Stanislaus County


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Stanislaus County

  1. 1. Stanislaus County Special Education Local Plan Area (SELPA) Parent Handbook (includes Parental Rights and Procedural Safeguards) Martin G. Petersen Superintendent Stanislaus County Office of Education Patricia Dimond Director Stanislaus SELPA Mailing Address: 1100 H Street, Mailstop #841 Modesto, CA 95354 Location: Hatch & Stonum Roads (behind the Special Education Complex) Modesto, CA OFFICE: (209) 541-2944 FAX: (209) 541-2947 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 1
  2. 2. July 2003 Table of Contents Special Education Legislation …………………………………………………… 3 Eligibility for Special Education ………………………………………………… 3 The IEP Process …………………………………………………………………. 4 • Referral • Prior Written Notice • Assessment • IEP Team Members and Responsibilities • Individualized Education Program (IEP) • Contents of the Individualized Education Program • Preparing for the IEP Meeting Confidential Records ……………………………………………………………. 7 • Access to Records • Confidentially and Amendment of Records at Parent Request • Parental Change of Residence Due Process Procedural Safeguards……………………………………………….. 8 • Local Intervention • Alternative Dispute Resolution (ADR) • Alternative Mediation • Mediation Conference • Award of Attorney Fees • Due Process Hearing Rights • Independent Educational Assessments • Pupil Placement During Due Process Proceedings • Complaint and Appeal Procedures Suspension/Expulsion/Disciplinary Action ………………………………………. 11 • Suspension • Expulsion • Interim Alternative Educational Setting • Placement Pending Administrative or Judicial Review • Pupils Not Yet Eligible for Special Education Services Placement in Private or Non-Public, Non-sectarian Schools………………………. 12 Children Attending Private Schools……………………………………………….. 12 Community Advisory Committee (CAC)………………………………………… 13 Sources of Information for Parents and Guardians………………………………… 14 Please call your school district’s special education office, the Stanislaus County Special Education Office at 556-5613 or the SELPA Office at 541-2944 for more information. 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 2
  3. 3. SPECIAL EDUCATION LEGISLATION Public Law 94-142, the Education for all Handicapped Children Act, and the Individuals with Disabilities Act (IDEA), mandate that schools provide a free, appropriate public education (FAPE) in the least restrictive environment (LRE) for individuals with exceptional needs. The law states that: • Pupils with handicaps are entitled to a free, appropriate public education in the least restrictive environment; • the Individualized Education Program (IEP) must be based on the pupil’s needs; • the IEP services must be provided at no cost to the parents; • parents and pupil’s have the right to participate in the educational decision-making process; • due process procedures must be available to resolve differences; • pupil records are kept confidential;. • parents must give written consent to have their child assessed and/or placed in special education programs; • parent/guardians or surrogates and/or the pupil may examine all records; • parent/guardians have the right to an independent assessment of the pupil and to have the information considered at an IEP meeting. These laws mandate that school districts:. • identify pupils with exceptional needs; • assess in all areas related to the suspected disability; • develop an IEP;. • review the IEP annually; • reassess the pupil every three years in order to determine the pupil’s continued eligibility. ELIGIBILITY FOR SPECIAL EDUCATION Pupils will be provided special education services if they meet the eligibility criteria in one or more of the following areas: • mentally retarded • deaf • hard of hearing • deaf-blind • speech or language impaired • blind • partially seeing • emotionally disturbed • severely orthopedically handicapped • other health impaired • traumatic brain injury • specific learning disabled • autistic • multiply handicapped 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 3
  4. 4. THE IEP PROCESS Referral Parents, teachers, doctors, community agencies or any concerned citizen may request that a pupil be considered for special education services by contacting the school or school district office. The referral must be in writing. School staff will assist parents in the writing of the referral, if necessary. General education resources must be considered and, where appropriate, utilized, prior to special education services. Prior Written Notice No assessment shall be conducted unless the written consent of the parent is obtained. 