Sordo
Descodificar / Descifrar
Déficit / Deficiencia
Sistemas de distribución
Discapacidades del desarrollo
Desviación
Destreza
Diagnosis
Prueba diagnóstica
Diferenciación
Direccionalidad
Distracción
Rasgo dominante
Debido proceso
Disartria
Discalculia / Acalculia
Disgrafía / Agrafía
Dislexia
Echolalia
Ecological model
Electroencephalograph
Emotionally disturbed
Emotional problems
Endogenous
Epilepsy
Equilibrium
Error of measurement
Evaluation
Exceptional children
Exogenous
Expressive language skills
Ecolalia
Modelo ecológico
Electroencefalograma
Con trastornos emocionales
Problemas emocionales
Endógeno
Epilepsia
Equilibrio
Error de medición
Evaluación
Niño excepcional
Exógeno
Destrezas expresivas del lenguaje
Face validity
Factor analysis
Familial
Field dependent
Figure-ground disturbance
Fine motor sequencing
Fluency
G
Genetic
Grade equivalent
Grade norms
Grammatic closure
Grand mal
Validez aparente
Análisis de factores
Familiar / De familia
Dependiente del campo
Trastorno de figura y fondo
Secuencia de motricidad fina
Dominio (in a language) / Fluidez (reading)
D
E
F
Genético
Equivalente al grado
Normas al grado
Cierre gramatical
Gran mal
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H
I
J
L
ENGLISH
Gross-motor test
Group test
SPANISH
Prueba de motricidad gruesa
Prueba para grupo
Handicapped
Haptic
Hearing impaired
Hemophilia
Hydrocephalus
Hyperactivity
Hyperkinesis
Hypertonicity
Hypoactive
Hypoglycemia
Discapacitado
Háptico
Con impedimento auditivo
Hemofilia
Hidrocefalia
Hiperactividad
Hipercinesia
Hipertonía
Hipoactivo
Hipoglucemia
Impulsivity
Incidence
Individualized Education Program (IEP)
Individual test
Informal test
Innate response system
Inner language
Integration
Intelligence Quotient (IQ)
Intelligence test
Intonation
Inventory
Itinerant teachers
Impulsividad
Incidencia
Programa Educativo Individualizado (PEI)
Prueba individual
Prueba informal
Sistema innato de respuesta
Lenguaje interior
Integración
Cociente intelectual
Prueba de inteligencia
Entonación
Inventario
Maestros itinerantes
Jaundice
Ictericia
Language disorder
Lateral confusion
Laterality
Learning disability
Learning handicapped
Least restrictive educational environment
Listening comprehension
Literal comprehension
Long-term memory
M
Mainstreaming
Mandate
Master plan
Maturational lag
Measurement
Meningitis
Trastorno del lenguaje
Confusión lateral
Lateralización
Discapacidad del aprendizaje
Discapacitado en el aprendizaje
Ambiente educativo menos restrictivo
Escuchar con comprensión
Comprensión literal
Memoria a largo plazo
Encauzamiento
Mandato / Mando
Plan maestro
Retraso de madurez
Medida
Meningitis
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ENGLISH
SPANISH
Mental age
Mentally gifted
Mentally retarded
Mental retardation
Minimal brain dysfunction
Modality-processing approach
Mode
Morpheme
Morphology
Motor development
Muscular dystrophy
Myopia
Edad mental
Mentalmente dotado
Con retraso mental
Retraso mental
Disfunción cerebral mínima
Enseñanza vía la modalidad de procesar
Modo
Morfema
Morfología
Desarrollo motor
Distrofia muscular
Miopía
N
Native language
Neurological exam
Neurophysiological
Neuropsychological
Nondiscriminatory testing
Normalization
Norm-referenced test
Nonverbal test
Normal curve
Numerical ability
Lengua materna
Examen neurológico
Neurofisiológico
Neuropsicológico
Prueba no discriminatoria
Normalización
Prueba con referencia a una norma
Prueba no verbal
Curva normal
Habilidad numérica
O
Objective
Objective test
Occupational therapy
Ophthalmological
Ophthalmologist
Organic
Orthopedically handicapped
Objetivo
Prueba objetiva
Terapia ocupacional
Oftalmológico
Oftalmólogo
Orgánico
Ortopédicamente discapacitado
P
Paralysis
Paraprofessional
Patterning
Perception
Perceptual disorder
Perinatal
Performance test
Perseveration
Personality test
Petit mal
Pharynx
Phenylketonuria (PKU)
Phonation
Phoneme
Parálisis
Paraprofesional
Condicionamiento
Percepción
Trastorno de la percepción
Perinatal
Prueba de desempeño
Perseveración / Perseverancia
Prueba de personalidad
Petit mal
Faringe
Fenilcetonuria
Fonación
Fonema
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ENGLISH
Phonetic
Phonics
Phonology
Physical therapy
Placement
Poliomyelitis
Position in space
Postnatal
Precision teaching
Prenatal
Prevalence
Prognosis
Program Specialist
Protocol
Psycholinguistic
Psychomotor epilepsy
Psychotic
SPANISH
Fonético
Fonética
Fonología
Fisioterapia
Colocación
Poliomielitis
Posición en espacio
Postnatal
Enseñanza específica
Prenatal
Predominio
Pronóstico
Especialista del programa
Protocolo
Psicolingüístico
Epilepsia psicomotora
Psicótico
R
Random sample
Range
Rapport
Raw score
Readability level
Readiness test
Receptive language
Recessive trait
Recognition
Rehabilitation
Reinforcement
Reliability
Remediation
Resonance
Resource Specialist
Response
Perceptual motor development
