Antelope View Charter School | Services for Special Education

Services for Special Education

Some children arrive at school with disabilities that affect their participation in educational program. Sometimes, these disabilities are known; sometimes they remain hidden until a parent or teacher raises a concern.

When a student is believed to have a disability, AVCS, like any public school, initiates the procedures established by the Local Education Agency (LEA), Center Unified School District, to identify and refer the student for evaluation in a timely manner.

Special Education Services makes use of the same procedures to enroll all students, including students who are known to have a disability into AVCS. If AVCS offers programs that appear to meet the needs and interests of a student with a disability and if there is a likelihood, based on data discussed in the intake meeting, that the student may benefit from the program at Antelope View Charter School with the support of special education services, a trial enrollment for the term of 30 days will be initiated.

Obtaining Records for Students with Disabilities

If it is reported or suspected that a student is currently receiving or has received special education services in the past, Cumulative Records and Confidential Records including the most current Individual Education Plan (IEP) document will be requested from the school or district of previous attendance and will be considered along with any other relevant information at an in-take meeting.

While it is helpful if parents of students with disabilities are able to provide copies of special education records and a current IEP, the in-take team can not meet until verification of current services are provided by the last school of attendance.

Students Served by Special Education - Interim IEP

For students served by special education, an Interim IEP Meeting will be coordinated by the Resource Specialist and a notice will be delivered via U.S. Mail to the student and parent(s), and a representative of the Local Education Agency (LEA) from the district in which the student resides. The Interim IEP will include:

Recommendations of representative of the LEA in which a student resides
The established goals and objectives of a prospective student's active IEP unless the IEP team agrees that those goals and objectives are no longer appropriate, or
Newly developed goals for a student whose most recent IEP has expired or whose current IEP goals have been deemed no longer appropriate by the IEP team
A date for review of the Interim IEP not later than 30 days from the Interim IEP

Interim IEP Review

Students participating in the program at AVCS with the support of special education services who appear able to benefit from and to be committed to participate in the program will be recommended for regular enrollment. The IEP team will meet to review the 30 day Interim IEP and to develop a new IEP offering services and describing a program of individualized education for the coming year.

All information will be considered to recommend appropriate services and develop new annual goals and objectives. The IEP team will include: the parent(s), the student, a special education teacher, a general education teacher, an administrative representative from AVCS, and a representative from the Local Education Agency (LEA) that has primary responsibility for the education of the student based on the student's home residence. If any member of the team can not be present for the meeting, this person can be included via phone conference call. Special effort will be made to include the Local Education Agency (LEA) based on the student's home residence.

Some students participating in the 30 day trial program with the support of special education services may not appear able to benefit from or be committed to participate in the program. The IEP team, including a representative of Center Unified School District, will recommend that such students remain in their district of residence and will not recommend that the student be registered as a regularly enrolled student at AVCS.

Consistent with civil rights requirements, students with disabilities are provided a range of choices in programs and activities that is comparable to that offered to students without disabilities. This includes an opportunity to participate in any nonacademic or extracurricular programs and activities offered at the charter school.

Memorandum of Understanding-Special Services

AVCS is in partnership with the CUSD Special Education Department. AVCS agrees to follow procedures outlined below and to provide the following services to and receive the following services from CUSD to support students with disabilities who enroll in AVCS. In consideration of the mutual covenants and promises set forth in this agreement, CUSD and AVCS agree as follows:

