INITIAL ASSESSMENT, REASSESSMENT AND INDEPENDENT EDUCATIONAL EVALUATION
THE SPECIAL EDUCATION PROCESS
DISTRICT BULLETINS, REFERENCE GUIDES, AND OTHER DISTRICT RESOURCES
Publications from the Division of Special Education
The Individuals with Disabilities Education Act (IDEA), at Title 34 CFR 300.503, permits local education agencies to review and consider the appropriateness of requests for special education evaluation. This Bulletin provides guidance and procedures to schools reviewing such requests for evaluation.
BUL-048496.0: Annual Alternate Assessment of the English Language Proficiency Levels of Students with Disabilities on the Alternate Curriculum, April 9, 2018
It is District policy that the guidelines and procedures outlined in this Bulletin be followed when students on the alternate curriculum are identified by IEP teams as needing an alternate English language proficiency assessment in lieu of participation in all or part of the English Language Proficiency Assessments for California (ELPAC).
BUL-6642.0: Independent Educational Evaluation (IEE), February 8, 2016
The Individuals with Disabilities Education Act (IDEA), at Title 34 CFR §300.502, specifies that the parents/guardians of a child with a disability have the right under this provision to obtain an Independent Educational Evaluation of their child at public expense, subject to certain provisions.
BUL-6639.0: Three-Year Review Individualized Education Program (IEP) Psycho-Educational Reassessment Requirements, February 1, 2016
In accordance with Federal Regulations, Title 34, CFR §300.303 and §300.305, and pursuant to Section 56381 of the California Education Code, a reassessment of a student with a disability shall be conducted if the Local Educational Agency (LEA) determines that the educational or related services needs, including improved academic achievement and functional performance, of the student warrant a reassessment, or if the student’s parent/guardian or teacher requests a reassessment.
BUL-5577.1: Counseling and Educationally Related Intensive Counseling Services (ERICS) for Students with Disabilities, July 21, 2014
The purpose of this Bulletin is to inform IEP teams of the change in name of the special education related service from Educationally Related Mental Health Services (ERMHS) to Educationally Related Intensive Counseling Services (ERICS) and to provide updated procedures regarding referral and assessment for Counseling or ERICS as related service for students with disabilities.
BUL-1309.0: Comprehensive Evaluation for Students Suspected of E.D., September 29, 2004
It is the District’s policy that any student suspected of having an emotional disturbance that may require special education services must have a comprehensive evaluation. This evaluation must be conducted for all initial referrals, three year re-evaluations and whenever a more restrictive special education setting is being considered. The purpose of this Policy Bulletin is to provide procedures to District staff regarding the comprehensive evaluation requirements under the Modified Consent Decree (MCD).
REF-6790.1: Distribution of Revised Guide: A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards), September 2018
The purpose of this Reference Guide is to (a) notify schools of the revision of A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards), September 2018, (b) provide information on the delivery of the revised Guides to schools, and (c) provide instructions on how to obtain additional copies of the Guide, as needed.
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-5527.0: Visually Impaired Program: Referral, Assessment, and Scope of Service, June 28, 2011
The purpose of this Reference Guide is to provide guidelines to administrators, certificated staff, school psychologists, and school nurses in regard to the process for referral and assessment for determining eligibility for services from the Visually Impaired (VI) Program. The scope of services offered by the VI program is also briefly described.
REF-4484.0: Psychological Assessment of Preschool Children Enrolled in School-Based Preschool or Early Ed., September 22, 2008
The purpose of this Reference Guide is to inform administrators and staff at schools and centers that, effective September 3, 2008, the responsibility for conducting psychological assessments for preschool children enrolled in a school-based preschool program or Early Education Center is assigned to the school-based psychologist.