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 steps must be completed before the EIP Team can proceed to an assessment of your child:

To complete the below list of registration forms:

1. Preschool Registration
2. Parent Survey: English, Spanish
3. Health and Development History form: English, Spanish
4. 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: English  Spanish – 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. 

Inquiries can be sent to: 
Phone: 760-944-4300 x1145
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 programs does the district offer?

The district offers a full continuum of services to address student need, 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 program options within district, from Learning Resource Centers, available at each school site, to a variety of Special Day Classes designed to cater to specific student need. We offer Special Day Classes at Mission Estancia, Olivenhain Pioneer and La Costa Heights, designed to support 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. The district accesses programs throughout the SELPA when we are unable to support a student’s needs within district, and we access specialized programs outside of the SELPA when needed. The district also operates an early childhood program for students ages 3-5. This program is located on the grounds of Flora Vista Elementary School.

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

Who is my child’s IEP case manager?

Once your child becomes eligible for an IEP (Individualized Education Plan), a case manager will be assigned. Typically, this will be a special education teacher, but it might be a speech pathologist if speech and language is the only service your child receives.

How are SPED classrooms supervised by the district administrative staff?

The RISE, TIDE and PDL special day classrooms (SDCs)are primarily supervised by the Program Specialist, with support from the school principal and the Executive Director of Student Services. A program specialist generally serves as the administrator at the RISE, TIDE and PDL IEP meetings and provides program support to staff. For the SDC classrooms, the program specialist is the initial point of administrative contact for parents. Parents are always welcome to contact the school principal or Executive Director of Student Services as well. The early childhood program has a program specialist who supports administrative needs day to day and additional support is provided by the Principal of Flora Vista Elementary school, in collaboration with the Executive Director of Student Services.

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 a 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 Executive Director of Student Services.

What kind of training is offered for SPED staff?

Special education staff receive a wide range of ongoing training opportunities. The Educational Services department offers teacher trainings 4 times a year. Principals also offer trainings at school sites on select Friday afternoons. In addition, special education staff meet in job-a-like groups with the Executive Director of Student Servicesl twice a year to receive updates in best practices and legal issues and for consultation. Special education staff also attend an “All SpEd” trainings each year. Our instructional assistant staff participate in 8 trainings per year offered during conference weeks and join for 1 Educational Services training each year. Sample training topics offered include: technology use, social facilitation, curriculum modification, supporting behavior, etc. Our special education teachers also met twice a year for full day trainings tailored to their specific needs. Finally, special education staff are able to access NCCSE sponsored trainings on a variety of topics throughout the year. All sites maintain a team of professionals trained in CPI (Crisis Prevention Intervention). This team receives bi-annual refresher trainings. Finally, our district often participates in research projects with local universities, which provide additional training opportunities to staff.

What is the difference between the Special Day Classes and the Learning Resource Centers?

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 run like classrooms, so they are the child’s primary classroom environment. The students enrolled in SDC programs access the general education setting for mainstreaming as well.

The IEP Process 

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:

https://resources.finalsite.net/images/v1730412850/sdcoenet/f3x7hgex5inbmiwk1wdz/NCCSE_Guide_to_Special_Education_eng.pdf

About 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.

Who in the district office can a parent contact as a first point of action if they have issues with their child’s placement?

A parent should start with their child’s case manager. If after speaking with the case manager the parent has additional questions or concerns, they can speak with the program specialist (if the child is in a special day class) or with the school principal or the Executive Director of Student Services.

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

Reach out to the program specialist or the Executive Director of Student Services. We will try to work collaboratively to resolve any issues. If you are still not satisfied, you could reach out to Heidi Marshall at Heidi.marshall@sdcoe.net, the NCCSE parent liaison, at 760-761-5120. You can also read about the Resolutions for Student Success (RSS) process at https://www.nccse.org/families/resolving-disagreements

 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. Your district IEP team staff often have knowledge of assistive technology options to support your child and may make recommendations at an IEP meeting. The district also has access to the Assistive Technology (AT) department at NCCSE, where AT professionals can offer additional consultation to IEP teams, conduct formal AT assessments and trial equipment. For more information regarding assistive technology please go to https://www.nccse.org/resources-and-programs/assistive-technology

INCLUSION

How does inclusion of students with IEPs work in the district?

Students in special day classes are assigned a general education classroom. Students in SDC programs are considered full member of both their SDC classroom and their general education classroom. For instance, they are included in class parties, field trips, special events in both classrooms, to the maximum extent possible. IEP teams discuss general education 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 modification the student will require. Students in the early childhood program are included with students in a general education YMCA preschool 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. We also offer specific buddy programs at the sites with SDC programs. Two weeks a year we offer Inclusion in Action lessons as part of our TRAC program and events at the school sites.

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

Contact one of EUSD’s CAC parent representatives, or if your school PTA has a Special Needs Parent Liaison, please contact them.

Who is responsible for inclusion at my school site?

Your child’s case manager and their general education teacher are jointly responsible.

How can I best communicate with the teacher in the gen ed classroom that my child is assigned to?