20 USC 1414[a][c], EC 56321[c], 56346, 56506[e] The school district must inform you about proposed evaluations of your child in a written notice that is understandable and in your native language or other mode of communication, unless it is clearly not feasible to do so. This notice must be given when the school district proposes or refuses to initiate a change in the identification, assessment, or educational placement of your child with special needs or the provision of a free appropriate public education. (20 USC 1415[b][c][d], EC 56329, 56506[a], 56301, 56321, 56500.3[k], 56506[a]). The Notice of Procedural Safeguards must be given to you: • When you ask for a copy • The first time your child is referred for a special education assessment • Each time you receive a written notice of an IEP meeting for your child (including IEP meetings held regarding disciplinary actions) • Each time your child is reassessed • Each time you request mediation • Each time you request a due process hearing. The Prior Written Notice must include the following: • A description of the actions proposed or refused by the school district • An explanation of why the action was proposed or refused • A description of any other options considered and the reasons those options were rejected • A description of each assessment procedure, test, record or report used as a basis for the action proposed or refused • A description of any other factors relevant to the action proposed or refused • A statement that parents of a child with a disability are protected by the procedural safeguards Assessment Upon receipt of the referral, an assessment plan will be developed within 15 days. The parent shall have at least 15 days from the receipt of the proposed assessment plan to make a decision regarding the assessment plan. Assessment may begin upon receipt of the consent. Assessment must be performed by individuals knowledgeable in the area of the suspected disability and may include, but not be limited to one or more of the following: • resource specialist • psychologist • speech/language pathologist • school nurse • adapted physical education specialist 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 4
  5. 5. Parents have a right to: • an assessment plan in the primary language of the parent, or other mode of communication, unless clearly not feasible; • obtain an independent assessment at public expense and provide information upon request of where to obtain an independent educational assessment; 20 USC 1414[a][b], EC 56001[j] and 56320 • present information, including the results of independent assessments, for consideration by the local educational agency (LEA); • an assessment that is designed to be free of racial, cultural, or sexual discrimination and is in the pupil’s primary language; • review tests and other assessment materials; • a description of the procedures and assessments; • be informed of the assessment results; • be provided with a copy of the assessment results; • give written consent for the release of confidential information; • be informed of their child’s progress at least as often as parents of non-disabled children; • be informed that no single procedure will be used as the sole criterion for determining an appropriate education program. IEP Team Members and Responsibilities The IEP team includes: • the pupil’s parent(s) or parent representative; • an administrator/designee (other than the pupil’s teacher) who is knowledgeable about program options appropriate for the pupil and who is qualified to provide or supervise the provision of special education; • a teacher (If the pupil does not have a teacher, one will be assigned who is knowledgeable about the pupil. If no teacher is available, the representative will be a general classroom teacher or a special education teacher qualified to teach a pupil of his or her age); • the pupil’s general education teacher When appropriate, the IEP team will include: • the pupil, • other persons who possess expertise or knowledge necessary for the development of the IEP; • individuals who conducted the assessment, are knowledgeable about assessment procedures and familiar with the results of the assessment; • individuals who have observed the pupil’s educational performance. (If the pupil is younger than five years or not enrolled in school, a team member who has observed the pupil in the natural environment.) LEAs must take steps to ensure that parents are notified and have an opportunity to participate in IEP meetings. If the parent/s cannot be located or identified, school districts must ensure that an individual is assigned to act as a surrogate parent. A surrogate parent may also be appointed if the child is an adjudicated dependent or ward of the court under the state Welfare and Institution Code and the child is referred to special education or already has an IEP. (20 USC 1415[b], EC 56050) The written notice will include the purpose, time/date, location and other participants of the meeting. An interpreter will be provided, if needed. The responsibilities of the IEP include: • review of parent rights; • review of assessment results; • determination of eligibility for special education; • development of IEP goals and objectives; • program placement alternatives and recommendations. 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 5
