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| Conejo Valley Unified School District Special Ed website This link will take you to the District website; once there click on Special Ed on the left. |
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| Parent & Adult Student Rights and Procedural Safeguards for Special Education (full version) |
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| Ventura County Special Education Local Plan Area (SELPA) | |||||
| California Dept. of Education, Special Education Division | |||||
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Special Education placement is by decision of an Individual Education Plan (IEP) team;the IEP team includes parent(s)/guardian(s) and staff members. Various programs are possible when a student qualifies for special education: The qualification may be such that he/she is in special education courses anywhere from 0 to 49% of his school day. Within this special ed program, depending on the individual student's needs, placement may be in one or more of these classes: Special Ed Math, Special Ed English, Special Ed Skills Application, and Directed Studies. Otherwise, qualification may be in Special Day Class (SDC), where in at least 50% of the day is in special ed courses. For further information, please refer to the CVUSD Special Ed website.
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| Course: Special Day Class Teachers: Ms. Snibley, Ms. Stroube Instructional Assistant: Ms. Cox Texts: Reading- Decoding Strategies- McGraw Hill Skill Applications- McGraw Hill Science- Earth Science- Holt Math- Saxon 54 and 65 Mathematics Concepts and Skills 2- McDougal Littell Content of Courses: The content of the Special Day Class is based on the goals and objectives stated in the student’s Individualized Education Plan. These courses are designed to provide instruction in areas of spelling, phonics, reading, writing conventions, sentence structure, paragraph development, essay writing, math skills, knowledge of science and social studies. Assignments: Students have homework four nights a week in most content areas. The assignment must be written down in the assignment notebook each day. Either Mrs. Cox or I will sign the assignment notebook every day. Homework assignments and dates of upcoming tests will be on the homework web site. The homework web site is www.conejok12caus/colina. If you are unable to access a computer, please contact Mrs. Cox or myself to make other arrangements. KEYS TO SUCCESS 1. The assignment notebook is an important tool for students. It teaches organizational skills, serves as a reminder of assignments, and is good communication system for me to the student’s parent. Please look at it every Night. 2. Review you student’s homework nightly. 3. Check the three ring binder and backpack to be sure that all papers are properly filed in the binder under the proper subject heading. The most current assignment should be on top. The biggest reason for low grades is missing work. 4. Provide a quite place for homework and study with all the necessary supplies. 5. Occasionally check to see that your student has all necessary supplies in the binder. Grade points and citizenship points can be affected if a student does not have paper, pencils, or pens. COURSE TITLE: Special Day Class Teacher: Ms. Snibley, Ms. Stroube
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| Special Education Excerpted for the CVUSD Special Education website This link will take you to the District website; once there click on Special Ed on the left. |
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| INTRODUCTION The Conejo Valley Unified School District (CVUSD) is dedicated to meeting the educational needs of all eligible students with disabilities who reside within the District. Approximately 9% of the students in the district are receiving assistance from a wide variety of Special Education programs and services which are uniquely designed to meet the individual needs of each student. The information in this brochure will provide students, parents, school personnel, and other members of the community with a brief overview of Special Education. If you have specific questions, or if you would like to speak to a parent of a child receiving Special Education services, we encourage you to call the Special Education office at (805) 497-9511, extension 221. Our staff will be glad to assist you, or a parent from our Special Education District Advisory Council (SEDAC) will contact you to answer any questions which you may have. WHAT IS SPECIAL EDUCATION? In accordance with Federal and California State guidelines, Special Education programs and services are provided to students with disabilities which adversely affect their educational performance. Eligible students are provided a free and appropriate educational program in the least restrictive environment. Services are available to identified individuals from birth through the age of twenty-one. HOW IS MY CHILD REFERRED TO SPECIAL EDUCATION? If you suspect that your child displays any condition which may require some intervention or Special Education programs and services, a referral can be made in the following manner: • For children between the ages of birth to five, please contact the Special Education Office at 497-9511, ext. 221. • For students enrolled in a Conejo Valley Unified School, please contact the elementary school principal or secondary school counselor for a referral to the school's Student Study Team. • For students enrolled at private schools in grades K-12, please contact the elementary school principal or secondary school counselor at the student's neighborhood public school for a referral to the