Reach out by phone or email!

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

Each school site develops the Inclusion in Action activities for their site through the efforts of the TRAC teacher and special ed parents and staff. If your site has a PTA Special Needs Parent Liaison, you could contact that individual. Otherwise, speak with your child’s case manger to let them know you are interested in helping with Inclusion in Action 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. NCCSE offers a variety of event and workshops available to families of student with special needs. Please go to www.nccse.org  for up to date information or to https://www.nccse.org/families/workshops-for-families

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! If your PTA has a Special Needs Parent Liaison, communicate with them, if not, 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 family events, collaboratively sponsored by the Special Education Parent Council, the Student Services Department and our CAC representatives. Information about upcoming events is communicated via email, if you have provided an email address to your case manager on the IEP, and sometimes through flyers that come home in your child’s backpack. Information will also be posted on the Special Education Parent Council website as well at https://www.eusdspedparentcouncil.com/

. In a typical year we offer a Welcome Back Picnic early in the year, a Movie Night in October, a Family Dance in February and a Family Fun Day and Resource Fair in April. Our Special Education Parent Council also holds monthly Coffee Meet-ups, usually on the first Wednesday of the month and 4 afternoon park playdates on select Friday afternoons at Stagecoach Park. Details will be sent via email and is also available at the Parent Council website at https://www.eusdspedparentcouncil.com/

If you would like to volunteer for an event, please contact your site Parent Council Rep or reach out to Maria Waskin at maria.waskin@eusd.net.

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?

The district has two CAC parent representatives who can address questions you may have.

What summer educational programs are available to my child?

The district offers an extended school year 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, ESY is for students who exhibit significantly greater regression that would require significantly greater recoupment time once the school year begins.

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, Heidi Marshall. 760-307-1509.

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 Janine Aurora (Janine.aurora@eusd.net) in the business department for review.

What kind of organizations participate in the NCCSE Resource Fair?

NCCSE hosts an annual resource fair, typically in February, where vendors and community organizations provide parents resource material about the programs and services they offer. A wide variety of vendors and organizations participate.

What summer recreational resources are available to my child?

The NCCSE community resource fair would be a good place to find out about these opportunities in our area. You might also contact Heidi Marshall, NCCSE Parent Liaison at 760-307-1509.

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

BULLYING AND HATE DISCRIMINATION/HARASSMENT

Encinitas Union School District desires to provide a safe school environment that allows all students equal access and opportunities in the district's academic and other educational support programs, services, and activities. The Board prohibits, at any district school or school activity, unlawful discrimination, harassment, intimidation, and bullying (including cyberbullying) of any student based on the student's actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.

Title IX Coordinator/Compliance Officer
Executive Director of Student Services
Assistant Superintendent of Administrative Services
Assistant Superintendent of Educational Services
Assistant Superintendent of Business Services

Harassment Policies Posters:

Harassment - What Students Should Know
Qué es lo que los estudiantes deben de saber

Links to Board Policies/Administrative Regulations:

Bullying - Board Policy 5131.2; Administrative Procedures 5131.2

Non-Discrimination/Harassment - Board Policy 5145.3; Administrative Regulation 5145.3

Sexual Harassment - Board Policy 5145.7; Administrative Regulation 5145.7

Hate-Motivated Behavior - Board Policy 5145.9

Title IX - Administrative Regulation 5145.7; Exhibit 5145.71

Bullying Frequently Asked Questions A resource from the California Department of Education
http://www.cde.ca.gov/ls/ss/se/bullyfaq.asp

More Resources

U.S. Department of Health & Human Services
www.stopbullying.gov

TITLE IX  https://www.cde.ca.gov/re/di/eo/genequitytitleix.asp

CHILD FIND

State and Federal law ensures that “…all children with disabilities have available to them a free appropriate public education [FAPE] … designed to meet their unique needs and prepare them for further education, employment, and independent living.” [Public Law (PL) 108-446, entitled The Individuals with Disabilities Education Improvement Act (IDEA 2004), Section 601(d)(1)(a)].

"'Special education' means specifically designed instruction, at no cost to the parent, to meet the unique needs of individuals with exceptional needs, whose educational needs cannot be met with modification of the regular instruction program, and related services, at no cost to the parent, that may be needed to assist those individuals to benefit from specially designed instruction" [20 U.S.C. Sec. 1401(29); 34 C.F.R. Sec. 300.38; California Education Code Article 2, Section 56031].

If you have an EUSD resident child, or know of an EUSD resident child, who you believe may require special education services, you are invited to contact Student Services Department at 760-944-4300 x-1130.

Guidelines for Supporting Students who are Gender Diverse

EDUCATION FOR STUDENTS EXPERIENCING HOMELESSNESS 

MCKINNEY-VENTO

The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) (42 U.S.C. § 11431-11435) is federal legislation that ensures the educational rights and protections of children and youths experiencing homelessness. It requires all local educational agencies (LEAs) to ensure that homeless students have access to the same free, appropriate public education, including public preschools, as provided to other children and youths. The McKinney-Vento Act defines LEAs as public school districts, direct-funded and locally funded charter schools, and county offices of education. The McKinney-Vento Act also authorizes the funding for the federal Education for Homeless Children and Youths Program.