SECTION ONE

Special Education Services Provided by AVCS

1. Resource Specialist Program (RSP) Provided by AVCS: AVCS will employ at least one full time teacher qualified to provide RSP services to students attending AVCS.
2. Instruction: AVCS reserves the right to configure RSP service delivery models according to needs identified on Individual Education Plans (IEPs) of the students enrolled in the school and the services will include no less than the following components.
- a. Students with Disabilities Instructed 1:1 and in Small Groups: Instruction provided, by a teacher qualified to provide services to students with mild to moderate disabilities, in a consultation model or in a one to one, small group, or classroom setting at least one hour per week or more as prescribed by each student's IEP.
- b. Students With Disabilities Instructed with Non-disabled Peers: Specialized instruction designed to target achievement deficits may be provided, by a highly qualified general education teacher teamed with a teacher qualified to provide services to students with mild to moderate disabilities, to groups that include students with disabilities and non-disabled peers.
  - i. Participation in these classes would supplement but not supplant individualized consultation and small group instruction provided by an RSP teacher as described in Chapter Two Section I - 2.a
3. Administrative Support Provided by AVCS: AVCS will employ at least one full time administrator who is qualified to provide administrative support to implement and/or maintain a legally compliant special education program that provides RSP services to students attending AVCS.
- a. AVCS will provide information to CUSD Special Education Department about any student who enrolls in the AVCS program when staff has knowledge that the student may have a confidential file describing provision of special education services currently or at any time in the past.
  - i. This information will be provided via phone and email with student contact information and the last school(s) of attendance so that the staff at the CUSD Special Education Services Department can request and maintain records.

SECTION TWO

Special Education Services Provided by CUSD

1. CUSD will calculate the per pupil encroachment fee that applies to all district students and provide this figure to AVCS annually on or before July 1 of each school year. AVCS agrees to pay to CUSD, on July 1 of each school year, an annual per pupil encroachment fee based on ADA at P2 the previous school year. In exchange, all DIS or other Special Education Services that are not included in the RSP model at AVCS will be provided by CUSD to students who are enrolled at AVCS in the same manner as these services are provided to schools in the district.
2. Low Incidence Disabilities Support: If a student who is enrolled at AVCS qualifies for special education services as a student with a Low Incidence Disability and requires assistive devices, such supports will be obtained through CUSD in the same manner as such devices would be obtained for students enrolled in CUSD programs.
3. Designated Instructional Services (DIS) Provided by CUSD: CUSD will provide a qualified school staff to assess and/or provide DIS to students with disabilities who attend AVCS.
- a. Speech Language and Hearing (SLH): Students with an active IEP that identifies Speech Therapy or any other form of SLH will be provided, by a CUSD Speech Therapist, a professional review of previous evaluations, progress reports, and a brief conference with the parent or guardian prior to the development of an Interim IEP as well as services deemed necessary during a 30 day trial enrollment.
  - i. Interim Speech Services: Based on a professional review of previous evaluations, progress reports, and a brief conference with the parent or guardian of a student identified as currently eligible for SLH services, the CUSD Speech Therapist will recommend interim services for a period of 30 days.
    - 1. During the 30 day trial enrollment of said student, services will be provided according to the Interim IEP.
    - 2. During the 30 day trial enrollment of said student, any assessment agreed upon with a CUSD Speech Therapist at the Interim IEP meeting shall be completed in order to determine appropriate SLH service needs, if any, that should be included on the annual IEP to be developed on or before the final day of the 30 day trial enrollment.
    - 3. It is understood that because AVCS only enrolls secondary students and because these students are provided a personalized prescriptive learning experience that SLH services will, in most cases, appropriately be provided via a consultation model with the RSP teacher at AVCS.
  - ii. Annual Speech Services: In cases where direct Speech Services are required in order for the student to benefit from instruction at AVCS, a Speech Therapist identified by CUSD will participate in each IEP meeting in which the services are considered and provide a recommendation as to the frequency and duration of said services, and will develop goals and objectives for the IEP related to said services.
    - 1. In these cases where direct Speech Services or assessment are required in order for the student to benefit from instruction at AVCS, CUSD will identify qualified staff to provide these services and will stipulate the location(s) where and time(s) when the student will be present to receive the services or participate in assessment.
- b. Psychological Services: Students with an active IEP that identifies Psychological Services in any form will be provided services deemed necessary during a 30 day trial enrollment and a professional review of previous evaluations, progress reports, and a brief conference with the parent or guardian prior to the development of an Interim IEP.
  - i. Interim Psychological Services: Based on a professional review of previous evaluations, progress reports, and a brief conference with the parent or guardian of a student identified as currently eligible for psychological or other related services (Occupational Therapy or other therapeutic interventions related to social/emotional or neurological functioning), the CUSD School Psychologist will recommend interim services for a period of 30 days.
    - 1. During the 30 day trial enrollment of said student, services will be provided according to the Interim IEP.
    - 2. During the 30 day trial enrollment of said student, any assessment agreed upon with a CUSD School Psychologist at the Interim IEP meeting shall be completed in order to determine appropriate psychological service needs, if any, that should be included on the annual IEP to be developed on or before the final day of the 30 day trial enrollment.
    - 3. It is understood that because AVCS is a small school and because students are provided a personalized prescriptive learning experience that includes academic counseling and support from an on-site counselor for general issues related to social/emotional adjustment, psychological services will, in most cases, be unnecessary.
  - ii. Assessment: Students with an active IEP will be provided a complete evaluation according to legal mandated timelines in the same manner as other students with disabilities who are enrolled in CUSD.
    - 1. AVCS will maintain, using the Sacramento County Office of Education (SCOE) Management of Information Systems (MIS), a list of Triennial Evaluations that are due and communicate with the School Psychologist provided by CUSD at least two months prior to the due date in order to facilitate obtaining permission to test and to schedule an IEP Meeting to review the results of the evaluation.
    - 2. CUSD will identify qualified staff to provide psychological evaluation and will stipulate the location(s) where and time(s) when the student will be present to participate in assessment.
    - 3. The School Psychologist will participate in any IEP wherein the results of a psychological evaluation are reviewed.

