Student Services & Special Education

LEARNING RESOURCE CENTERS, R.I.S.E. & T.I.D.E. PROGRAMS

Our district offers a continuum of special education services to students from preschool through sixth grade who have been identified through the IEP (Individualized Education Program) process as eligible for special education. Our district promotes inclusion and works to support students at their home school site and in their general education classrooms to the maximum extent possible. All of our schools offer Learning Resource Centers (LRCs), which are designed to support a wide range of student needs. Our LRCs are staffed with one or more education specialists and several trained instructional assistants, who offer both push-in services (services provided in the general education setting) and pull-out services (services provided within the special education settings) based on each student’s individual needs. All school sites offer a full complement of related services as well, including speech and language therapy, occupational therapy, adaptive physical education, counseling services, behavior intervention consultation, physical therapy, deaf and hard of hearing itinerant services, itinerant vision services, and more for students identified as requiring these services through the IEP process.

Additionally, the district offers a RISE (Reaching Independence through Supported Education) program at Mission Estancia and Olivenhain Pioneer, the TIDE (Teaching Independence through Differentiated Education) program at La Costa Heights and the PDL (Personal Development and Learning) program at Park Dale Lane. These programs support students with more intensive academic, developmental or social emotional needs. Our Early Childhood Program is offered on the Flora Vista campus and provided services to our students ages 3 – 5.  Students have access to a variety of technology resources in the district through our 1:1 Digital Learning Program. Assistive technology specifically determined to meet unique student needs is also available via the IEP process.

EARLY INTERVENTION PROGRAM

EARLY INTERVENTION PROGRAM OVERVIEW 

The EUSD Early Intervention Program serves preschool children ages 3-4, with disabilities and who require Special Education Services. You are very important in the process that will determine eligibility and needs for your child. The process starts with your recent inquiry, then moves to an assessment of your child, a determination of his/her eligibility, the development of an Individual Educational Plan (IEP), and the provision of appropriate special educational services. Each step in this process is mandated by law, governed by timelines and designed to fully include you as parents. 

The enclosed packet of information was developed to assure the sharing of information critical to obtaining a clear understanding of your child and the difficulties he/she is presently experiencing.  

***Please note all of the following items must be completed, signed and returned before the EIP Team can proceed to an assessment of your child:

To complete the below list of registration forms, CLICK HERE

1. Preschool Registration
2. Parent Survey
3. Health and Development History form
4. (optional) Physician Input to IEP

REQUIRED DOCUMENTATION
 • Birth Certificate or passport
 • Two (2) Proofs of Residency 
 • Current student immunizations

EUSD welcomes you as an important and critical member of our Special Education team and is committed to a partnership that will ultimately result in greater success for your child. The following items are provided for your review, to understand your rights and the assessment process.
Please keep these for your records. CLICK HERE

• Notice of Procedural Safeguards – Overview of Special Education Laws related to the provision of Free and Appropriate Special Education Services to children with disabilities. 
• Summary of fourteen (14) Federal Handicapping Conditions to establish eligibility for Special Education. 
• Overview of the assessment, eligibility and IEP process. 
• Required Annual Notifications 

The team has carefully thought out this referral packet with a desire to answer your questions and move the process along in a timely manner. If there are areas of this packet that you do not understand, or if you require assistance in completing the forms, please call 760-944-4300 ext. 1145. 

Please email, fax, mail or hand deliver all required forms and information to: 
Email: EIP@eusd.net 
Fax: 760-942-9471 
Mail: Encinitas Union School District 101 South Rancho Santa Fe Encinitas, CA 92024 
Attention: Early Intervention Program 

The EIP team looks forward to meeting with you and working together in partnership to serve the educational needs of your child. 

Sincerely,
Encinitas Union School District Early Intervention Team

SPECIAL EDUCATION FREQUENTLY ASKED QUESTIONS

District Organization 

What types of support does the district offer to students with special  needs? 

The district supports a full range of potential student needs, either through  resources within the district or, when necessary, by accessing resources outside  of the district. In all cases, we are committed to educating students in the least  restrictive environment. 

Like other districts within our SELPA, EUSD offers a full continuum of services to  address student needs, from services that are “pushed in” (received within the  student’s classroom) to “pull out” services (received in a specialized setting). In  addition to services, the district also offers a continuum of placement options  within the district, from Learning Resource Centers (LRC) available at each  school site, to a variety of Special Day Classes designed to cater to specific  student needs. We currently offer Special Day Classes (SDC) at Mission  Estancia, Olivenhain Pioneer and La Costa Heights, designed to support  students in grades K-6 with significant learning challenges. At Park Dale Lane we  offer the Personal Development and Learning Program, designed to support  students with behavioral and self-regulatory needs, rather than academic needs.  

