Western Placer Unified School District

Special Education is specialized instruction provided for children from birth to age 22 who qualify according to the laws and regulations outlined by the state and federal government.

    

The California Department of Education (CDE) is currently engaged in litigation with two non-profit associations comprised of parents and guardians of children with disabilities.  The plaintiffs in that litigation have requested numerous documents, as well as student data collected and stored by CDE, which may include personally identifiable student information.

To comply with the Family Educational Rights and Privacy Act (FERPA), CDE has been ordered, among other things, to inform parents and students of the disclosure of such information.  CDE has requested that school districts and SELPAs post the following link to CDE’s website:http://www.cde.ca.gov/morganhillcase.  The link provides a Notice and Objection form to allow parents to object, by April 1, 2016, to the disclosure of personally identifiable information related to their children.

Please understand that the district is not a party to the litigation and is not required to disclose any student information, nor does it intend to do so.  For more information, please contact CDE directly at 916-319-0800​.

Special Education Community Advisory Committee (CAC) Meeting Schedule

New CAC Meeting Dates: 2018-2019

  

 

• No meetings in December, June and July.

• CAC Representative: Shannon Vestesen, twink42250@aol.com

• Community Advisory Committee-Information

 

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.

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.

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

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.

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.

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.

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:

• Parents' Rights - English
• Parents' Rights - Spanish

Preschool Brochure

Child Find Brochure