SECTION THREE

Enrollment Procedures

1. Admission Criteria: AVCS is designed to serve students in a co-educational Middle School and High School (grades 6-12) with site-based direct instruction provided by credentialed teachers, and home-based instruction assigned by teachers and supported by parents. All students, including students with disabilities, in order to enroll as a regularly attending student capable of benefiting from a personalized learning program will meet the following criteria:
- a. Complete the 5th grade with passing marks.
- b. Demonstrate on a standard assessment, the ability to read and write with comfortable fluency and comprehension at a minimum 4th grade California Standards level in either English or the student's native language.
- c. Demonstrate, on a standard assessment, the ability to solve basic calculations using the operations of addition, subtraction, multiplication, and division at a minimum 4th grade California Standards level.
2. Students Who Have Been Recommended For Expulsion: AVCS agrees to comply with CUSD policies with respect to enrollment of student who have been recommended for expulsion or who have been expelled from CUSD or any other school district. Such students will not be considered for enrollment.

3. Student Enrollment Procedures: All students, including students with disabilities, who apply for trial enrollment at AVCS, will participate in an in-take process that is designed to provide students and parents and the IEP Team with an opportunity to make an informed decision about the likelihood that the program offered at the AVCS will meet the student's needs and interests.
- a. If it is reported or suspected that a student is currently receiving or has received special education services in the past, Individual Education Plan (IEP) documents will be requested from the school or district of previous attendance and will be considered along with any other relevant information at an in-take meeting.
  - i. AVCS will immediately obtain sufficient records to allow staff to evaluate student needs.
  - ii. AVCS will communicate with CUSD Special Education Department when a student is enrolled in order to allow CUSD to order and maintain student confidential records.
  - iii. Copies of any documents from student confidential files will be maintained at AVCS in a secure location for the duration of enrollment and returned to CUSD Special Education Department upon student disenrollment from AVCS.
- b. If AVCS offers programs that appear to meet the needs and interests of a student with a disability and if there is a likelihood, based on data discussed in the intake meeting, that the student may benefit from the program at AVCS with the support of special education services, the IEP Team will recommend an Interim trial placement for the term of 30 days.
  - i. For students served by special education, an Interim IEP Meeting will be coordinated by the Resource Specialist and a notice will be delivered via certified mail to: student and parent(s), and a representative of CUSD and the Local Education Agency (LEA) from the district in which the student resides.
    - 1. A date for review of the Interim IEP will be scheduled not later than 30 days from the date of the Interim IEP.
  - ii. Upon completion of a 30 day trial term of enrollment, all students, including students with disabilities, who demonstrate the ability and commitment to participate according to expectations in the program at AVCS, will complete regular enrollment paperwork.
    - 1. During the trial enrollment all students, including students with disabilities, must demonstrate an ability and commitment to make use of the program at AVCS in order to apply for regular enrollment in the program.
    - 2. The IEP Team will review student progress on short term objectives and adjustment to the program at AVCS and make recommendations for placement and services to meet the needs of the student.