Student Study Team. WHAT IS A STUDENT STUDY TEAM? A Student Study Team (SST) is a school-based, problem-solving group whose purpose is to provide assistance to teachers in the areas of instruction and behavior management. The SST can provide support by contributing both personnel and school resources in response to identified student needs. The SST can include the parent, principal, or other administrator, psychologist, counselor, special education teacher or classroom teacher. Parent concerns and student needs are often successfully addressed through the SST process. If suggested interventions and strategies do not adequately address student needs, the SST and/or parent can request an assessment for Special Education. HOW WILL MY CHILD BE ASSESSED FOR SPECIAL EDUCATION? Arrangements will be made to have your child's strengths and needs evaluated. This will be done through assessment and conferences held among those who work with your child. The participants in this assessment process may include teachers, psychologists, nurses, counselors, therapists, and others. No assessment will be conducted without the written permission of the child's parent or guardian. Assessments are to be completed at an Individual Education Plan (IEP) meeting held within fifty days of the date the signed assessment plan is received by the district. WHAT IS AN ASSESSMENT PLAN? An assessment plan is developed by Special Education staff and may include the school psychologist, resource specialist, speech and language pathologist, or other Special Education teacher to address the identified needs of the student. The assessment plan will state the areas in which the child will be assessed, the kinds of assessment instruments that will be utilized, and the titles of the staff members who will participate in the assessment. WHAT IS AN INDIVIDUAL EDUCATION PROGRAM (IEP) MEETING? After the assessment has been completed, the parent or guardian will be invited to attend an IEP meeting. The date and time of the meeting is mutually set by all participants. The parent or guardian may also wish to bring along other persons to this meeting. At the IEP meeting, district staff will present the results of their assessment. Parents are encouraged to ask questions and become fully informed as to their child's strengths and needs. After the assessment information is presented and discussed, the members of the IEP team will determine the student's eligibility for Special Education services in accordance with State and Federal guidelines. If the student is found eligible for Special Education, the IEP will include the following: • A summary of the assessment findings including the student's strengths and needs. • A statement of student goals and objectives that will be addressed over the next six to twelve months. Goals and objectives are written so that student progress can be objectively measured. The team will suggest methods of meeting these goals and objectives and will make maximum use of the child's strengths and abilities. A description of evaluation criteria will also be included to determine how well the plan is working. • Specific services will be identified which are determined to be appropriate in meeting the child's goals and objectives. • A recommendation for placement, starting date and anticipated frequency and duration of Special Education services will also be provided. WHAT ARE MY PARENT RIGHTS? Parents are notified of their rights at various stages throughout the IEP process and at least annually. Parents' rights include the right to request an IEP meeting, the right to review assessment information, and the right to have their eligible child receive free and appropriate educational services in the least restrictive environment. Remember, if you have any questions, school district personnel and SEDAC are here to assist you. Your consent is also required before the IEP can be put into effect. If you are uncertain at the end of the meeting as to whether you want the plan to go into effect, you may wish to ask for further clarification. The IEP team is your resource and will provide you with any information you may require. Those components of the plan which are approved may be implemented; however, you have other rights if you disagree with the plan. Any questions about your rights will be answered by the school district personnel or by SEDAC. WHAT IF MY CHILD IS FOUND INELIGIBLE FOR SPECIAL EDUCATION? The district is obligated to follow the guidelines for student eligibility as set out by State and Federal law. Special Education is designed to serve students with significant disabilities which adversely affect their educational performance. If a student is not identified as having a disability or disabilities under the State or Federal guidelines, the IEP team will suggest interventions and strategies that can be utilized to address student needs. IEP team members may also decide to refer the student back to the SST for further interventions, or suggest that parents contact outside agencies and/or services. WHAT CAN PARENTS DO TO HAVE AN EFFECTIVE IEP FOR THEIR CHILD? Prior to the meeting, visit your child's classroom and/or conference with the teacher. Review or request a copy of any information, evaluation, assessment results, etc., that were conducted for your child. Jot down any questions you may have or any suggestions you wish to make regarding educational objectives, health issues, transportation, schedules, and insights you have about your child's strengths and needs. During the meeting: Be an active member, listen carefully, take notes, have relevant information, ask questions, describe your expectations for your child, request clarification of terms