Individualized Education Program (IEP)
An informed and comprehensive approach to developing and implementing Individualized Education Programs (IEPs) ensures that students with disabilities receive personalized support tailored to their unique strengths and needs. By strengthening their understanding of these essential areas, educators are better positioned to promote student engagement and provide access to meaningful educational benefit. Recognizing the importance of these supports, the Charter SELPA offers a range of resources tailored to help educators navigate the complexities of special education while fostering student achievement.
Assessment and IEE
The chart below lists standardized assessment tools commonly used when conducting special education assessments. It is important that local education agencies (LEAs) maintain a comprehensive test kit library that can address any area of suspected disability under the Individuals with Disabilities Act. This chart is not a comprehensive list and does not include all the possible tools available when assessing students.
This resource provides a list of assessors across various specialties conducting evaluations throughout the state. It is intended to assist LEAs in building their own board-approved lists and to help parents/guardians identify qualified assessors.
This IEE guideline and resource document outlines considerations and provides templates of related materials for LEA/districts and families to appropriately complete the process of an IEE.
These guidelines provide a procedural framework for IEP teams to determine the need for Special Circumstances Instructional Assistance (SCIA) in supporting students within the Least Restrictive Environment (LRE). This handbook is intended to guide IEP team decision-making and promote best practices; it is not a training manual for service providers.
IEP Development Resources
El Dorado County Charter SELPA provides essential support and professional development for educators, particularly focusing on the foundational aspects of IEP basics, planning, and ensuring the thread of educational benefit throughout the IEP process. Training is offered in special education program development, emphasizing best practices in goal writing and aligning these goals with students' individual needs.
The "Educational Benefits Document" outlines the various educational services and supports available for students with disabilities. This video details the eligibility criteria for special education services, funding sources, and the process for accessing these benefits. It emphasizes the importance of early intervention, individualized assessments, and collaborative planning to ensure that students receive tailored support. Additionally, it provides guidance on how families and educators can work together to maximize educational opportunities and improve outcomes for students with disabilities.
In this recorded webinar, Heather Edwards, Esq, provides guidance on IEP team meetings for students with disabilities.
In this recorded webinar, Heather Edwards, Esq, provides guidance for educators in considerations for an implementation and review of an IEP for students with disabilities.
"Accommodations and Modifications for Students with IEPs" covers key concepts such as the difference between accommodations and modifications, legal requirements, and best practices for implementation in the classroom. Participants learn how to assess student needs, develop appropriate interventions, and collaborate with educators and families. The module also emphasizes the importance of ongoing assessment and adjustments to ensure effective support for diverse learners. Overall, it aims to equip educators with the tools to create inclusive learning environments.
In this recorded webinar, Heather Edwards, Esq, provides guidance for educators on measurable goals and progress monitoring for students with disabilities.
This document provides practical strategies for engaging parents as active, informed, and equal partners in the IEP process, as required by IDEA. It offers guidance on clear communication, sharing essential information, and fostering meaningful collaboration to ensure parents can effectively participate in decisions that support their child’s unique strengths and needs.
In this recorded webinar, Heather Edwards, Esq, provides guidance for educators in considerations for an extended school year (ESY) for students with disabilities.
Individual Transition Planning
Individual Transition Planning
The Individual Transition Planning (ITP) guide serves as a comprehensive resource to support students, families, and educators in planning for life after high school. This resource outlines key steps, legal requirements, and best practices for developing effective transition plans within the IEP process. It provides guidance on postsecondary education, employment, independent living, and community participation, ensuring that students with disabilities receive the necessary support to achieve their long-term goals and successfully transition into adulthood.
Low Incidence
Students who may require deaf and hard of hearing specialized services and supports may be eligible for special education by meeting the criteria for deafness, a hearing impairment, or deaf-blindness. Deafness (DF): A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that impairment adversely affects a child’s educational performance. Hearing Impairment (HI): An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance, but that is not included under the definition of deafness in this section. The Special Education Information System (SEIS) refers to a Hearing Impairment as Hard of Hearing (HH). Deaf-blindness (DB): Concomitant hearing and visual impairments the combination of which causes such severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness.
A low incidence disability refers to disabilities that occur infrequently in the general population but typically require specialized support and services. According to the Individuals with Disabilities Education Act (IDEA), low incidence disabilities include conditions such as visual impairments, hearing impairments (including deafness), orthopedic impairments, or severe intellectual disabilities. IDEA defines these as disabilities that require extensive and ongoing adaptations, specialized materials, and individualized instruction due to their significant impact on learning and development.
Service Animals
Service Animals and the Individuals with Disabilities Education Act (IDEA)
Local Educational Agencies (LEAs) may be required under Title II of the Americans with Disabilities Act (ADA) to modify their policies and procedures to allow students with disabilities to use service animals. In some cases, an LEA may be legally obligated to permit a student’s service animal on campus even if the animal is not necessary for the student to receive a Free, Appropriate Public Education (FAPE). Understanding and considering these potential obligations can help LEAs support accessibility and inclusion.
The following resources can assist LEAs in navigating these considerations and understanding when accommodations for service animals may be appropriate under the ADA.
This webpage explains the rights of individuals with disabilities to use service animals in public spaces, including schools. It defines what qualifies as a service animal, outlines the tasks they perform, and clarifies the types of questions staff are allowed to ask. This resource is helpful for LEAs to understand their potential obligations under the ADA and support compliance in educational settings.
