Special Education Overview

The mission of the Special Education Department is to provide purposeful and accurate guidance, support, and procedures so that staff and parents develop positive and professional team relationships in order to produce improved student achievement in a quality, caring, and appropriate educational setting.

What is Special Education

California Education Code (Section 56031) describes Special Education as:
Specially designed instruction to meet the unique needs of individuals with exceptional needs whose educational needs cannot be met with modification of the regular instructional program. It includes related services at no cost to the parent that may be needed to assist such individuals to benefit from specially designed instruction.
Special education ensures students receive a Free, Appropriate Public Education, commonly referred to as FAPE. FAPE is a description of the services and supports that are required for a child with a disability to gain educational benefit. The offer of FAPE is outlined in a student's Individual Education Plan (IEP).
Special education further ensures all students receive instruction in the Least Restrictive Environment (LRE). LRE is defined as the education of students with disabilities with non-disabled peers to the greatest extent possible. Once a student qualifies for Special Education services, an Individual Education Plan (IEP) is developed by the IEP team, which consists of qualified professionals, the student and the parents.

Who is Eligible to Receive Special Education Services

Children are eligible to receive special education and related services when the IEP team determines that the child meets state and federal eligibility criteria and requires special education services. Not all children with special needs require special education services. There are fourteen categories of eligibility for special education: specific learning disability, speech or language impairment; intellectual disability; multiple disabilities; emotional disturbance; traumatic brain injury; autism; other health impairment; visual impairment; deafness; orthopedic impairment; deaf/blindness; hard of hearing; and established medical disability (0-5 years old). Most students are served through district programs, including Resource Specialist Programs, Special Day Classes, Specialized Academic Instruction (SAI), and related services. Some students whose needs cannot be met in district programs are served in either county or non-public school programs.

Child Find Information

The District shall locate, identify, and evaluate all private school children with disabilities including religious school children residing in the jurisdiction of the District in accordance with S300.125 and 300.220. The activities undertaken to carry out this responsibility for private school children with disabilities will be comparable to activities undertaken for children with disabilities in private schools. Child-find activities shall include consultation with representatives (staff and parents) of private school children ages three (3) to twenty-two (22) with disabilities regarding how to carry out intervention and referral activities. Some of the ways in which the San Jacinto Unified School District carries out the responsibility for child find include:

Distributing materials to representatives of private school children with disabilities (including private school administrators, teachers, parents, and/or students) regarding issues, including but not limited to, criteria for special education eligibility and special education referral procedures under federal and state laws and regulations.
Distribute materials to local pediatricians.

Students must be referred for special education instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized. If, after considering and, where appropriate, utilizing general education resources, representatives of private school children with disabilities (including private school administrators, teachers, and parents) determine that a private school child may be eligible for special education services, a referral shall be directed to the private school child's public school of residence or, for preschool students, to the San Jacinto Unified School District; Department of Special Education.

SELPA

Special Education funding comes to the district through the Special Education Local Plan Area (SELPA). San Jacinto USD is part of the Riverside County SELPA. SELPA and the Riverside County Office of Education have made specialized county programs located in neighboring districts available to San Jacinto USD students. San Jacinto students have access to Audiological and Vision services provided through the Riverside County Office of Education. For more information click here.

Parent and Staff Training

The Special Education Department provides multiple training opportunities to parents and staff. SJUSD staff members have access to training through the District and SELPA.

Preschool FAQs

Who do I contact regarding a Speech and Language Evaluation for my child?

The San Jacinto Unified School District has an assessment team that specializes in the evaluation of preschool aged children. The team is composed of several professionals including, but not limited to, School Psychologist, Speech and Language Pathologist, Occupational Therapist, Physical Therapist, and a Special Day Class Teacher. To contact the preschool assessment team call (951) 929-7700 Ext. 4249.

I would like to enroll my son/daughter in a preschool program. What is offered through the school district?

The San Jacinto Unified School District operates multiple State Preschool and Kindergarten Readiness programs. For more information regarding these programs please call 951-929-7700 Ext 4249. For children who qualify for Special Education services and require the support of a specialized preschool program, the District offers SDC preschool programs at Megan Cope Elementary School. Placement in these specialized programs is determined by the IEP team. As a parent, you are a member of the IEP team that makes decisions regarding placement and services for your child.

Who do I contact if I would like my child assessed for Special Education services?