or issues you don't understand, and share the goals and objectives you may have prepared. Focus on your child's needs and be sure that services are based on these needs. After the Meeting: Review the IEP and any other document you received at the meeting. Maintain a file of important IEP papers, assessments, and staff contacts. If you have any questions or concerns, call the case manager or an appropriate member of the IEP team. As appropriate, share information with your child. WHAT IS THE SPECIAL EDUCATION DISTRICT ADVISORY COUNCIL (SEDAC)? Conejo Valley has an active group of staff and parents who are positively involved in their children's education. The Special Education District Advisory Council (SEDAC) is made up of parents, education professionals, and representatives from public and private agencies concerned with Special Education for your children. This group meets regularly throughout the school year. General meetings provide topics of interest to all. A group of SEDAC parents has volunteered to be available to talk to other parents, answer questions, and to provide support. Notices about SEDAC activities are sent home regularly and you are welcome to participate in any of these activities. Any interested parent or member of the community is welcome to attend SEDAC meetings and learn what is happening in the field of Special Education. If you would like to receive notices of meetings and activities, please contact Special Education at 497-9511, ext. 221. WHAT IS VENTURA COUNTY SPECIAL EDUCATION LOCAL PLAN AREA (VCSELPA)? The District has joined with twenty-one other Ventura County School Districts and the Ventura County Superintendent of Schools Office to form the Ventura County Special Education Local Plan Area. This consortium of school districts plans and provides regionalized services for students eligible for Special Education programs and services. VCSELPA also provides and coordinates workshops for parents and staff. |
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| About VCSELPA (Excerpted for VCSELPA publications) |
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| Concerns Do you have any concerns about your child’s development or about how he or she is doing in school? Social - Emotions, behavior with others (anger, fears, sadness, fighting). Self-help - activities of daly living (messy, poor hygiene, disorganized). Physical - Large and small motor skills (clumsy, writes poorly, “lazy). Communication - Speech and language or pre-speech for young children (delayed speech, forgetful, doesn’t understand). Poor School Performance - Reading, writing, or math (avoids studying, avoids homework, low grades). Attendance Problems - (Often tardy, "ditches" classes); etc. How To’s Many parents begin by working with the school Student Study Team (SST). To begin this process, contact your child’s teacher. The SST will consider your concerns and questions and make recommendations to you and the teacher. You may also choose to call the Director (or Coordinator) of Special Education at your local school district* and discuss your concerns. For many families, nothing further is needed. For some, the next step is a request for assessment for special education services. You may make this request at any time. It must be in writing, and addressed to the School Principal. Within 15 days of your request, school staff will send you an “Assessment Plan” showing all the areas and ways they plan to test your child. If you agree with the plan, sign and return it. The assessment will be done within 50 days of the date when you return it. This is provided at not cost to you. An Individualized Education Program (IEP) Team Meeting will then be held to discuss the assessment results with you. If your child is found eligible for SpecialEducation, there are many services available. The goal is to help you child succeed. The IEP Team will work with you to develop a plan to help your child. Your School Secretary can help you get the name and number of your Director or Coordinator of Special Education. Services Types of services which may be appropriate may include (but not be limited to): Assignment Modifications A Behavior Intervention Plan Interpreters Special Classes Schedule Modifications Special Services such as: Speech and Language Adapted Physical Education Audiological Services Counseling and Guidance, Etc. Other Steps If your child is not found eligible for Special Education services, he or she may still be eligible for special services under Section 504 of the Rehabilitation Act or the Americans with Disabilities Act. This requires that a special plan be written to help your child succeed. If you need help moving ahead, call the Ventura County Special Education Local Plan Area at (805) 383-1919. They can connect you with professionals who are knowledgeable about special education and/or other parents of children with special needs. Resources: Community Referrals Your concerns may go beyond the school. They may include housing, counseling, financial problems, support groups, etc. Interface (a community agency) has a list of resourcers in the community that may help your family. Call them at their Helpline number (800) 330-9597 and find out what is available. Rainbow Connection Rainbow Connection Resource Center offers support and information for families and friends of children with all types of special needs from birth through age three years, as well as people with Developmental Disabilities of all ages. (800) 339-9597 Directories The Ventura County SELPA has a number of Resource Directories with information which might be useful to families. To request a free copy, please call (805) 383-1919. Resource Library Books, articles, and videotapes about children with disabilities are available at the Ventura County Superintendent of Schools Professional Library in the United Parents and Special Education Collections. This Library is free and open to all Ventura County residents. (Open 8:00 a.m. to 5:00 p.m. Monday through Friday, and 9:00 a.m. to 1:00 p.m. on Saturdays, except holiday weekends.) Call Kim Christensen at (805) 388-4407 for more information. |