The district accesses programs throughout the SELPA when we are unable to  support a student’s needs within district, for example SEAS (Social-Emotional  Academic Skills) programs and, if needed, we are also able to access  specialized programs outside of the SELPA. The district also operates an Early  Intervention Program for students ages 3-5. This program is located on the  campus of Flora Vista Elementary School.  

What is the difference between the Special Day Classes (SDCs)and the  Learning Resource Centers(LRCs)? 

Students who receive support in the Learning Resource Centers typically spend  the majority of their school day with their general education peers and receive  specialized academic instruction from the LRC staff as needed. 

Special day classes support needs of students who typically require more  significant learning support and, as a result, may require a smaller more flexible  environment with a higher teacher to student ratio. The SDC’s operate just like a  classroom, and serve as the child’s primary learning environment. The students  enrolled in SDC programs access the general education setting for inclusion.

Who is my child’s IEP case manager? 

Once a student becomes eligible for an IEP (Individualized Education Plan) a  case manager will be assigned. Typically, this will be an Education Specialist, but  it might also be a Speech Pathologist if speech and language is the only service  the child receives.  

How are special education programs supervised by the district  administrative staff? 

Administrative oversight for the SDC and LRC programs is provided by the  individual school Principals and the Director of Pupil Personnel Services.  Additionally, It is typical for a Program Specialist to serve as the administrator at  the IEP meetings of SDC students, and to provide program support to SDC staff.  For SDC classrooms, the Program Specialist serves as the initial point of  administrative contact for parents. Parents are always welcome to contact the  school principal or Director of Pupil Personnel Services as well.  

The Early Intervention Program is supervised by the Director of Pupil Personnel  Services in collaboration with the Principal of Flora Vista Elementary school. A  School Psychologist generally serves as administrative representative at IEP  meeting in the early intervention program. 

What kind of training is offered for SPED staff? 

Special education staff receive a wide range of ongoing professional  development. The Educational Services department offers teacher trainings a  minimum of 4 times a year, with customized sessions offered for special  education staff. The Pupil Personnel Services department assists with  developing the training for special education staff, and with developing trainings  for general education staff that address special education topics. Additionally,  Principals offer site-specific professional development regularly.  

Special education staff work together in Professional Learning Communities, and  meet regularly with the Director of Pupil Personnel Services to receive updates on best practices and legal issues, as well as for consultation. Monthly trainings  are offered to our Instructional Assistants including topics such as behavior,  academics, data collection, and social facilitation. Recent training topics included:  technology use, social facilitation, curriculum modification, common core state  standards, and more. Both special and general education staff benefit from  attending NCCSE sponsored trainings offered on a variety of SPED topics  throughout the year. All sites maintain a team of professionals trained in CPI  (Crisis Prevention Intervention) strategies. These teams receive twelve hours of  initial training and bi-annual refresher trainings. 

Finally, our district is fortunate to collaborate in a variety of research with local  universities, providing additional training opportunities to staff.  

What is the district’s Quality Assurance process in special education  programs? 

The district reviews assessment data regularly to assure student growth. State  testing is part of this review, as is the systematic review of progress on IEP  goals. School Principals review student report cards to assure progress, as well.  Special education teachers are evaluated by the school Principal with input from  the Director of Pupil Personnel Services. 

The IEP Process 

Approximately how many students in the district have IEPs? 

The national average is between 10-15% of the entire student population and  EUSD falls within this average. 

What can parents do to prepare for an IEP meeting? What resources are  available via NCCSE and EUSD to prepare for IEP meetings?  

NCCSE offers a useful resource for this topic. You can access it at:  http://www.nccse.org/parents/parent-resources/guide-to-special-education 

Who can a parent contact when they have questions about their child’s  placement or special education services? 

It is wise to start by contacting the child’s case manager. If, after speaking with  the case manager, the parent has additional questions or concerns they should  be directed to the school Principal, the Director or Pupil Personnel Services or, in  the case of students enrolled in Special Day Classes, the Program Specialist. 

What is assistive technology? How can I get help from the district in  getting the right AT for my child? 