  6. 6. An IEP meeting will be scheduled: • when the pupil demonstrates a lack of anticipated progress; • when the parent or teacher requests a meeting to develop, review, or revise the IEP; • at least annually to review the pupil’s progress; • following assessment as specified on an assessment plan. Individualized Education Program (IEP) Parents have the right to: • have an IEP meeting to develop an Individualized Education Program within 50 calendar days from date of receipt of signed consent for assessment (not counting school breaks of more than five days, and the days between school sessions, (summer, or intercession breaks) as specified on the district calendar; • be informed of program options; • give written consent for the initial special education placement and implementation of the IEP • withdraw consent at any time; • have a review of the IEP at least annually; • have an IEP meeting 30 days following written request; • have an IEP meeting prior to any change of placement, including suspension of more than 10 days in any school year; • electronically record the proceedings of an IEP meeting with an audio tape recorder. Twenty-four (24) hours notice must be given to IEP team members; • appeal the decision of the IEP team through the due process hearing procedures. Contents of the Individualized Education Program The IEP includes, but is not limited to, the following: • the pupil’s present levels of educational performance; • annual goals, including short-term instructional objectives; • specific educational instruction and related services, as well as supplemental aids and services, as required by the pupil; • the extent to which the pupil will be able to participate in general education programs and activities; • the projected date for initiation and the anticipated duration of such programs and services; • appropriate objective criteria, assessment procedures, and schedules for determining, on at least an annual basis, whether the short-term instructional objectives are being achieved; • the pupil’s involvement in the general education curriculum; • explanation of the pupil’s ability to participate in the general education environment; • transition services for pupils who are 14 years old; • the need for assistive technology; • participation in standardized statewide assessment, or alternative assessment, as appropriate; • beginning at least one year before the pupil reaches 18 years of age (the age of majority), a statement that the pupil has been informed of his/her educational rights; • report of student progress equal to that of the general education population. When appropriate, the IEP will also include, but not be limited to, the following: • career education for pupils in grades K-6; • vocational education; • independent living skill training for pupils in grades 7-12; • modifications and strategies necessary for the pupil to complete the district’s prescribed course of study for graduation; • linguistically appropriate goals and objectives for pupils whose primary language is other than English; 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 6
  7. 7. • extended school year; • provision for transition into the general environment; • appropriate specialized services, materials, and equipment for pupils with low incidence disabilities. Preparing for the IEP Meeting Ways in which parents can prepare for the meeting: • observe your child in class; • confer with your child’s teacher(s); • share your concerns about his/her progress and/or behavior with the school personnel; • share your child’s strengths and needs; • offer suggestions; • review your child’s school records; • ask to see assessment results; • arrange to take someone with you to the meeting. CONFIDENTIAL RECORDS Access To Records Parents have the right to: • inspect and review all of their child’s educational records without unnecessary delay prior to a meeting about your child’s IEP or before a due process hearing; • receive notice regarding records on policies, procedures, and rights in their native language whenever feasible; • have records explained and interpreted; • have a legal representative to inspect and review the records; • receive copies of records within five (5) days of an oral or written request; • be charged no more than the actual cost of reproduction of the records. Confidentiality and Amendment of Records at Parent Request Parents have the right, on request, to receive a list of the types and locations of education records collected, maintained or used by the agency, a statement regarding the confidentiality of these records and the LEA’s record retention policy. Parents or eligible pupils who believe the information in education records is inaccurate or in violation of the privacy or other rights of the pupil, may request, in writing, that the participating agency amend the record. (An eligible pupil is one who is sixteen years or older or who has completed the tenth grade.) Within 30 days upon receipt of the request, the agency will decide whether to amend the record. If the agency decides not to amend the record, parents must be notified of the decision and their right to a hearing. 20 USC 1415[b], EC 56501, 56504 and 49069 Parental Change of Residence When a pupil transfers from another SELPA, interim placement is provided to continue the existing IEP unless the parent/guardian decides otherwise. Within 30 days, the IEP team will review the interim placement and make a final recommendation based upon current and previous information, records, and reports. When a pupil is placed in a nonpublic school, parents must notify their previous district of any change of residence. 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 7