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Parent Rights for Special Education – Abbreviated Summary
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Ventura County Special Education Local Plan Area (SELPA)
777 Aileen Street, Camarillo, CA 93010 (805) 482-2353/fax (805) 482-2409 web page: www.venturacountyselpa.com |
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Parent Rights for Special Education – Abbreviated Summary
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| NOTE: This notice is an abbreviated summary of your rights under state and federal law. A more extensive description of these rights is available from the California Department of Education, Special Education Division, or the Ventura County SELPA. These rights are guaranteed under the Individuals with Disabilities Act (IDEA) – PL. 108-446 and related California Education Code. Contact your school district or see our website for the complete Parent/Adult Student Rights. INTRODUCTION: This document is for parents of students aged 3-18 years old who are being considered for or are receiving special education services. These rights apply to all foster parents and surrogate parents (appointed by the School District) acting on behalf of a special education student or a student being considered for special education. This is your Notice of Procedural Safeguards. (Contact the SELPA for your rights if your child is under 3 years of age) You will be given these rights once a year, also upon initial referral, at assessment, and if you file a Notice of Due Process Complaint. There are many people in your child’s school district (“district”) and Special Education Local Plan Area (SELPA) who can answer questions about your child’s education and questions you may have regarding your rights. When you have a concern, it is important that you contact your child’s teachers or administrators to talk about any problems you see. This informal conversation often solves the problem and helps maintain open communication. Surrogate Parents: A surrogate parent may be appointed by the district to represent a student with a disability when a parent cannot be identified or located, or when the parent’s educational rights have been removed by a court of law. A surrogate parent may exercise all rights of a biological parent in issues regarding educational records and decision-making. Parent Participation: You have the right to refer your child for special education services, participate in the development of the Individualized Educational Program (IEP), and to be informed of all program options and alternatives, both public and nonpublic. You must be given the opportunity to participate in any meeting in which decisions are made regarding your child’s special education program, including meetings about identification, assessment, educational placement and/or other matters relating to your child’s education. You should be notified early enough to ensure an opportunity to attend. You may designate another adult to represent you at IEP and other meetings, by giving written notice. Written Notice: You have a right to receive written notice, in your native language, when the district proposes or refuses to initiate a change in the identification, assessment or educational placement of your child. This may be given via the IEP or separate form. The notice will include a description of the action proposed or refused by the district, an explanation of why the district proposes or refuses to take the action, a description of any other options that the district considered and the reasons why those options were rejected. It will also include a description of each evaluation procedure, test, record, or report the district used as a basis for the proposed or refused action, a description of any other factors that are relevant to the District’s proposal or refusal, and a statement about your rights. Consent: You must provide informed, written consent before your child is assessed or provided with any special education services. Consent must also be provided before any change in special education services can occur. You can revoke your consent at any time, but it does not negate an action that has already occurred. If your child is being reassessed, the district may conduct assessment without your consent if you have failed to respond to the district’s attempts to obtain consent. Rights of Refusal: You can refuse consent for an assessment or the placement of your child in special education. The District may not pursue Due Process on the issue of your child’s initial placement into special education. Assessment: Your child must be assessed for special education using methods that are not biased or discriminatory, based on culture, ethnicity, gender or disability. Tests will be administered in your child’s native language or mode of communication, unless clearly not feasible to do so. No single assessment procedure will be used as the sole criteria for determining eligibility and programming for your child. The assessors will be qualified. You must sign the Assessment Plan to initiate assessment. Independent Educational Evaluations (IEE): You may request an IEE for your child at public expense, if you disagree with an assessment conducted by the district. However, if