GUIDELINES FOR THE IEP TEAM
DISTRICT BULLETINS, REFERENCE GUIDES, AND OTHER DISTRICT RESOURCES
Publications from the Division of Special Education
This rference guide provide guidelines to the Individualized Education Program (IEP) team about the development of the Final IEP for students with disbilities expected to meet the requirements for a diploma or certificate of completion, or having reached age 22.
BUL-045788.0: Identification and Educational Support of Students with Characteristics of Dyslexia, February 26, 2018
The purpose of this Bulletin is to provide guidelines, raise awareness, and increase understanding of the characteristics of dyslexia. Additionally, this Bulletin outlines a Multi-Tiered System of Supports (MTSS) for addressing dyslexia in the general education program. The Bulletin provides guidance on the assessment of students referred for a suspected disability, including dyslexia, and for making recommendations on how to best address the unique educational needs of students.
School communities and Individualized Educational Program (IEP) teams should understand that:
- Many students with dyslexia can be supported in general education programs with targeted interventions and/or appropriate supports;
- “Specific Learning Disability” (SLD) is an umbrella term and does not prohibit the use of the term “dyslexia” when determining special education eligibility and educational services; and
- Core deficits associated with dyslexia will be assessed when considering special education eligibility under the category of SLD.
District schools will establish a Multi-Tiered System of Supports (MTSS) and will use phonological processing assessment measures to determine the unique educational needs of students who exhibit characteristics of dyslexia.
BUL-4191.2: Speech Language Impairment Eligibility Certification (SLI Certification); and Language and Speech Eligibility Certification (LAS Certification), December 12,2016
The purpose of this policy bulletin is to provide procedures to District staff regarding the required documentation of pre-referral steps, interventions, assessment requirements, and to ensure certain LAS services have been appropriately provided to eligible students.
REF-050495.0: Guidelines for the Reintegration and Exit of Students from Eligibility for Special Education Supports and Services, June 7, 2018
The purpose of this Reference Guide is to provide Individualized Education Program (IEP) school site teams with guidance on the procedures for the reintegration and exit of students from eligibility for special education supports and services.
REF-4568.1: Service Completion Criteria for Speech Language Impairment (SLI) Eligibility and Language and Speech (LAS) Services, August 24, 2015
The purpose of this Reference Guide is to assist IEP teams in following the California Education Code requirements when considering the status of service completion (dismissal) for students who have been identified as having a primary eligibility of Speech Language Impairment (SLI) or who have received Language and Speech (LAS) services as a support to a primary eligibility for special education. This reference guide will assist school site IEP teams and other personnel to appropriately meet the communication needs of students in the least restrictive environment.
REF 5905.0: Special Education Eligibility Name Change: Mental Retardation (MR) to Intellectual Disability (ID), October 29, 2012
The purpose of this Reference Guide is to inform all staff working with students with disabilities about the change from the special education eligibility term “mental retardation” (MR) to “intellectual disability” (ID).