  8. 8. DUE PROCESS PROCEDURAL SAFEGUARDS Parents may file a due process hearing request. This request must include a statement of concerns and proposed remedies. The request for a due process hearing must be filed within three years from the date you knew or had reason to know of the facts that were the basis for the hearing request. Local Intervention Whenever there are disagreements regarding a pupil’s program and/or placement, parents are encouraged to resolve these disagreements at the local level. The SELPA has a Community Advisory Committee (CAC) that can provide assistance. Contact the Special Education Director of your child’s district or the SELPA office for more information. Alternative Dispute Resolution (ADR) The Alternative Dispute Resolution process is voluntary. A parent or district may request an ADR to hear their concerns. The ADR is scheduled within five to ten calendar days of a request to the SELPA Director. Advocates may attend but cannot take the place of a parent/guardian at an ADR. Attorneys are not used in this process. ADR recommendations are referred to an IEP team for consideration. Alternative Mediation Prior to filing a request for a due process hearing, parents are encouraged to seek resolution through an informal pre-hearing mediation conference. Alternative Mediation is a non-adversarial attempt to resolve issues related to identification, assessment, placement, or provision of FAPE. Attorneys or advocates are not involved in Alternative Mediation. Contact McGeorge School of Law, Special Education Hearing Office, 3200 Fifth Avenue, Sacramento, CA 95817, (916) 739-7053. Mediation Conference The intent of the mediation conference is an informal process conducted in a non-adversarial atmosphere to resolve issues related to the identification, assessment or educational placement of the pupil or the provision of a FAPE to the pupil. Attorneys and other independent contractors shall not attend or participate in this process. Parents may consult with an attorney prior to or following a mediation conference. The mediation process is voluntary and may not be used to delay a parent’s right to a hearing. A qualified, impartial person who is trained in mediation strategies conducts the conference. The mediation conference should be scheduled in a timely manner and held in a location convenient to all the involved parties. A written mediation agreement is developed. Mediation discussions are confidential and cannot be used in a subsequent hearing or civil proceeding. Parents have the right to refuse mediation and meet with a neutral party. Award of Attorney Fees In any action or proceeding regarding the due process hearing, the court, in its discretion, may award reasonable attorneys’ fees as part of the costs to you as parent of the child with a disability if you are the prevailing party in the hearing. Reasonable attorneys’ fees may also be made following the conclusion of the administrative hearing with the agreement of the parties. Fees may be reduced if any of the following conditions prevail: 1. The court finds that you unreasonably delayed the final resolution of the controversy. 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 8
  9. 9. 2. The hourly attorneys’ fees exceed the prevailing rate in the community for similar services by attorneys of reasonably comparable skill, reputation and experience. 3. The time spent and legal services provided were excessive. 4. Your attorney did not provide to the school district the appropriate information in the due process complaint. Attorneys’ fees will not be reduced, however, if the court finds that the state or the school district unreasonably delayed the final resolution of the action or proceeding or there was a violation of this section of law. Attorneys’ fees may not be awarded relating to any meeting of the IEP team unless an IEP meeting is convened as a result of a due process hearing proceeding or judicial action. Attorney fees may also be denied if you reject a reasonable settlement offer made by the district/public agency ten days before the hearing begins and the hearing decision is not more favorable than the settlement offer. Due Process Hearing Rights Due process hearing rights include but are not limited to: • the right to a mediation conference; • examination of pupil records; • a fair and impartial administrative hearing at the state level; • a hearing within forty-five (45) calendar days following receipt of a written request. Due process hearings may be requested when there is a disagreement regarding identification, assessment, or educational placement of the pupil or the provision of a FAPE or when the parent refuses to consent to an assessment. Parents have the right to: • open or close the state hearing to the public; • be informed of all rights and procedures related to the due process hearing; • receive notice of mediations and hearing dates, including time and location; • receive information regarding available free or low cost legal or other appropriate services; • have a mediator present to assist in the identification of issues and proposed resolution of issues; • present evidence, written arguments, and