Please call 951-929-7700 Ext 4249.

What are the locations and hours of the SDC preschool classes?

	AM class	PM class
Megan Cope Elementary	8:30-11:30	12:15-3:15

We are just moving into the District and my child already has an IEP; who do I need to contact regarding services and placement?

Please contact the district office, at (951) 929-7700 Ext 4249

At what age can a child receive special education services through the school district?

The San Jacinto Unified School District begins providing services to children at the age of three. If a child is receiving early intervention services through Inland Regional Center or RCOE Infant CIRCLE, the process of transitioning services to the school district usually begins when the child is 2 years, 6 months of age.

If my child is not yet three years old who can I contact regarding assessments and specialized services?

Parents are encouraged to contact the Inland Regional Center or the Riverside County Office of Education. If your child is at least 2 years 9 months of age, you may contact the San Jacinto Unified School District.

RCOE Early Start Infant CIRCLE Program: (951) 683-0112

Inland Regional Center: (909) 890-4709

Special Education Programs

The delivery of supports and services varies from student to student. Some children are provided special education services in a general education classroom while others are provided services through a "pull out" model where they are taken out of the general education classroom for Specialized Academic Instruction (SAI). Some have a blended program in which services are provided in a variety of creative ways. Parents are integral members of the IEP team and participate in decisions regarding the identification, placement, and services to be provided to their children.

(SAI) and Related Services are available at each elementary, middle and high school in the district. Special Day Classes (SDC) for students with Moderate to Severe disabilities are available at Record Elementary, North Mountain Middle School, and San Jacinto High School.

When reviewing service delivery options, the consideration of "inclusion" is often discussed. This term refers to children, receiving supports and services in the general education classroom with their non-disabled peers. Children qualify for special education services by meeting eligibility criteria set forth by state and federal laws. Each child is unique, and the concept of an Individualized Education Program is truly realized when a program is specifically designed to meet the needs of the child. If a student is not making adequate progress on IEP goals, even when all supports and services are in place, the placement needs to be examined.

Special Education teachers serve students whose IEPs indicate specialized academic instruction (SAI) in the form of collaboration, pull-out, or consultative services.

Special Education Programs offered at San Jacinto Unified Schools

Elementary School Programs		Middle School Programs		High School Programs
Cope	SAI-Mild-Mod, Related Services, PK	North Mountain	SAI-Mild-Mod, SDC-Mod-Severe, Related Services	San Jacinto High	SAI-Mild-Mod, SDC-Mod-Severe, Related Services ATP, CBI, Collaborative Learning Solutions (NPS Alternative)
DeAnza	SAI-Mild-Mod, Related Services	Monte Vista	SAI-Mild-Mod, Related Services	Mountain View High	SAI-Mild-Mod, Related Services, ATP
Estudillo	SAI-Mild-Mod, Related Services	San Jacinto Leadership Academy	SAI-Mild-Mod, Related Services
Hyatt	SAI-Mild-Mod, Related Services
Park Hill	SAI-Mild-Mod, Related Services
Record	SAI-Mild-Mod, SDC-Mod-Severe, Related Services
San Jacinto Elem	SAI-Mild-Mod, Related Services

SAI-Specialized Academic Instruction
ATP - Adult Transition Program
CBI - Community Based Instruction (18-22 year olds)
PK - Preschool
SDC - Special Day Class

Program options available outside of the San Jacinto Unified School District
*County programs
*Non-Public Schools

Private School Protocol

Definitions

Private School Children with Disabilities: As used in this procedural statement, "private school children with disabilities" means children with disabilities voluntarily enrolled by their parents in private schools or facilities.

Private School or Facility: As used in this procedural statement, "private school or facility" means (1) private full-time day school pursuant to California Education Code section 48222 (including religious schools); private tutor pursuant to California Education Code section 48224; and/or (3) any other educational institution program, arrangement, or facility not sponsored, maintained, or managed by the District and for which the District does not collect average daily attendance funds. This includes home school instruction.

Procedures
The following procedures shall be followed by the San Jacinto Unified School District ("District") to ensure that the District:

Locates, identifies, and evaluates all children ages three (3) to twenty-two (22) with disabilities enrolled by their parents in private schools including religious schools who may be eligible for special education services;
Offers a free and appropriate public education (FAPE) to all children ages three (3) to twenty-two (22) with disabilities voluntarily enrolled by their parents in private schools, including religious schools, who are determined to be eligible for special education services.

