San Ramon Valley

Assessment: A referral for special eduction assessment may come from a parent/guardian, or site team at any time.  A referral may be in writing or verbal.  When a referral for assessment is received, an Assessment Plan must be developed by the school site team within 15 days, however, sites are encouraged to meet with families through the SST process, prior to that date, to hear their concerns and determine the areas of suspected disability in order to develop a comprhenisve assessment plan. Given collaboration with the school site team, some families may reconsider their request if the student’s needs can be met with other interventions.  If they agree to reconsider, this must be done via written request. If the assessment moves forward, parental consent is required within 15 days of parent’s receiving the assessment plan for the assessment to be initiated.  Site teams have 60 days from the day in which a signed assessment plan was received to complete the assessment and convene an Individualized Education Program (IEP) team meeting to review the evaluation results.

 

Upon completion of the administration of tests and other evaluation materials, the determination of whether the student is an individual with a disability shall be made by the IEP Team, including the parents of the child and assessment personnel. The IEP Team will take into account all the relevant material which is available on the student. No single score or product of scores shall be used as sole criterion for the decision.  The assessment must be conducted by qualified personnel who are competent in the child's primary language or mode of communication and have a knowledge and understanding of the cultural and ethnic background of the pupil.

 

Least Restrictive Environment (LRE):  Special Education students in SRVUSD are first and foremost General Education students. The foundational tenets of the IDEA charge us to provide each special education student with a free appropriate public education (FAPE) in the least restrictive environment (LRE). LRE is the requirement in federal and state law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers.  

LRE isn't a place — it's a principle that guides a child's education program. The LRE for each child may look different because each student’s needs are unique.  IEP teams must consider LRE when making recommendations around special education eligibility, services, and placement.  Additionally, an IEP team must consider the harmful effects of removing a student from participation in the general education environment in order to provide special education supports and services in any separate setting.

IEP Review: A student’s program will be reviewed by the IEP team at least once a year to develop a new IEP, determine progress in meeting established goals, and to determine new goals, services, and supports as appropriate.  An Eligibility Review occurs every three years, where assessments are completed to determine special education eligibility.  However, a parent or site IEP team may call an IEP team meeting anytime during the school year in order to address concerns around a student’s IEP such as mastery of goals or need for additional supports.

REACH: REACH is a high school counseling enriched program housed at the Del Campus. Students that attend this program participate in courses through Venture and receive services/supports, including mental health support, per their Individualized Education Program (IEP).  

Adult Transition Program:  The transition program is designed to provide services to students 18-22 years of age who have obtained a Certificate of Achievement per their IEP.  The program, housed at the Del Campus, focuses on developing independence and functional living skills. Students in the transition program participate in a variety of activities designed to support skill development in the following areas:

Related Services: These services are provided to meet the needs of an eligible student and support their participation in special education.  Related services are provided at each school site depending on the needs of the students including the following:

Non-Public Schools (NPS), Residential Treatment Centers (RTC), CCCOE Programs, or State Special Schools:  If a student’s special education needs cannot be met through the local programs, an alternative setting outside the district may be appropriate.  Non-Public Schools are certified by the California Department of Education (CDE) and offer specialized supports in a segregated setting as part of the public school continuum.  Residential Treatment Centers are live-in facilities that provide intensive mental health supports and therapy for students with significant mental health or other behavioral problems. The Contra Costa County Office of Education (CCCOE) operates classes for students who have multiple disabilities and are medically fragile.  The CDE operates two State Special Schools, California School for the Blind (CSB) and California School for the Deaf (CSD).