oral arguments; • be represented by counsel and/or individuals with knowledge or training related to pupils with disabilities; • confront, cross-examine, and compel the attendance of witnesses and present evidence; • receive a written or electronic verbatim record of the hearing; • receive a written finding of the facts and the decision within forty-five (45) calendar days from the receipt by the State Superintendent of the request for hearing; • have the pupil present at the hearing. All parties to a hearing have the right to: • be represented by counsel (not necessarily at public expense) and/or by individuals with knowledge or training with respect to problems of pupils with disabilities; • receive notice at least ten (10) days prior to the hearing that an attorney will be representing them; • be informed by the other parties of the issues and their proposed resolution of the issues at least ten (10) calendar days prior to the hearing; • exclude witnesses from the hearing; 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 9
  10. 10. • disclose to all parties the evaluations completed to that date and the recommendations based on the evaluations that the offering party intends to use at the hearing; such disclosures must be made at least five (5) business days before the hearing; • prohibit the introduction of any evidence at the hearing that has not been disclosed to that party at least five (5) business days before the hearing; • obtain written or electronic verbatim record of the hearing; • obtain written or electronic findings of fact and decisions; • utilize an interpreter that is paid for by the state education agency; • extend the hearing time line for good cause; • schedule a mediation conference at any point during the hearing process; • schedule the hearing at a time and place, which is reasonably convenient to all parties. Requests for due process hearings must be filed in writing with either the State Superintendent of Public Instruction or McGeorge School of Law, the state’s agent. Requests can be sent to: McGeorge School of Law, Special Education Hearing Office, 3200 Fifth Avenue, Sacramento, CA 95817, (916) 739-7053. The request must include: the student’s name; address; school of attendance; a description of the problem; and proposed resolutions. The person(s) filing for due process must provide the other party with a copy of the request at the same time that the request is filed. Parents will receive a list of free or low-cost legal services and other relevant services within three days after receiving their copy of the hearing request. The hearing process is completed within forty-five (45) days unless the timeline is extended during mediation. The hearing decision is final and binding on both parties. Either party can appeal the decision by filing a civil action in state or federal court within ninety (90) days of the final decision. Independent Educational Assessments If a school district disagrees that an independent assessment is necessary, the school district must request a due process hearing to prove that it’s assessment was appropriate. If the district prevails, parents still have the right to an independent assessment but not at public expense. (20 USC 1415, EC 56506[c], 56329[b], 34 CFR 300.502) Pupil Placement During Due Process Proceedings During any due process proceedings, a child involved in any administrative or judicial proceeding must remain in the current educational placement unless you and the school district agree on another arrangement. If you are applying for initial admission to a public school, your child will be placed in a public school program with your consent until all proceedings are completed. Complaint and Appeal Procedures Any individual, LEA, or organization may file a written complaint with the superintendent of the LEA or with the State Superintendent of Public Instruction. To file a state complaint, contact the California Department of Education, Special Education Division, Procedural Safeguards Referral Service, 515 L Street, Suite 270, Sacramento, CA 95814. The State Superintendent of Public Instruction will make a decision upon receipt whether the state or the local agency has jurisdiction over the complaint. State Jurisdiction: • an investigation and written decision will be completed within sixty (60) calendar days of the receipt of the complaint and both parties will receive a copy of the decision shortly thereafter; LEA Jurisdiction: 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 10