the district disagrees that an IEE is necessary, or feels that an IEE obtained by you does not meet the district’s criteria, it may request a Due Process Hearing to prove that its assessment is appropriate. Any IEE (regardless of who pays) must be considered by the IEP Team. If the district observes your child in his or her classroom during an assessment, or if the district would have been allowed to observe your child, an individual Parent Rights for Special Education – Abbreviated Summary Revised (4/5/2006) conducting an IEE must also be allowed to observe your child in the classroom. If the district proposes a new school setting for your child and an IEE is being conducted, the independent assessor must be allowed to first observe your child in the proposed new setting. Individualized Education Program (IEP): An IEP meeting will be held within 60 calendar days (excluding school holidays in excess of 5 days) of the date the district received the signed Assessment Plan. Any assessment results will be shared with you, and a copy given to you in writing. You have a right to be a participating member of the IEP team, and an interpreter will be provided if you need it. Other members of the team will include: an administrator or other qualified representative of the District; a general education teacher; a special education teacher; anyone who has conducted assessment; and the student, if transition to adult life will be discussed. A member of the IEP team whose area will not be discussed may be excused with your (and the district’s) written permission. If you and the district agree, a member whose area will be discussed will send a written report prior to the meeting. Transition: Beginning the year of the IEP before your child turns 16, the IEP will address transition to adult life. Your child must be invited to participate, and a plan developed to address his/her dreams and interests for outcomes in life after high school/postsecondary school. Goals and services will be developed to address the outcomes, as well as linkages to adult service providers, if needed. Prior to your son/daughter’s 17th birthday, she/he must be informed that all special education rights will transfer to him or her upon turning eighteen. Access to education records and other rights related to records: You have a right to inspect, review, and obtain copies of your child’s education records. They must be provided within 5 days of your request. The district may charge you actual costs for copies. You have the right to dispute documents in the record. Suspension, alternative placement and expulsion of Special Education Students: For the first ten days (cumulative in a school year), a special education student may be suspended the same as students without disabilities. A suspension for any part of a school day counts as one day of suspension, but in-school suspension does not. If the district proposes to suspend your child for more than 10 days, and the suspensions have caused a change of placement, an IEP meeting called “Manifestation Determination” will be held. If it is determined that the behavior was a result of the district’s failure to implement the IEP or was caused by, or had a direct and substantial relationship to your child’s disability, steps must be taken before the student is suspended further. For suspensions beyond ten days, the district must continue to provide special education services during the suspension. In cases involving weapons, drugs, or serious bodily injury, the district may place your child in an Alternative Educational Setting (AES) for 45 school days while decisions are being made. While in an AES, he/she must continue to participate in the general education curriculum and receive the special education services specified in the IEP. In cases in which your child is being considered for expulsion, the district will hold a Manifestation Determination IEP meeting. If it is determined that the misconduct was not caused by or a direct result of your child’s disability, or the district’s failure to implement the IEP, the principal may recommend expulsion to the school board. Due Process: You have the right to assistance in resolving conflicts which may arise regarding special education issues. If you and the district are involved in Due Process over an issue, it does not necessarily mean that someone is at fault. It means that there is a disagreement over what is best for your child. You need to file a Notice of Due Process Complaint, stating a description of the problem, including facts, and a proposed resolution to the problem. The Notice should be forwarded to the Office of Administrative Hearings (OAH) (address on page 3) with a copy to the district. The form is located on our website. The district has 10 days to send you a Written Notice described above, or send an Other Party Response attempting to resolve the issue. The OAH will inform you within 15 days if there is not enough detail in your notice. Once you file a Notice of Due Process Complaint, your child will “stay put” in the last agreed-upon program until the issue is resolved. Resolution Session: Upon receipt of your notice, the district will schedule a Resolution Session within 15 days. The Resolution Session is an informal way to attempt to resolve the conflict and may be facilitated by a neutral party from outside the district. You have three days to rescind any agreements made in a Resolution Session. The Resolution Session period is 30 days and precedes initiation of Mediation/Due Process Hearing. Mediation: Another option for settling disagreements is through voluntary Mediation. Mediation involves the use of an impartial mediator who is appointed by the OAH. You can seek