Assistive technology refers to an “item, piece of equipment, or product system,  whether acquired commercially off the shelf, modified, or customized, that is  used to increase, maintain, or improve functional capabilities of a child with a  disability.” It does not include a medical device. Assistive technology assets  include a continuum of resources from low tech to very high tech. Your district  IEP team staff have knowledge of AT resources and may make  recommendations for supports for a student at an IEP meeting. The district also  works with the AT Specialists at NCCSE, where professionals are available to  provide consultation to IEP teams, conduct formal AT assessments and provide 

equipment for student trials. For more information regarding assistive technology  please go to http://www.assistivetechnologyguide.org. 

What if I reach an impasse with my IEP team? What is the resolution  process? 

Reaching out to the Director of Pupil Personnel Services or the Program  Specialist will result in collaborative effort to resolve any issues. For additional  help, if needed, contact the Resolutions for Student Success (RSS) coordinator  at 619 594-7383, or Lisa Houghtelin, NCCSE parent liaison at 760-761-5120.  You can read about the RSS process at http://www.nccse.org/parents/resolving disagreements-rss. 

Inclusion 

How does inclusion work in the district? 

Students in LRC programs are assigned to a general education classroom and  receive specialized academic instruction from special education staff. All  students in special day classes are assigned a general education class for  inclusion opportunities. Students in SDC programs are considered full members of both classrooms. For example, they are included in class parties, field trips,  and special events in both classrooms, to the extent appropriate. IEP teams  discuss inclusion opportunities at the IEP meeting, and determine the best times  and activities for the student to join in the general education setting and the  accommodations or modifications the student will require in the general  education setting. Students in the early intervention program are included with  students in a general education YMCA program on site at Flora Vista. 

What inclusion programs are offered at various school sites? 

Inclusion is not a “program” it is a mindset. We believe that our students should  be included and be full participating members of their school. Toward that end we  offer special opportunities to maximize inclusion, such as the SOAR program (Sharing our Acceptance and Respect), Bunch of Friends, Lunch Bunch, and  other peer-support programs in which a student with special needs is paired with  one or more buddies for playground time and other events. We also offer Ability  Awareness events at the school sites throughout the school year with the support  of our Community Advisory Committee (CAC) representatives and parent  liaisons. 

Who is responsible for inclusion at my school site? 

General education and special education teachers collaborate to promote best  practices in inclusion at their school sites, under the supervision of the Principal.

If my child is assigned to an SDC class, how can I best communicate with  the teacher in the general education classroom to which my child is  assigned? 

Reach out by phone or email, or set up a time to meet face to face! 

How does inclusion happen during programs set up for the entire student  population (eg Jog-a-thon, fall/spring festivals, yearbook, etc)? 

The case manager collaborates with the general education teacher to coordinate  student participation. Parents are encouraged to explore ways that they can help  support these events at their school site 

How can I get involved in supporting the development of a specific  inclusion program? 

Contact one of EUSD’s CAC parent representatives, or your school PTA’s  Special Needs Parent Liaison. 

What does the district’s Ability Awareness initiative entail? How can I get  involved to promote better understanding between peers in special ed and  general ed? 

Each school site develops the ability awareness activities for their individual site.  Contact your school’s PTA Special Needs Parent Liaison or speak with your  child’s case manger to let them know you are interested in helping with ability  awareness activities. 

Parent Resources 

What is NCCSE and what events/workshops do they organize for free to  families? 

NCCSE stands for North County Consortium for Special Education, a special  education local planning area (SELPA) made up of 14 school districts in North  San Diego County from Del Mar to Oceanside and inland to Fallbrook and  Rancho Santa Fe. NCCSE offers a variety of events and workshops available to  families of student with special needs.  

Please go to www.nccse.org for up to date information, including video  recordings from past NCCSE monthly CAC meetings as well details on upcoming  events.  

How can a parent of a child on an IEP get involved in the PTA, to address  special education topics/issues?

Attend a PTA meeting and let them know you are interested! Ask you school  office how to contact your site’s PTA Special Needs Parent Liaison. If you site  PTA has not yet filled this position, you may suggest to the PTA that they  consider supporting this position. 

What activities and events does the district organize for families? How can  I volunteer? 

Each year the district offers several parent events, collaboratively sponsored by  the pupil personnel services office where special education programs are  managed and our CAC representatives. The EUSD CAC team usually plans an  annual family picnic and will organize a few other weekday evening events  throughout the school year, where a presenter(s) discuss(es) a topic of interest  and where parents can mingle. Child care is provided at these events. 

Information about upcoming events is communicated via email, if you have  provided an email address to your child’s case manager, or through flyers that  come home in your child’s backpack. Information will also be posted on this  website. If you would like to volunteer for an event, please contact a CAC parent  or staff representative.  

