The Individualized Education Program (IEP) and Process
The IEP Process Overview
Referral: The best way to refer a student for assessment to determine eligibility for special education services is through the child’s teacher and the school’s Student Study Team Process (SST).
Assessment: Based on the concerns expressed on the SST referral, an assessment plan will be designed and explained to the student’s parent/guardian for approval.
Meeting to Review Assessment Results: The parent, principal (or designee), the child’s teacher and those who performed assessments will meet to review findings and determine appropriate services. Keep in mind that the goal is to serve students in settings that offer the most normal school experience as is appropriate.
Annual Reviews: At least every twelve months, the IEP team (principal, teacher, special education providers, and parent/guardian) meets to discuss the student’s progress, and to set goals for the upcoming twelve-month period.
Three-Year Reviews: Every third year, an extensive review is conducted and reported to the IEP team. Assessments may duplicate the thoroughness of the initial assessment.
Parents have the right to call an IEP meeting at any time they feel it is necessary.
The Individualized Education Program (IEP)
An Individualized Educational Program (IEP) describes the special education and related services specifically designed to meet the unique educational needs of each child with a disability.
Special Education Programs in Davis Joint Unified School District
Designated Instruction and Service and Related Services:
These are supportive services necessary for the student to benefit educationally from the instructional program. An appropriate specialist provides the service which may include one or more of the following: language and speech development and remediation; adapted physical education; health and nursing services; instruction in the home or hospital; physical and occupational therapy; interpreters; specially designated vocational education and career development; counseling and guidance; psychological services other than assessment and development of the IEP; parent counseling and training; and other services based on the IEP.
Resource Specialist Program (RSP):
Students with mild to moderate special education needs are educated in the Resource classroom through the Resource Specialist Program at each site. In general, the program is a special education service that provides consultation and support to the general education staff and direct instruction and services to special education students who are assigned to regular classrooms for the majority of a school day.
Inclusion Program:
Students with moderate to severe disabilities who require more intensive Special Education instruction and supports are educated primarily in the general education classroom with modifications to the general curriculum. Direct instruction in specific content areas may be provided to students in a separate classroom as designated. The Inclusion teachers provide case management, academic and developmental assessments, direct instruction, and curriculum adaptations based on the needs of the student. This could include social skills training, behavior modification and intervention, and paraeducator support.
Special Day Class Program (SDC):
Students requiring more intensive instruction and services, where the nature of the disability precludes their participation in the general education school program for the majority of the school day are provided direct instruction through the Learning Center/Resource Room as well. The Resource Specialists provide case management, academic assessments, learning strategies, direct instruction, and curriculum adaptations for the students in the program.
There are also four self-contained special day class programs in DJUSD:
Behavior Learning Class – Patwin Elementary and Emerson Junior High:
These are two self-contained classrooms for special education students who have behavior difficulties that interfere with their ability to benefit from the instruction in the general and special education environments. The classrooms can accommodate up to 12 students in each class, grades K-6 and in grades 7-9. A positive behavioral model of intervention is used and students are included in the general education classrooms as appropriate.
Primary SDC – Birch Lane Elementary:
This program is for students in kindergarten through third grade. It is for our students who are not ready for inclusion in a general education setting due to cognitive delays and behavioral issues. The class works on developing students’ skills and improving their behavior so that they can transition into an Inclusion program, and to be successful at their neighborhood school.
ED Foundations – Holmes Junior High:
This is a program for students identified as emotionally disturbed. The students’ emotional issues make it challenging for them to function in a general education setting. They require more emotional support and a more flexible learning environment.