Mediation alone, separate from a Due Process Hearing, or participate in Mediation pending a Due Process Hearing. Mediation will not delay the timeline for a Due Process Hearing. Both Resolution Sessions and Mediation are informal, non-adversarial methods designed to be conducted without an attorney, but if you bring an attorney the district may also. Due Process Hearing: You have the right to a Due Process Hearing if there are still disagreements relating to special education services for your child. You also have the right to have an attorney, advocate, and/or the student present at the Due Process Hearing and to make the hearing public. Under certain conditions, the Administrative Law Judge may award the reimbursement of attorney’s fees and/or fees paid to nonpublic institutions by you in the settlement of a case. Under certain other conditions, the judge may reduce or completely deny reimbursement to you for attorney fees and/or fees for nonpublic institutions. The Due Process Hearing will result in written findings from the judge within 45 days of completion of the 30 day Resolution Session period. Children Attending Private Schools: Children who are enrolled by their parents in private schools may be referred to the district in which they live for assessment for special education. If eligible, the IEP team will offer a free appropriate public education to the child. However, if you choose to continue your child’s attendance in the private school, your rights will be extremely limited. In some cases, very limited services will be offered via an Individual Service Plan, according to the guidelines of the district in which the private school is located. You would be entitled to reimbursement for private school costs only if a hearing officer or court determined that your district had not made a free appropriate public education available. Parent Placement in a Non-Public School: A non-public school is a private school which is certified by the state to provide special education services. The district will pay for non-public school costs only if the IEP team agrees that all public school options are not appropriate. If you intend to place your child in a non-public school, you must give the district ten business days notice. In that time, if the district wishes to assess your child, you must make your child available for assessment. If you place your child in a nonpublic school without approval by the district, but you propose that it be paid for by the district, the district must be given the opportunity to observe and assess your child there. An IEP meeting will then be held to review assessment results and discuss the appropriate placement. Complaints: If you believe that the district has violated the law, you may file a complaint with the district, according to their “uniform complaint procedures.” If not satisfied, or if you choose not to file with the district, you may file a complaint with the California Department of Education (CDE). The CDE must investigate the complaint and issue a written report of findings within 60 days. The complaint form is located on our website. To obtain more information about parental rights, or to file a complaint, contact: California Department of Education Special Education Division Procedural Safeguards Referral Service Attn: PSRS Intake 515 L Street, Suite 270 Sacramento, CA 95814 (800) 926-0648 Fax (916) 327-3704 http://www.cde.ca.gov/sp/se/ To file a Notice of Due Process Complaint contact: Office of Administrative Hearings Special Education Unit 1102 Q Street, 4th Floor Sacramento, CA 95814 Telephone: (916) 323-6876 FAX: (916) 322-8014 COMMUNITY ADVISORY COMMITTEE (CAC) The SELPA convenes a Community Advisory Committee with the purpose of maintaining a flow of communication between the Special Education Administration and the community. Meetings are generally held once a month, September through June, and are open to the public. Free childcare is provided, if reserved one week in advance. The CAC makes many brochures and booklets available free to families of students enrolled in special education programs in the Ventura County SELPA. All are available on our website at www.venturacountyselpa.com or may be ordered for free at (805) 482-2353. • 90 Ways to Help Students with ADHD - Brochure • A Family Fact Sheet (English/Spanish) (Schools & Regional Center) – Brochure • A Parent Guide to Special Education (English/Spanish) - Booklet • A Parent Guide to Transition Planning (English/Spanish) – Brochure • A+ Access, Accommodations, Acceptance “A Winning Grade” - Brochure • AB3632 – How does it help with Mental Health Services? - Brochure • Are You Concerned About Your Child? (3-22 years old, English/Spanish) – Brochure • Autism...A Confusing Diagnosis! (English/Spanish) – Brochure • Community Resource Directory (Programs and services for students in transition from Special Education Programs to Community-Based Programs for Adults) (English/Spanish) - Booklet Parent Rights for Special Education – Abbreviated Summary Revised (4/5/2006) Page 4 • Community Resource Directory for School Aged Students (English/Spanish) - Booklet • Community Resources for Families of Young Children (English/Spanish) - Booklet • Could Your Baby Benefit From Special Education Services? (Birth-3, English/Spanish) – Brochure • Going to College or Thinking About it? - Booklet • My child is not eligible for special education services....but he still needs help! - 504 Plan - Brochure • Procedural Safeguards Referral Service – Brochure • Student Study Team Parent Brochure (English/Spanish) – Brochure • What is a SELPA? - Brochure • What’s Next After Early Start - Booklet |
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