Special Education Programs
Resource Specialist Program
Students are individuals with less intensive needs who are assigned to regular classroom teachers for the majority of the school day. The Resource Specialist Program (RSP) provides instructional planning, special instruction, tutorial assistance, and other services to individuals with disabilities in regular classrooms and/or special programs in each school as specified in the IEP. The Resource Specialist provides information, assistance, consultation, resource information and materials regarding individuals with exceptional needs to parents and staff.
A student with special needs who is assigned to a general education classroom may receive specially designed instruction from the Resource Specialist Program in either a push in, collaborative/co-teaching setting, pull out or combination of all the above.
Special Day Classes and Centers
Special Day Classes and Centers provide services to students with more intensive needs whose IEP requires attendance in special education for the majority of the school day. The students are grouped according to similar instructional needs in or as close to the school of residence as possible. Each Special Day Class teacher is assigned an instructional assistant to aid in providing the necessary instruction. Classes and centers are maintained on school sites with general programs wherever possible to ensure participation with non-disabled pupils to the maximum extent appropriate to meet the needs of the individual with disabilities. Pupils with low incidence disabilities may receive all or a portion of their instruction in a regular class and may also be enrolled in a Special Day Class to receive specialized instruction.
Transition Programs (SDC 18-22)
Students who are considered for the Adult Transition Program must be on certificated of completion track. This is a decision that must take place prior to the student’s senior year by the IEP team. SCUSD is required by law to provide an appropriate education in the least restricted environment for students who do not receive a high school diploma. This means students can remain on a high school campus until they are 22 years of age and/or participate in Adult Transition. A student’s placement is based on the student’s individual needs.
Adult Transition Brochure 2014-2015: /sites/main/files/file-attachments/transition_info_brochure_2014-2015.docx
Designated Instruction and Services (DIS) and Related Services
Related services and Designated Instruction and Services (DIS) are supportive services necessary for the student to benefit educationally from the instructional program. DIS is provided by the regular classroom teacher, special class teacher or Resource Specialist when they are competent to provide it and it is feasible. If not, an appropriate DIS specialist provides the service which may include one or more of the following: language and speech development and remediation; audiological services; orientation and mobility instruction; instruction in the home or hospital; adapted physical education; physical and occupational therapy; vision services; counseling and guidance; psychological services other than assessment and development of the IEP; parent counseling and training; health and nursing services; social worker services; specially-designed vocational education and career development; recreation services; and specialized services for low-incidence disabilities such as readers, transcribers and vision and hearing services.
Nonpublic School Service
Nonpublic, nonsectarian school services may be provided to individuals with exceptional needs when no appropriate public education program is available. Only nonpublic, nonsectarian schools listed in the Directory of Certified Nonpublic Schools and Agencies by the California State Department of Education may be used. Such schools have provided the necessary credentials, licenses and other documents needed to meet state requirements.
Residential schools operated by the State of California area are available for complete diagnostic evaluation and may be considered for the placement of certain individuals with disabilities. Such placement is made only upon recommendation of the IEP Team when no appropriate placement is available in the local area. A referral for further assessment is not considered a state school placement. Prior to referring a pupil to a state school, the district must first conduct assessments which are within the capability of the district. The results of such assessments and reasons for referral must accompany the referral request. The State Schools for the Blind and the Deaf are located in Fremont.
Extended School Year
Extended School Year (ESY) services are special education services in excess of the traditional school year that are provided to a student with a disability who has an active IEP. The primary goal of ESY is to ensure the continued provision of an appropriate education by maintaining skills and behaviors that might otherwise be lost during the summer period. It is not a means to develop or enhance new skills or behaviors. The decision to provide ESY must be based on a student’s need as indicated in the IEP. The IEP team recommendation must be made based on the severity of the disabling condition; the extent of regression caused by interruption in educational programming; and the delayed rate of recoupment following a summer break. Prior to the end of the traditional school year, the IEP team must discuss the rationale for ESY services and complete the required documents for ESY participation.