  11. 11. • the superintendent of that agency shall investigate the complaint and provide the complainant with a copy of the report Parents or the LEA may appeal the local decision to the State Superintendent within fifteen (15) calendar days of the receipt of the decision. While waiting for the State Department reconsideration, the local decision remains in effect. The State Superintendent of Public Instruction/designee will review and develop findings for the appeal within thirty (30) calendar days. Both parties will receive copies of the review. DISCIPLINARY ACTION Suspension/Expulsion Children with disabilities may be suspended or placed in other alternative settings or other settings to the same extent these options would be used for children without disabilities. If a child exceeds ten days in such a placement, an IEP meeting must be held to determine whether the child’s misconduct is caused by the disability. This IEP meeting must take place immediately, if possible, or within ten days of the LEA’s decision to take this type of disciplinary action. (20 USC 1415[k]) As a parent, you will be invited to participate as a member of this IEP team. The school district may be required to develop an assessment plan to address the misconduct or, if your child has a behavior intervention plan, review and modify the plan, as necessary. If the IEP team concludes that the misconduct was not a manifestation of your child’s disability, the LEA may take disciplinary action, such as expulsion, in the same manner as it would for a child without disabilities. If you disagree with the IEP team’s decision, you may request an expedited due process hearing from the California Department of Education’s Special Education Hearing Office. (20 USC 1415[k]) Interim Alternative Educational Placements Federal law allows the use of alternative interim educational placements under certain disciplinary circumstances. 45 day interim alternative educational placements may be made for students who have committed a weapons or drug offense; previously such placements were only available in instances of weapons offenses. (34 CFR § 300.520, subd. (a)(2). A district may unilaterally place a student for the 45 days parental consent. The parents may exercise their rights to a due process hearing. Regardless of the setting, the school district must continue to provide a free appropriate public education for your child. Alternative educational settings, when permissible, must allow the child to continue to participate in general curriculum and ensure continuation of services and modifications detailed in the IEP. (20 USC 1415[k]) Placement Pending Administrative or Judicial Review During any due process proceedings, a child involved in any administrative or judicial proceeding must remain in the current educational placement or interim alternate setting unless you and the school district agree on another arrangement. If you are applying for initial admission to a public school, your child will be placed in a public school program with your consent until all proceedings are completed. Pupils Not Yet Eligible For Special Education Services If a violation of school rules or codes of conduct occurs and the LEA had knowledge that the pupil may be eligible for special education services, then procedural safeguards may apply. The school is deemed to have knowledge if: 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 11
  12. 12. • the parent expressed concerns in writing that the pupil needed special education; • the behavior or performance of the child demonstrated the need for special education; • the parent requested an evaluation; • the teacher, or other school personnel, expressed concern. If the school district does not have knowledge that the pupil has a disability, the pupil may be subject to regular disciplinary procedures. If an evaluation request for a pupil not yet eligible is made during the period of the disciplinary procedures, the evaluation is to be expedited. The pupil remains in the placement determined by the school authorities pending the evaluation. If the pupil is determined to be eligible, the expulsion process stops and special education services are provided. Placement in Private or Non-public, Nonsectarian schools Reimbursement for special education in a private or nonpublic, nonsectarian school may be provided when the district and the IEP team together determine that this would be the most appropriate placement for the student. Children Attending Private School Children who are enrolled by their parents in private schools may participate in publicly funded special education programs. While school districts have the clear responsibility to offer a free appropriate public education to students with disabilities, recent changes to federal law have significantly limited the school district’s responsibility to provide service to students whose parents have chosen for them to attend private schools. Federal law limits the amount that school districts must spend of the federal entitlement to a proportionate share of federal IDEA funds. Parents are entitled to reimbursement for costs associated with the private school placement only if a court or hearing officer determines that the public agency had not made a free appropriate public education available to the child. (20 USC 1412[a]; EC 56175; 34 CFR 300.453) The court or hearing officer may reduce or deny reimbursement if you did not make your child available for an assessment upon notice from the school district before removing your child from the public school. You may also be denied reimbursement if you did not inform the school district that you were rejecting the special education placement proposed by the school district and gave notice of your concerns and intent to enroll your child in a private school at public expense. Your notice to the school district must be given either at the most recent IEP meeting