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State and Federal Law ensures that "all individuals with exceptional needs have available to them a free, appropriate public education and related services to meet their unique needs." When a child is being assessed for possible special education needs, an Individualized Education Program (IEP) meeting shall be convened. Parents are an integral part of that team.
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Welcome to the 2012-2013 School Year
This year our district representative is Paul Sheiring. Kitty Sutcliffe, who has served for a number of years, is passing the torch. Thanks Kitty for all of your support to the CAC! For the past couple of years the committee has provided excellent parent information and training opportunities. These will be updated regularly on our website.
New district information for the 2012-2013 school year:
This year we also have a new Program Specialist in the district to support students, teachers, and parents. Her name is Amy Pettersen and she brings strong teaching and program development experience to the district. Ms. Pettersen is highly organized and very approachable. She plans to be out in the classrooms as much as possible to support curriculum development and instruction in our special education programs. She is also well trained and experienced in the IEP process and will be available in assisting IEP teams as needed.
The district has also employed:
- two new psychologists, Victoria Galvan - Glen Edwards Middle School and First Street School & Liz Wilson - Foskett Ranch Elementary School;
- three new special education teachers: Greg Turner, Twelve Bridges Elementary School; Beth Oneto, Twelve Bridges Middle School; Kathy Olmstead - Lincoln High School;
- a new preschool speech language pathologist, Karyn Joyce - First Street School (Barbara Matiska has moved to Lincoln Crossing Elementary School);
- And Mike Jensen has joined us from PCOE teaching Adaptive Physical Education.
We are excited about their unique strengths and the supports they will bring to our students.
Tammy Forrest, PhD
Director of Special Education
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Special Education Community Advisory Committee (CAC) Meeting Schedule
New CAC Meeting Dates: 2012-2013
Location: PCOE Main Building (A/B Conference Room or Burns Room)
360 Nevada Street, Auburn
Times: 9:30 AM - 11:30 AM
- August 15, 2012 (Planning Meeting) A/B Conference Room
- September 19, 2012 (Planning Meeting Continued) A/B Conference Room
- October 17, 2012 (Invitation to SEAC Members) A/B Conference Room
- January 23, 2013 A/B Conference Room
- February 20, 2013 Burns Room
- March 20, 2013 Burns Room
- April 17, 2013 Burns Room
- May 17, 2013 (Luncheon following with SEAC in Burns Room) A/B Conference Room
- No meetings in December, June and July.
Other Events of Interest
- Access to Care Fair at Bayside Church from 9:00 AM - 1:00 PM on April 20, 2013
- Legislative information Sharing Day at the State Capitol in May 2013, TBD
- A Touch of Understanding at Olive Ranch School in Granite Bay in May 2013, TBD
Links to SELPA Trainings:
Training for Surrogate Parents in Placer County SELPA
https://sites.placercoe.k12.ca.us/POWER/documents/Surrogate%20Parents.pdf
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| The Special Education Local Plan Area (SELPA)
provides special education services in cooperation with the school
districts. The SELPA continues to ensure that eligible children, birth
through age twenty-one, with handicaps have the opportunity to
participate in programs and receive appropriate special education
services. Programs and services are available for eligible pupils from
infancy through age 21.
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| The school site Student Study Team discusses
and recommends intervention strategies using regular school resources
and personnel. The team may coordinate assessment referrals for
students whose needs cannot be met with modification of the regular
program. The SST may refer a student to special education only after
all resources of regular education have been considered and, where
appropriate, utilized.
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Referrals and Identification
Referrals for identification of a child with possible special needs may come from:
- Parents
- Teachers
- Doctors
- Community agency personnel
- School-based Student Study or Child Study Team
- Any concerned individual
- The child
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Assessment will be done only with parent permission at which time parents will also receive a copy of their rights. Upon identification of a special need for a child, the IEP Team shall consider appropriate services and placement.
Arrangements will be made to have a child's strengths and possible needs evaluated. This will be done through testing and conferences held among those who have worked with the child: teachers, nurses, counselors, therapists, psychologists and others. The assessment must be completed and an IEP meeting held within 60 days after receipt of a signed assessment plan.
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If the parent and the school agree that the child has a disability and requires special education services, an Individualized Education Program will be designed to meet the child's needs. This will take place at a meeting attended by parents and the school personnel and may include others as appropriate.
An IEP will be developed during the planning meeting if it is determined that special education is needed. The following is a partial list of what the Education Code calls for in an IEP:
- A summary of the assessment findings, including your child's strengths as well as needs.
- A statement of goals and objectives, which the group suggests for your child.
- A list of specific services that will be used to find out how well the plan is working (evaluation).
- A recommendation for placement.
- The starting date and frequency of services.
Parents are invited to an IEP meeting with appropriate district staff and , if necessary, personnel from Placer County Office of Education, the SELPA and/or other agencies. Parents may also bring other persons of their own choosing. The following are some tips on how parents can best participate:
Come prepared. Jot down any questions you want answered or any suggestions you wish to make regarding educational objectives, health, transportation, schedules, and special information concerning your child's needs and strengths.
Ask Questions. If the professionals use terms you do not understand, please ask for an explanation.
Parent Consent
Parent consent is required before the IEP can be put into effect. If parents are uncertain at the end of the meeting as to whether they want the plan to go into effect, they may decline to sign it. They may take it home and think about it if you wish. Those components of the plan that are approved will be implemented. Parents have other rights if they disagree with the discussion of the group. County or district personnel will answer any questions about those rights.
IEP Review
At least once a year there will be a meeting to review the plan to determine if the plan is still appropriate or if it needs to be changed. Parents may also request a review as necessary.
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Designated Instruction and Service: Such instruction and services will be provided by the regular class teacher, the special education teacher or specialists competent to provide such instruction and services. If not, the appropriately credentialed Designated Instruction and Service (DIS) specialist will provide such instruction and service. Some examples are: Adaptive PE and Speech/Language services. If your child needs a specialized service, which relates to his/her educational progress, it may be provided by the local school, County Office of Education or an outside agency.
Resource Specialist Program: The Resource Specialist provides instructional services to students in order to implement the IEP. He/She also provides consultation to parents and regular staff members in areas such as assessment, curriculum and classroom management as well as monitoring pupil services with regular school programs. The majority of the student's day is spent in the regular program.
Special Day Classes: Students with more intensive educational needs may require Special Day Classes. Placement in Special Day Classes shall occur only when the nature of the handicap is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily. Typically 50% or more of the student's day is spent in Special Day Classes.
State Special Schools: The state provides residential schools and assessment for handicapped pupils as appropriate.
Non-Public, Non-Sectarian Schools and Services: All appropriate public school programs in the SELPA or nearby SELPAs shall be explored prior to considering the non-public school program alternatives.
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Parents
are notified of all of their rights annually and at various stages
within the special education process. Staffs from the District, County
Office of Education or SELPA are available to answer questions and
provide assistance.
To view the Special Education Rights of Parents and Children document in your language, click the link below:
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