We Are Here
to Serve All Students

Alpha Public Schools will respond to any referral for an assessment within fifteen (15) days, not counting school vacations greater than five (5) days (i.e. summer and winter recess), of the receipt of the referral for assessment.

Alpha personnel review all of the available evidence for a student upon receipt of the referral for assessment which includes student grades, attendance, academic performance as measured by statewide and district-wide assessments, and other information as appropriate. In consultation with parents and school staff, school psychologist determines whether or not an assessment is appropriate after an analysis of student information.

If the Alpha Special Education department determines that an assessment of your child is not appropriate, you will receive a written notice of this decision within the fifteen (15) day time period. If the team determines that an assessment is appropriate, you will receive a plan that describes the types and purposes of the assessments which may be used to determine your child’s eligibility for special education services and hold an Individualized Education Program (IEP) meeting.

An assessment involves gathering information about your child to determine whether your child has a disability and if, as a result of the disability, your child requires specialized services. Assessments may include individual testing, observation of the child at school, interviews with the parent(s), child and school personnel who work with the child, and review of school records, reports and work samples.

Eligibility
Eligibility for special education services is the result of following a systematic process that carefully evaluates and identifies one or more learning impairments that interfere with a student receiving educational benefit. Our Special Education department determines eligibility through a process that aims to answer the following questions.

• Does the student meet the eligibility criteria as an individual with a disability?
• Does the severity of the disability have a negative impact on the student’s academic performance?
• Will receiving special education and services help the student achieve an equitable education?

Individuals with Disabilities Education Act
Children who have a disability and meet specific eligibility criteria according to the laws and regulations outlined by the California Education Code and federal Individuals with Disabilities Education Act (IDEA) may qualify for special education under one of thirteen (13) areas.

• Autism (AUT)
• Deafness
• Deaf-Blindness (DB)
• Emotional disturbance (ED)
• Hard of Hearing (HH)
• Intellectual disability
• Multiple disabilities (MD)
• Orthopedic Impairment (OI)
• Other health impairment (OHI)
• Specific learning disability (SLD)
• Speech or Language Impairment (SLI)
• Traumatic brain injury (TBI)
• Visual Impairment (VI)

After your child has been assessed, an Individualized Education Program (IEP) meeting will be held. The IEP meeting must be held at a time and place convenient for both you and the school’s representatives. The school must provide you with written notice of the IEP meeting within a reasonable time prior to the meeting. This notice will include: the date, time, and place of the meeting; the reason for the meeting; who will be at the meeting; and a statement of the right of participants to electronically record the meeting. If you are unable to attend the meeting, you may call the school to reschedule.

At this meeting, the IEP team will discuss the assessment results and determine if your child is eligible for special education services. If your child is eligible, an IEP will also be developed during the meeting.

IEP Team Members

• The child’s parent or guardian, and/or your representative
• A school administrator or qualified representative who is knowledgeable about program options appropriate for your child.
• Your child’s general education teacher.
• The person(s) who assessed your child or someone familiar with those assessment procedures.
• Your child’s general education teacher.
• The person(s) who assessed your child or someone familiar with those assessment procedures
• Other persons, such as your child, whom you or the school wish to invite

An IEP Written Plan
An IEP is the written plan that describes a child’s abilities and needs, and the goals, accommodations/modifications, and services designed to meet the child’s unique needs. Your child’s IEP must be reviewed and, if necessary, revised once a year or more often upon request. If your child is found to be eligible for special education services, the IEP will contain:

• Annual goals focusing on your child’s current level of performance
• The services that your child will receive
• When services will begin, how often they will be provided, and for how long
• The instructional program(s) where these services will be delivered
• The amount of time your child will spend in general education. If your child is not educated completely in general education, it should state why
• How the school will measure your child’s progress.

You will receive a copy of the IEP at or shortly after the IEP meeting. If you do not attend the IEP meeting, a copy will be mailed to you. You have the right to agree or disagree with any part of the IEP but a signature from the parent/guardian is required in order for a student to receive special education services.

After your child qualifies for and begins receiving special education services, his or her IEP will be reviewed in an IEP meeting at least once a year to determine how well it is meeting his or her needs. In addition, every three years, your child will be reassessed and his or her IEP reviewed as part of an overall comprehensive reevaluation of your child’s progress.

It is important for parents to maintain regular contact with the educational professionals who work with their child. Also, in preparation for an annual review or reevaluation, parents should prepare by reviewing past IEPs and student records. As the parent is typically the only team member who sees the child at home, your input is critical in assessing student progress and achievement.

If there are concerns that your child’s educational needs are not being met, either you or school personnel may request a reassessment or an IEP meeting to review the IEP at any time during the year. You may request an IEP meeting by sending a written request to the school. Once your request is received, the meeting must be held within thirty (30) days, not counting school vacations greater than five (5). You may request a reassessment by sending a written request to the school. The school must get your permission before it reassesses your child.