This webpage provides detailed answers to common questions about service animals under the ADA. It clarifies definitions, allowable staff inquiries, and handler responsibilities while emphasizing that emotional support animals are not considered service animals under federal law. LEAs may find this resource helpful for understanding their potential legal obligations and ensuring appropriate campus practices.
This ADA National Network page explains how Section 504, ADA Title II, and IDEA intersect when it comes to students with disabilities using service animals in K–12 schools. It clarifies that public schools must generally allow service animals under ADA and Section 504, regardless of IDEA eligibility, and cannot deny access due to allergies or fears. The page also highlights relevant case law and offers links to additional resources. LEAs may find this guidance helpful when developing policies or addressing requests involving service animals on campus.
Statewide Assessments
California Statewide Assessment System
All California students, including students with disabilities, participate in the statewide assessment system unless their IEP team determines an alternate assessment is appropriate.
California statewide assessments include:
| Assessment | Purpose |
| CAASPP - ELA & Mathematics | Academic Achievement |
| California Science Test (CAST) | Science |
| ELPAC (Initial & Summative) | English language proficiency |
| California Spanish Assessment (CSA) | Spanish literacy (optional) |
| Physical Fitness Test (PFT) | Physical Fitness |
| California Alternative Assessments (CAAs) | For students with significant cognitive disabilities |
| Alternate ELPAC | English proficiency for eligible students with significant cognitive disabilities |
Federal and state law require that a student’s Individualized Education Program (IEP) team determine how each student with a disability will participate in statewide and districtwide assessments. For every student, the IEP must specify whether the student will take the general assessments (such as CAASPP and ELPAC) with or without accessibility supports, or whether the student will participate in alternate assessments (such as the California Alternate Assessments or Alternate ELPAC). The IEP team must also identify and document any accommodations, designated supports, or other accessibility resources needed to ensure the student can meaningfully access the assessment. These decisions are a required part of the IEP and must be implemented during testing.
Smarter Balanced Assessment Consortium:
California Assessment of Student Performance and Progress (CAASPP)
English Language Proficiency Assessments for California (ELPAC)
A California Department of Education resource that provides testing coordinators and educators with access to testing systems, training materials, and instructional resources.
- For more detailed information on test administration, see the links below:
CAASPP & ELPAC Accessibility Resources
Students with disabilities may use accessibility resources during CAASPP and ELPAC testing as determined by their Individualized Education Program (IEP) or Section 504 Plan. These resources include universal tools, designated supports, and accommodations that are selected to ensure each student can meaningfully access the assessment. All accessibility resources must be clearly documented in the IEP or 504 Plan, entered accurately into the testing system (TOMS), and provided during testing exactly as specified.
- For more detailed information on test administration, see the links below:
- Accessibility Resources
- California Assessment Accessibility Resources Matrix
- 2025-26 California Student Accessibility Graphics
- Accessibility Guide
- Accessibility Resource Tools and Instruction
- Introduction to Accessibility Resources Video
- Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators Video
- IEP Implementation Monitoring of Supports and Services: Participation in Local and Statewide Assessments (High Quality IEPs)
California Alternate Assessments (CAAs)
The California Alternate Assessments (CAAs) are part of the California Assessment of Student Performance and Progress (CAASPP) system. CAAs are administered to students with the most significant cognitive disabilities whose Individualized Education Program (IEP) team has designated the use of an alternate assessment for statewide summative testing. CAAs are available in English language arts/literacy (ELA), mathematics, and science. IEP teams may use the Alternate Assessment Decision Confirmation Worksheet (PDF), adapted from resources developed by the National Center on Educational Outcomes, to determine whether a student is eligible to participate in the California Alternate Assessments (CAAs) or the Alternate ELPAC.
- For more detailed information on test administration, see the links below:
Alternate English Language Proficiency Assessments for California (Alternate ELPAC)
The California Department of Education developed the Alternate English Language Proficiency Assessments for California (Alternate ELPAC). The purpose of the Alternate ELPAC is twofold: (1) the Initial Alternate ELPAC provides information used to determine a student’s initial classification as an English learner (EL) or initially fluent English proficient (IFEP), and (2) the Summative Alternate ELPAC provides information on a student’s annual progress toward English language proficiency (ELP) and informs decisions regarding redesignation as fluent English proficient (RFEP). The Initial Alternate ELPAC is the required state assessment used to identify English language proficiency for eligible students with the most significant cognitive disabilities whose IEP team has designated the use of an alternate assessment for statewide summative assessments.
- More detailed information about test administration can be found in the Alternate ELPAC Online Test Administration Manual.
Transportation
"Every individual with exceptional needs who is eligible to receive special education instruction and related services under this part shall receive that instruction and those services at no cost to his or her parents or, as appropriate." EDC 56040(a). Transportation is required to be provided as a related service if it is required to assist a child with a disability to benefit from special education. The service must be provided to meet the criteria for a free, appropriate public education (FAPE) as defined in federal regulation 34 CFR Section 300.17. Transportation decisions generally require collaboration and consensus among parents, the student (as appropriate), educators and transportation personnel. Most transportation issues are identified and resolved through the individualized education program (IEP) process.
The special education transportation guidelines have been developed to assist Individualized Education Program (IEP) teams with considerations when determining eligibility for special education transportation as a related service.