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.
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.
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.
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.