Definition of Homeless ( https://www.cde.ca.gov/sp/hs/homelessdef.asp )
McKinney-Vento Act definition of homeless children and youths.

Board Policy 6173; Administrative Regulation 6173

Please contact your child’s school for assistance and information.

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EDUCATION FOR STUDENTS IN FOSTER CARE

Every student in our district is ensured access to the same opportunities for academic achievement and supports, including children and youth in foster care. Foster youth have educational rights to help eliminate barriers to education and ensure school stability.

Foster Youth Education Rights

Board Policy 6173.1; Administrative Regulation 6173.1

INCLUSION IN ACTION

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

SPED PARENT COUNCIL & COMMUNITY ADVISORY COMMITTEE (CAC)

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!

STUDENT ABSENCES AND EXCUSES

The Encinitas Union School District maintains a board policy and administrative regulation (BP 5113 and AR 5113), which outline conditions under which students may be excused from school. Except for the excusable absences outlined in those policies, students are expected to be in school the full day, each day school is in session.

Each day a child is late or absent from school is a lost opportunity for learning and connecting, and over time excessive absences and tardies can have a strong negative impact on student success.

* Student Attendance Flyer - English

* Student Attendance Flyer - Spanish

Board Policy5133   ; Administrative Regulation 5513

SUICIDE PREVENTION

Encinitas Union School District strives to provide safe school environments with positive climates that promote the healthy mental, emotional and social development of all students. If students are feeling unsafe or having thoughts of suicide or if they suspect or have knowledge of another student's suicidal intentions, they are encouraged to notify a teacher, principal, school counselor, school psychologist, or other adult. Every statement regarding suicidal intent is taken seriously.

Whenever a staff member suspects or has knowledge of a student's suicidal intentions, based on the student's verbalizations or act of self-harm, they shall promptly notify the principal, school psychologist or school counselor. 

Mental Health Poster - English
Mental Health Poster - Spanish

Suicide Prevention Board Policy 5141.52; Administrative Regulation 5141.52

Mental Health Board Policy 5141.5

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External Resources in North County

San Diego Crisis Hot Line- 800-479-3339
Yellow Ribbon Suicide Prevention Program-760-635-5904

National Suicide Prevention Lifeline  - 800-273-TALK (8255)
The National Suicide Prevention Lifeline provides 24/7, free and confidential support for people in distress, prevention, and crisis resources for you or your loved ones, and best practices for professionals.

San Diego Access and Crisis Line - 888-724-7240 (7 days a week, 24 hours a day)

California Peer Warm Line - 855-845-7415 is a non-emergency resource for anyone in California seeking emotional support. They provide assistance via phone and web chat on a nondiscriminatory basis to anyone in need.

Boys Town Hotline - 800-448-3000. The Boys Town ​National Hotline is open 24 hours a day, 365 days a year, and is staffed by specially trained Boys Town counselors. It is accredited by the American Association of Suicidology (AAS)

San Diego Warm Line for San Diego Residents 800-920-9276 or 619-295-1055. Available 7 days a week 4 to 11 p.m., except on Holidays

NAMI San Diego Family and Peer Support Helpline - 800-523-5933 or 619-543-1434. Contact the Helpline for any general information about support groups, register for classes, find resources, or speak to a friendly person who understands. M-F, 10 a.m. to 3 p.m.

The Trevor Project - 866-488-7386. the leading national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, and questioning (LGBTQ) young people ages 13 to 24.

211 San Diego

San Diego County Behavioral Health Services

Inpatient Treatment:
Aurora Behavioral Hospital- 888-565-4228
Sharp Mesa Vista Hospital- 858-694-8434
Scripps Hospital-McDonald Center- 858-626-4300

Individual therapy:
Pacific Coast Counseling-760-439-1124
PsyCare- 858-279-1223 (Accepts most insurance plans)

Grieving kids & teens:
Camp Erin-San Diego Hospice: 619-278-6371

 

AB1466 – Restraint and Seclusion Data

Governor Newsom signed into law Assembly Bill 1466 on October 8, 2023.  This law seeks to increase transparency by allowing members of the public easy access to information relevant to the control of student behavior in school environments and requires all local educational agencies (LEAs) to post on their websites the same data related to restraint and seclusion that they are currently required to share annually, with the California Department of Education (CDE).

What Does AB 1446 Add to Existing Law?

Existing law limits the use of restraint and seclusion by school personnel.  It also requires local educational agencies (LEAs) to annually collect data and report to the CDE specific information about the use of behavioral restraints and seclusion in schools.  California Education Code section 49006 requires that no later than three months after the end of a school year, LEAs must submit a report to CDE.

This information must be separated by race or ethnicity and gender, with separate counts for students with Section 504 plans and Individualized Education Programs (IEPs), and those without such plans.

CDE Information about the Restraint and Seclusion Data

Download EUSD 2023-24 Restraint and Seclusion Data Here

Human Growth Presentation & Videos