you attended before removing your child from the public school; or in writing to the school district at least ten business days (including holidays) before removing your child from the public school. (20 USC 1412[a]; EC 56174; 56176) A court or hearing officer may not reduce or deny reimbursement if you failed to notify the school district for any of the following reasons; • Illiteracy and inability to write in English • Giving notice would likely result in physical or serious emotional harm to the child • The school prevented you from giving notice You had not received a copy of this Notice of Procedural Safeguards or otherwise been informed of this notice requirement. (20 USC 1412[a]; EC 56177[a][b][c][d]) COMMUNITY ADVISORY COMMITTEE (CAC) 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 12
  13. 13. The SELPA Community Advisory Committee (CAC) is comprised of parents of special education pupils, general education parents, teachers, LEA representatives, administrators, and other interested individuals. The CAC acts in an advisory capacity to the SELPA regarding: • the development and review of programs and services; • parent education; • community awareness of individuals with special needs; • activities on behalf of pupils with special needs; • communication between schools, parents and the community. All CAC meetings are open to interested parties. The location and time of the meetings may be obtained by contacting the SELPA office. 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 13
  14. 14. SOURCES OF INFORMATION FOR PARENTS AND GUARDIANS School District-Special Education Contacts Phone Ceres 538-0145 Chatom 664-8505 Denair 632-7514 Empire 521-2800 Gratton 632-0505 Hart-Ransom 523-9996 Hickman 874-1816 Hughson 883-4428 Keyes 669-2921 Knights Ferry 881-3382 La Grange 853-2132 Newman-Crows Landing 862-2933 Oakdale 848-4884 Paradise 524-0184 Patterson 892-3700 Riverbank 869-2538 Roberts Ferry 874-2331 Salida 545-0339 Shiloh 522-2261 Stanislaus Union 529-9546 Sylvan 574-5000 Turlock 667-0632 Valley Home 847-0117 Waterford 874-1809 Stanislaus County Office of Education Student Services 525-4900 Special Education 556-5626 Early Intervention 556-5632 John F. Kennedy 556-5600 Petersen Alternative Center for Education (PACE) 558-8595 Allard Alternative Education Center 664-8022 Stanislaus County Human Services, Public Health and Social Services California Children Services 558-7515 California Children Services, Sonoma Therapy Unit 558-8118 Mental Health (Emergency) 558-4600 Stanislaus County Mental Health Counseling Centers Modesto 1100 Kansas Ave. 558-7475 Modesto, Children Services 916 McHenry Ave. 558-7454 Ceres 2760 Third Ave. 541-2474 Eastside 631 West “F”, Oakdale 847-5927 Patterson 122 S. Fourth St. 892-8787 Turlock 2101 Geer Rd. 664-8044 Other Agencies & Organizations AreaVI Developmental Disabilities 2529 W. March Lane, Suite 105, Stockton 239-6700 California Rural Legal Assistance 1020 15th St., Modesto 577-3811 Center for Human Services 1700 McHenry Way, Ste. B, Modesto 526-1440 Child Care Resource & Referral 1100 H Street, Modesto 558-4030 Community Continuum College 1731 Colorado, Turlock 632-2406 Department of Rehabilitation 1317 Oakdale Rd., Ste. 520, Modesto 576-6220 Family Service Agency 1030 15th St., Modesto 524-6371 ARC 1424 Stonum Rd., Modesto 538-4000 Valley Mountain Regional Center 1620 Cummins Dr., Modesto 529-2626 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 14
  15. 15. ADDITIONAL INFORMATION To obtain more information about dispute resolution and filing a complaint, contact the California Department of Education, Special Education Division, Procedural Safeguards Referral Service (1 800 926-0648) or fax (1 916 327-3704) or visit the Website at Complaints alleging violations of law may be mailed to: California Department of Education, Special Education Division Procedural Safeguards Referral Service 515 L Street, Room 270, Sacramento, CA 95814 Telephone: (800) 926-0648, Fax: (916) 327-3704, Attention: PSRS Intake PARENT TRAINING AND INFORMATION CENTERS Parents Helping Parents of San Francisco (415) 841-8820 Support for Families of Children with Disabilities (415) 282-7494 Matrix, A Parent Network and Resource Center (415) 884-3535 Disability Rights Education Defense Fund (DREDF) (510) 644-2555 Parents Helping Parents (408) 727-5775 Exceptional Parents Unlimited (559) 229-2000 Exceptional Family Support Education and Advocacy Center (530) 876-8321 Team of Advocates for Special Kids (TASK) (714) 533-8275 Vietnamese Parents of Disabled Persons (310) 370-6704 Loving Your Disabled Child (323) 299-2925 OTHER RESOURCES National Information Center for Youth and Children with Disabilities (800) 695-0285 Provides information on special education on website and through printed materials. Protection and Advocacy, Inc. (800) 776-5746 Funded federally to advocate for people with disabilities. Resources in Special Education (RiSE) (916) 492-9990 Provides information and resources through lending library, printed materials, and telephone/electronic technical assistance. CalSTAT (707) 664-3062 Provides training on IDEA through workshops and Internet coursework. 10/30/03, OP Section 23, Stanislaus SELPA – PARENT HANDBOOK 15