Child Find

Distributing materials to representatives of private school children with disabilities (including private school administrators, teachers, parents, and/or students) regarding issues, including but not limited to, criteria for special education eligibility and special education referral procedures under federal and state laws and regulations.
Distribute materials to local pediatricians.

Students must be referred for special education instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized. If, after considering and, where appropriate, utilizing general education resources, representatives of private school children with disabilities (including private school administrators, teachers, and parents) determine that a private school child may be eligible for special education services, a referral shall be directed to the private school child’s public school of residence or, for preschool students, to the San Jacinto Unified School District; Department of Special Education.

Initial Individual Education Program (IEP) Team Meeting

The school of residence or the preschool assessment team shall convene the initial IEP team meeting. If the IEP team determines that a private school child with a disability is eligible for special education services, an IEP will be written, making a specific offer of FAPE (Free Appropriate Public Education) for the student at a public school site.

If the parent(s) of a private school child with a disability agree with and consent to the IEP developed by the IEP team, the IEP shall be implemented as soon as the student enrolls in public school.
If the parents of a private school child with a disability agrees with, but declines the IEP developed by the IEP team, the IEP team shall:

Ask the parents to indicate their agreement with the following statement on the student’s IEP form: "I agree that the District has offered my child a free appropriate public education (including appropriate services in special education). However, I am voluntarily placing my child in a private school."
Develop an Individualized Services Plan (ISP) on the district ISP form in accordance with this procedural statement and federal and state laws and regulations.

Child Count

The District shall consult with the representatives of private school children to inform them how the annual count of the number of private school children with disabilities is conducted.

The child count shall be conducted for attendance on December 1.
The child count shall be used to determine the amount that the District must spend on providing special education and related services to private school children with disabilities in the fiscal year following the date on which the child count is conducted.
The District shall conduct an annual count of the number of private school children with disabilities.

Individualized Service Plan (ISP)

No private school child with a disability has an individual right to receive some or all of the special education services that the child would receive if enrolled in public school.

Pursuant to federal and state law regulations, the District shall spend a proportionate share of federal funds to provide special education and related services to private school children with disabilities ages three (3) to twenty-two (22) eligible for special education services. Decisions about the services that shall be provided to private school children with disabilities were made after consulting with representatives of private school children with disabilities in order to determine:

Which disabling conditions shall be considered;
What services shall be provided;
How and where services shall be provided; and
How services shall be evaluated

After consulting with representatives of private school children with disabilities, the District determined that the following services shall be provided to private school children with disabilities ages three (3) to twenty-two (22) who are determined to be eligible for special education services.
Each private school that has enrolled students with disabilities shall be offered one or more of the following options:

Up to ten (10) hours of consultation services per student per year (regarding curriculum and behavior modifications for each enrolled student with a disability who has been determined to be eligible for special education services.) Such services may be provided by any of the following providers: Speech Language Pathologist, School Psychologist, Special Education Teacher or Occupational Therapist.
Up to three (3) staff development opportunities for private school staff teaching students with disabilities.
For students with vision impairment only: up to twelve (12) hours of consultation services to school personnel provided by an itinerant teacher for the visually impaired or a teacher’s instructional assistant for the visually impaired. Such services may include the enlargement and adaptation of materials.
For students with vision impairment only: up to 10 (ten) hours of orientation and mobility direct or consultation services to be provided on school grounds or the community. Orientation and mobility instructor will provide such services.

Any private school child with a disability who has been designated to receive services under this procedural statement shall have an ISP that describes a specific special education and related services that the District shall provide to the child as determined by the District in this policy. The District shall encourage a representative of the private school to attend each meeting involving an individual child’s ISP. If the private school representative cannot attend, the District shall use other methods to ensure participation by the private school.

The services offered in this procedural statement may be reviewed by the District at least every three years or more often as the District finds appropriate.

If:

An IEP team determines that a preschool child with a disability is eligible for special education services and develops an IEP offering placement and related services; and
The parent agrees with the IEP developed by the IEP team, but declines public school preschool placement in order to enroll his/her child in a private preschool.

Then:

The eligible preschool child shall be considered a private school child with a disability. In such case, the District shall offer the child ISP services in accordance with this procedural statement and federal and state laws and regulations.

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