Special Education

We review Student Individualized Education Plans (IEP’s) at least annually, and students are re-evaluated every three years. At IEP meetings, the team will review student progress, educationally related support and services, educational placement, and will develop goals and objectives to meet the student’s needs. Each student’s IEP determines the extent of special education services and its location, and we base this on the students identified needs, abilities, and level of intervention.

Parent Liaison Translation

For families that would like to speak to a parent liaison in their primary language, please see the below contacts. 

Linda Nguyen (Vietnamese)

• lindanguyen215@gmail.com

Julie Lopez (Spanish) 

• julierola5@gmail.com

Dorothy Li (Chinese)

• inursw@gmail.com

Julie Lopez

Hello, my name is Julie Lopez my son’s name is Junior he is 8yrs old and he has Autism and a few Co- diagnosis’s but that has never stopped us. I belong to a few committees and boards as well as run an out reach program but at the end of the day I’m just a mom trying to help other moms that feel lost and confused as I did. Feel free to contact me with any questions.

julierola5@gmail.com

Kristy Reil

My name is Kristy Reil. It has always been in my nature and heart to help others. I am a Parent Liaison, CAC Selpa Representative, PTA Treasurer, Instructional Aide, and a mother to 2 Awesome sons. One of my sons is High Functioning Autistic and ADHD & my other son also has ADHD. I've never let their diagnoses define who they are I have let their diagnoses give them opportunities, resources, and the freedom to be who they are....Amazing individuals! Please contact me if you have questions or just want to talk. 

kristyreil3@gmail.com

2021-2022

• August 2021
• September 2021
• October 2021
• November 2021
• December 2021
• January 2022
• February 2022
• March 2022
• April 2022
• May /June 2022

2020-2021

• May 2021
• June 2021

Parent University Videos 2021 - 2022

• September 2021 - Understanding Your Student's IEP (Overview)
  • English
  • Spanish
• October 2021 - Present Levels of Performance: How to Build Student Goals
  • English
  • Spanish
• November 2021 - Special Factors Page: What it Means and Why It's Important
  • English
  • Spanish
• December 2021 - Individual Transition Plan (ITP): Blding Post Secondary Skills
  • English
  • Spanish
• January 2022 - Accommodations and Modifications and How They Support
  • English / Spanish
• February 2022 - Behavior Series: Choosing Skills To Target In The Home
  • English / Spanish
• March 2022 - Behavior Series: In Home Behavior Systems
  • English / Spanish
• April 2022 - Behavior Series: Power Struggles and How to Avoid
  • English / Spanish
• May 2022 - Behavior Series: Getting Creative With Reinforcement
  • English / Spanish

Parent University Videos 2020-2021

• Transition: Supporting you and your Student
• Assistive Technology (ATECH)
  • English
  • Spanish
  • Handout
• Autism Awareness
  • English
  • Spanish

The student must be determined eligible under IDEA 2004 Act, have defined disabilities and experience a significant impact in their performance that cannot be addressed through their general education program.  Once the student is eligible for special education, an Individual Education Program (IEP) team (which includes the parents) is assembled, and meets to develop an IEP.  The IEP is the plan and includes goals, services and placement appropriate to the student’s identified areas of need.  The IEP is reviewed annually and revised as necessary.  Eligibility is re-determined every 3 years.

Most of the services can be provided for students with special needs at their local schools,  however, some services and programs are only available at specified schools throughout the District and may require enrollment at a designated site.

Parents who suspect that their child has a disability should discuss their concerns with their child’s teacher and request a referral to the Student Study Team (SST).  If the child continues to exhibit difficulties after receiving interventions, the student is then further assessed to determine eligibility for special education.

The school based Student Support Team (SST), including but not limited to parents, teachers, school psychologists, administrators, and/or other related service providers, use current data collection procedures to identify students in need of intervention, support, and/or special education services. If the SST determines that special education services may be required, the team will conduct a multi-disciplinary assessment in all areas of suspected need.

• Parental Rights 
• Derechos Parentales  (Spanish)
• حقوق الآباء  (Arabic)
• ծնողական իրավունքից (Armenian)
• 父母權利 (Chinese)
• 학부모 권리 (Korean)
• Karapatan ng magulang (Tagalog)
• Cha mẹ Quyền (Vietnamese)
• Khmer