Special Education

A voluntary option to resolve a dispute that involves an administrative law judge and both parties prior to engaging in a formal due process hearing. Common strategies are negotiation, mediation, arbitration, and settlement conferences. All actions are confidential and cannot be used later in a legal proceeding.

ADR 

Districts are required to identify, locate, and evaluate all children birth to age 22 who may have a disabling condition who reside within or attend any educational facility within the district, regardless of the severity of their disabilities.

The Individuals with Disabilities Education Act (IDEA) requires districts to identify and evaluate all children from birth to age 21 with disabilities, regardless of the severity of the disabling conditions. This obligation to identify all children who may need special education and related services exists even if the school is not providing those services to the child.

The Child Find mandate applies to all children who reside within a State, including children who attend private and public schools, highly mobile children, migrant children, homeless children, and children who are wards of the state. (20 U.S.C. 1412(a)(3)).

Recommendations to fulfill the Child Find mandate include:

1. Provide professional development annually to all staff;

2. Annual SELPA meeting with private schools:

3. Engage in public/parent awareness activities;

4. Conduct school wide screenings;

5. Ensure appropriate and timely referrals for evaluation;

6. Maintain and report accurate data, and use it to inform training needs;

7. Coordinate with other agencies;

8. Door-to-door surveys;

9. Brochure mailings;

10. Public education programs and other public meetings;

11. Physician referrals;

12. Surveys of private school personnel;

13. Maintain, and update at least annually, a list of primary referral sources including:

    1. Physicians, hospitals, and other health providers;

    2. Day care centers, child care centers, and early childhood programs;

    3. District departments and agencies;

    4. Community and civic organizations; and

    5. Advocacy organizations. 

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https://www.wrightslaw.com/info/child.find.index.htm

osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/OSSE%20LEA%20Child%20Find%20Turnkey%20Training%20Presentation.pdf

California Department of Education definitions of each of the 14 disability categories.

A student with an IEP is typically made eligible due to regression/recoupment data.

ESY

Students with disabling conditions have the right to an education that is aligned with their needs and at public expense.

Free appropriate public education (FAPE) means special education and related services that are provided at public expense, under public supervision and direction, and without charge; meet the standards of the California Department of Education, including the requirements of 34 CFR 300.1-300.818; include an appropriate preschool, elementary school, or secondary school education for individuals between the ages of 3 and 21; and are provided in conformity with an individualized education program (IEP) that meets the requirements of 34 CFR 300.320-300.324.  (Education Code 56040; 34 CFR 300.17, 300.101, 300.104)
 

Least restrictive environment means that, to the maximum extent appropriate, students with disabilities, including individuals in public or private institutions or other care facilities, be educated with individuals who are nondisabled, including the provision of nonacademic and extracurricular services and activities.  Special classes, separate schooling, or other removal of students with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.  (Education Code 56040.1; 34 CFR 300.107, 300.114, 300.117)
 

Developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. Includes transportation.

Related services are developmental, corrective, and other supportive services that are required to assist a child with a disability to benefit from and access learning and special education goals.

Examples Include:

1. Transportation;

2. Speech-language pathology;

3. Audiology services;

4. Interpreting services;

5. Psychological services;

6. Physical and occupational therapy;

7. Recreation, including therapeutic recreation;

8. Early identification and assessment of disabilities in children;

9. Counseling services, including rehabilitation counseling;

10. Orientation and mobility services;

11. Medical services for diagnostic or evaluation purposes;

12. School health services and school nurse services;

13. Social work services in schools;

14. Parent counseling and training.

https://sites.ed.gov/idea/regs/b/a/300.34

In 1977, all California school districts formed consortiums in geographical regions of sufficient size and scope to provide for all special education service needs of children residing within the region boundaries. Each region, called Special Education Local Plan Area (SELPA), developed a local plan describing how it would provide special education services. The North Region SELPA consists of five districts - Albany, Alameda, Berkeley, Emeryville, and Piedmont Unified School Districts.

 The SELPA coordinates with member school districts to provide a continuum of programs and services for individuals with disabilities, from birth through 22 years of age. The SELPA is also available as a resource to the community on issues related to special education. The North Region SELPA consists of five districts - Albany, Alameda, Berkeley, Emeryville, and Piedmont Unified School Districts.

https://www.northregionselpa.org/

Regional Special Education Supports (SELPA) The Individuals with Disabilities Education Act 20 United States Code (20 USC) Section 1400 et seq., and related federal regulations, require a continuum of regional program options to meet students with disabilities needs for special education and related services.  The California Department of Education (CDE) established guidelines for the coordinated development and submission of Local Plan components that ensure this continuum of program options. SELPAs ensure access to special education and services for all students with disabilities residing within the geographic areas served by each Local Plan.  The Piedmont Unified School District is a member of the North Region SELPA and below are the SELPA’s Local Plan documents.

Procedural Safeguards - Summarized by North Region SELPA Notice of Procedural Safeguards and language translations  can be found using this link.

Community Advisory Committee (North Region SELPA)

Special Education District Advisory Committee  is a group of parents, board, teachers, and site and district administrators who meet 3 times per year to discuss issues related to the District’s special education programs. Any member of the public is invited to attend. If you would like to be on the email contact list, please email gwallerweinberg@piedmont.k12.ca.us