Student Services Resources

Dear Parent:

Today, parents are more involved in their children's education than ever before. As a parent, you have expert knowledge of your child. Team up with your child's teacher and school staff and make them your equal partners in the educational process. Build and nurture these relationships early. You play an important role in the education of your child. Make your views known in a positive and constructive manner. The planning, implementation and on-going support of programs are greatly enhanced when you are an involved parent. Visit the classroom to show your interest in your child's program. Keep the teacher informed of your child's skills and behaviors. Attend scheduled teacher conferences; if unable to keep the designated appointments, notify staff as soon as possible. Attend PTA, Community Advisory Committee (CAC) meetings, and other school functions whenever possible. This handbook was compiled to help you understand the special education process. Many of the contributors are parents of children with special needs. It is our hope that it will help you to be an active participant in meeting your child's educational needs.

The West Orange County Consortium for Special Education (WOCCSE) is a five-district Special Education Local Plan Area (SELPA), which includesthe following school districts: Fountain Valley School District Ocean View School District Huntington Beach City School District Huntington Beach Union High School District Westminster School District These five school districts have joined together to provide special education programs and services to students with special needs. The districts have developed a local plan, a document that explains how they implement the state and federal laws relating to special education. A copy of this local plan is available for public review at the district office of each of the school districts and at the office of the West Orange County Consortium for Special Education.

As a parent of a child in a special education program or as an interested member of the community, you should know that there is a group of parents like yourself, along with educators and community representatives, who meet regularly during the school year. This is your community Advisory Committee. The CAC determines its own leadership and agenda. Professional staff provides information and support. Some topics typically discussed are parent education needs, the local plan, how to understand financial aspects, and legislative issues. This is the local resource for parents to learn about the system that manages our children's special services and to become a collaborating partner in the process. Parent involvement is an important element in providing effective programs for our children. For information on membership in the CAC or for current information on meeting dates and locations, refer to your District or WOCCSE Website.

Since the last reauthorization of IDEA (Individuals with Disabilities Education Improvement Act) amended in 2004, the four basic rights to all children with disabilities continue to guarantee the following:

RIGHTS UNDER IDEA Assessment An assessment must be completed to determine the child's needs. This may be done only with the parent's informed written consent. Free Appropriate Public Education (FAPE) Children with disabilities are entitled to a public education, appropriate to their needs, at no cost to their families.

Least Restrictive Environment (LRE) Children with disabilities must be educated with students who do not have disabilities as much as possible and as close to home as possible. Supplementary Aids and Services (Related or Designated Instruction and Services) Children with disabilities must be provided the supportive services which are required to assist them to benefit educationally from their instructional program. In order to assure that these rights are received, this law also includes two protections.

PROTECTIONS UNDER IDEA Individualized Education Program (IEP) This program must be reviewed and updated at least annually for all children with disabilities. It is prepared by a team comprised of those people who assessed the child, appropriate school personnel, and the parents. Due Process Due process rights ensure that no changes can be made in a child's program without prior notice to the parents. Further, due process provides a mechanism for the resolution of disagreements.

NOTIFICATION OF PARENTS' RIGHTS Parents are provided a copy of the procedural safeguards once a year, upon initial referral or request for evaluation, upon the first filing of a complaint or upon parent request. (20 U.S.C. Section 1415(d).

A referral for identification of an individual (ages 0-21) with a possible special need may come from the following: Parent/Legal Guardian Administrator Student Study Team Physician Community Agency Concerned Person Teacher In order to provide special services, the following process has been established to conform with federal and state regulations:

STEP 1- REFERRAL A written referral should be made to your school principal or psychologist requesting an assessment. Within 15 days of your request, the district will provide an assessment plan for your approval. You have at least 15 days to approve the assessment plan. Upon your written approval of the assessment plan, the district has 60 calendar days to complete the assessment, conduct an Individualized Education Program (IEP) Team meeting, and determine if your child is eligible for services. Parents are equal members of the team.

STEP 2 - ASSESSMENT Upon receipt of the approval for assessment, an assessment is conducted in all suspected areas of disability by qualified personnel.

STEP 3 - INDIVIDUALIZED EDUCATION PROGRAM (IEP) During this meeting, assessment results will be shared with the parent and/or representative. If it is determined by the IEP team that the student is eligible and requires special education, an educational program will be developed to meet your individual child's needs.

STEP 4 - APPROPRIATE SERVICES Once the unique needs of your child have been identified, the next step is determining appropriate goals, placement, and services required to provide access to general education curriculum. You and the school team will consider where the student's needs can appropriately be met (i.e. general class with adaptation, specialized academic instruction).

STEP 5 - IEP REVIEW Your child's program will be reviewed at least once a year to determine how well the program is meeting the child's needs. You may request a review at any time by providing to your child's teacher, principal or school psychologist a written request. At that point an IEP meeting will be scheduled within 30 calendar days, not counting school breaks in excess of 5 school days. Additionally, parents will receive reports on progress toward annual goals following the same schedule as regular education students.

Children who meet specific eligibility criteria within the following categories may qualify for special education. 

Hard of Hearing (HH) • Deafness (DEAF) • Deaf-Blindness (DB) • Speech or Language Impairment (SLI) • Visual Impairment (VI) • Orthopedic Impairment (OI) • Other Health Impairment (OHI) • Autism (AUT) • Intellectual Disability (ID) • Emotional Disturbance (ED) • Specific Learning Disability (SLD) • Traumatic Brain Injury (TBI) • Multiple Disability (MD) • Established Medical Disability (EMD) Ages 3-5 only