S
Sample
Schema
Schizophrenia
School appraisal team
School phobia
School social work service
Score
Self-acceptance
Self-concept
Self-direction
Self-esteem
Muestra al azar
Gama / Escala / Nivel
Comunicación / Relación
Puntaje en bruto
Nivel de legibilidad
Prueba de apresto
Lenguaje receptivo
Rasgos recesivos
Reconocimiento
Rehabilitación
Refuerzo
Fiabilidad / Confiabilidad
Programa para remediar las deficiencias
Resonancia
Especialista de recursos instructivos
Respuesta
Desarrollo perceptivo motor
Muestra
Esquema
Esquizofrenia
Grupo escolar de evaluación
Fobia escolar
Servicio social escolar
Puntaje
Autoaceptación
Concepto propio / Concepto de sí mismo
Autodirección
Autoestima
Pg#
ENGLISH
Sensorimotor
Sensory
Sensory-neural hearing loss
Sensory perception
Short-term memory
Skills sequence approach
Social integration
Social perception
Social skills
Soft neurological signs
Sound blending
Spasticity
Spatial perception
Spatial relations
Special class
Special teacher
Speech Clinician
Standard deviation
Standardized test
State aid
State institution
State plan
Strauss Syndrome
Stigma
Stimulus
Stuttering
Support services
Surrogate parents
Survey test
Stanine
Syndrome
Syntax
Synthesis
T
Tactile
Tactile perception
Task analysis
Temperament
Test
Therapy
Time perception
Token economy
Token reinforcement
Trauma
Treatment
Trial analysis
Trait
SPANISH
Sensoriomotor
Sensorial
Pérdida auditiva sensorioneural
Percepción sensorial
Memoria de corto plazo
Enseñanza de secuencia de destrezas
Integración social
Percepción social
Destrezas sociales
Signos neurológicos leves
Combinación de sonidos
Espasticidad
Percepción espacial
Relaciones espaciales
Clase de educación especial
Maestro de educación especial
Técnico del habla
Desviación estándar
Prueba estandarizada
Ayuda estatal
Hospital del estado
Plan estatal
Síndrome de Strauss
Estigma
Estímulo
Tartamudeo
Servicios de apoyo
Padres sustitutos
Cuestionario
Estanino
Síndrome
Sintaxis
Síntesis
Táctil
Percepción táctil
Análisis de tarea
Temperamento
Prueba / Examen
Terapia
Percepción del tiempo
Economía de fichas
Refuerzo con fichas
Trauma
Tratamiento
Análisis de prueba
Rasgo
Pg#
ENGLISH
U
Underachiever
Usage
SPANISH
Estudiante con bajo desempeño
Uso
V
Validity
Variance
Verbal expression
Verbal reasoning
Verbal test
Visual association
Visual closure
Visual fusion
Visually impaired
Visual-motor
Visual perception
Visual reception
Visual sequential memory
Vocabulary
Vocational education
Validez
Variancia
Expresión verbal
Razonamiento verbal
Prueba verbal
Asociación visual
Cierre visual
Fusión visual
Con impedimento visual
Visomotor
Percepción visual
Recepción visual
Memoria de secuencia visual
Vocabulario
Educación vocacional
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Application for
CAC Membership
Bakersfield City School District
Community Advisory Committee
714 Williams Street
Bakersfield, California 93305
(661) 631-5863
CAC Membership Application
The primary function of the CAC is to advise the district on Special Education programs and services. The
CAC monitors the needs of the Special Education population by utilizing information received from concerned
parents, teachers, and administrators. The CAC is committed to maintaining and developing high quality
programs for the district. Being an effective member requires some knowledge of the various programs for the
district (which members learn about by attending meetings) and an ability to recognize areas showing deficiency
and offer constructive suggestions for improvement. Of equal, if not greater, importance is the ability to give
positive support to the programs which are working effectively!
Name: _________________________Telephone: _______________Date of Application:
Address:______________________________________City:____________________Zip:
Check the category(ies) that describe you:
 Parent of Student(s) in Special Education
Age(s) of Child(ren):
School(s) of Attendance:
Disability(ies):
Program(s):
 District Staff Member:
 Community Agency Affiliation:
 Adult with a Disability:
 Other:
Previous Volunteer Work:
Brief statement of why you consider yourself a good candidate for this appointment:
As a member of the CAC, you will have the following responsibilities:
 Attend regular CAC meetings four times during the school year.
 Represent the CAC in your community.
 Maintain a notebook containing materials that are distributed periodically.
 Participate on one committee for which you volunteer or to which you will be appointed.
 Assist in mailing the CAC Special Education Newsletter to parents.
Thank you for your interest in serving on the CAC
Please return completed application to: Director, Special Education
Bakersfield City School District, 714 Williams Street, Bakersfield, California 93305
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