What extracurricular activities via the school are available to my child? 

Community groups offer a variety of after school activities to students. Each  school site offers slightly different options. Check at your school site to see what  is available.  

What parent-to-parent resources are available? 

In addition to the annual family picnic and other events described above, the  district has two CAC parent representatives that can address questions you may  have. See our Contacts page for their contact information. 

What summer educational programs are available to my child? 

The district offers an extended school year (ESY) program for students who  qualify for this service. It is a 4 week, half day program, typically offered in July.  IEP teams determine student eligibility for this service, which is designed for  students who have demonstrated significant loss of skills over extended breaks.  All students lose skills over summer break, and ESY is for students who exhibit  significantly greater regression that would require significantly greater time to  restore in the new school year. 

Community Resources

Where can I get a list of current after school activities in the wider community  suited to my child? 

NCCSE posts this information on their website at www.nccse.org. You might also  contact the NCCSE Parent Liaison, Lisa Houghtelin. 760-761-5120. 

Can I post information about a good extracurricular program that my child has participated in for the benefit of other families? 

The district has a review process for any community resource flyers or  promotional material. You can submit material to Maria.waskin@eusd.net. Flyers  will be reviewed and posted if they meet district guidelines. 

What summer recreational resources are available to my child? 

NCCSE hosts an annual resource fair in the Spring, where vendors and community organizations provide parents resource material about the programs  and services they offer. A wide variety of vendors and organizations participate including those that organize camps, individualized instruction such as swim lessons, etc. You might also contact Lisa Houghtelin, NCCSE Parent Liaison at 760-761-5120.

T.R.A.C. PROGRAM

Check out our Teamwork, Regulation, Acceptance and Community (T.R.A.C.) Progam:  T.R.A.C. Program

AN OVERVIEW OF THE 504 PLAN

Section 504 of the Rehabilitation Act of 1973 ("Section 504") is Congress’ directive to schools receiving any federal funding to eliminate discrimination based on disability from all aspects of school operation. It states, “No otherwise qualified individual with a disability…, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance….” Because the Encinitas Union School District is a recipient of federal funding, it is required to provide eligible disabled students with equal access (both physical and academic) to services, accommodations, programs, and activities offered by its schools.

Section 504 is a civil rights statute and not a special education statute. At each school, the responsibility for ensuring Section 504 compliance rests with the District, the school’s Section 504 Site Chairperson and the principal or assistant principal.

There are two main purposes to Section 504. The first purpose of Section 504 is to protect students from discrimination under federal law. Section 504 assures access to educational services and the learning process that is equal to that given to students who do not have disabilities. All students who have a physical or mental impairment that substantially limits one or more major life activities, have a record of such an impairment, or are regarded as having such an impairment, are protected from discrimination under Section 504.

The second purpose of Section 504 is to provide a free appropriate public education (“FAPE”) to those students who (1) actually have a physical or mental impairment, (2) that substantially limits, (3) one or more major life activities. The provision of FAPE is accomplished through the creation and implementation of Section 504 Accommodation Plan. Only those students who satisfy all three of these criteria are eligible for, and are provided, regular or special education and related aids and accommodations under Section 504 (in the form of a Section 504 Accommodation Plan).

The purpose of this Section 504 Plan Handbook is to provide guidance for students who may be, or are, eligible for FAPE in the form of a Section 504 Plan. For information regarding a student's right to be protected from discrimination, including grievance procedures, please see District Board Policy BP 6164.6.

504 PLAN FREQUENTLY ASKED QUESTIONS

INCLUSION IN ACTION

Please check out  Inclusion in Action Films at this link:  Inclusion in Action Films 

COMMUNITY ADVISORY COMMITTEE (CAC) & SPED PARENT COUNCIL

Parents are a vital part of our community and we welcome your active participation. We maintain a Community Advisory Committee (CAC) with parent and staff representation. We also have a Special Education Parent Council, made up of parent representatives from each school site, including the preschool site, along with staff representatives. The theme of our Parent Council is Inclusion in Action and we meet monthly to help plan social events and promote inclusive opportunities for children. Please visit this link www.eusdspedparentcouncil.com to access the Parent Council website with more information regarding upcoming events and ways you can get involved. You can also access the Parent Council website through our district app. Search for Encinitas Union School District to download the app, and look for our Parent Council icon. We hope to see you at one of our upcoming events!

BULLYING AND HATE DISCRIMINATION

SUICIDE PREVENTION