Community Advisory Committees (CAC) are a vital component of an effective Special Education Program. CACs have specific and important responsibilities. Every Special Education Local Plan Area (SELPA) is required to establish a Community Advisory Committee. The CAC assists in advising local governing boards about the Local Plan, annual priorities, parent education and other specified Special Education related activities.
CACs are required by law and reflect the community they serve. They are comprised of a combination of parents, educators, representatives of public and private agencies and individuals concerned with the needs of individuals with disabilities. The majority of CAC members must be parents of students residing in the district, and the majority of these parents must be parents of students with special needs. Candidates are approved by their governing Board in accordance with locally determined selection procedures.
The California Department of Education defines special education as:
”…specially designed instruction, at no cost to the parent, to meet the
unique needs of individuals with exceptional needs...whose educational needs cannot
be met with modification of the regular instruction program, and related
services, that may be needed to assist these
individuals to benefit from specially designed instruction.” (CA Education Code
What age group does Special Education
In California, children younger than
three years of age, who have, solely, a visual, hearing, or severe orthopedic
impairment may qualify for Special Education Services from the District. In all other cases, Special Education may
begin as early as age three and may continue through age twenty-two or graduation.
Child Find / Identification
The Twin Rivers Unified School
District is required by law to actively and systematically seek out all
individuals, ages 0-21, who reside in the district and have disabilities
identified in IDEA. This includes individuals not enrolled in public school
programs, such as private schools or residential programs. The Twin Rivers
Unified School District conducts ongoing child-find activities to locate children
who may need special education programs and services. The activities are
intended to make the general public, community agencies, and school district
staff aware of the special education programs and services available to eligible students and how to
access these services.
What is an IEP?
The IEP may be considered an
educational blueprint. It describes the student’s strengths and needs, and outlines a
plan of specially designed instruction to take advantage of those skills to respond to those needs. The IEP establishes educational goals to be achieved
during the school year. The services provided to a student are those that are
stated on the IEP. The plan is reviewed each year and more often if parents or
teachers request it.
What criteria is used to evaluate the
eligibility of a student for Special Education?
The law lists and describes the
disabilities that allow children to be eligible for special education and
related services. In order to determine
if a student is eligible and needs special education services, a student must
be assessed in all areas of suspected disability. If it is determined that a student meets eligibility criteria, and that the student needs
special education services, an Individualized Education Plan (IEP) is developed
at an IEP team meeting.
Individuals with Disabilities
Education Improvement Act (IDEA 04) identifies the following as disabilities
that may qualify children for special education services:
Hard of Hearing
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Established Medical Disability
(used specifically in
Transportation Department Phone. (916) 566-3405
Pick-Up and Drop Off
If a parent/guardian has indicated on our student release form that their student is only to be released to the identified individuals on the form, then our drivers will only release your student from the bus to those individuals. If the parent has indicated on our student release form that their student does not need to be met by themselves or another responsible party, then we will release the student at the designated drop of point. Parents are responsible for students needing assistance from the bus into the home. Students will NOT be dropped at other address than the designated address, unless a written request is submitted and pre-approved by Transportation.
Drivers will not to pull in and out of private driveways. It is extremely helpful if room can be left at the curb in front of your home for loading and unloading passengers.
Curb to Curb Transportation
Applies to student’s whose IEP teams have recommended Curb to Curb Transportation
1. The bus driver will not leave the student unattended at either the pick up or drop off
location if, “Must be met at home/alternative” is checked.
2. If no one is at the drop off location
to meet the student, the bus driver will contact
dispatch. Dispatch will attempt to reach the emergency
contacts listed on the
Student Transportation Form.
3. If the bus driver is unable to make
contact, the bus driver will contact the
4. The Transportation Department will
continue to try to reach the parent.
attempting to make contact with student’s parent/guardian or the
emergency contacts listed
on the form, bus driver may proceed on the designated
route to deliver any other students
onboard to their destinations and then
return to the student’s drop off location.
5. If the Transportation Department is
still unable to make contact with the
parents/guardians or emergency contacts
listed on the form, the bus driver will transport
the student to his/her school
of attendance or the Transportation Department.
accept the student and continue to attempt to contact the
parent/guardian or emergency
6. If no contact has been made by 5:00
p.m., Transportation will contact the Twin
Rivers Unified School District
Police Services who will pick up the student.
If Twin Rivers
Unified School District Police are unable to contact the
parents/guardian or the
emergency contacts, school police may determine it is
necessary to call Children’s
Protective Services (CPS).
Protocol for New Riders
The Transportation Department receives a copy of the Student Transportation Information Sheet with attached behavior support and health plans, routes and notifies parents of the schedule. Transportation services should begin within seven (7) school days after the Student Transportation Information Sheet is received. If transportation services will be delayed for more than seven days, transportation will contact the parent/guardian and school personnel.
Unattended Student Procedure
The procedure to be followed in the event that an authorized adult is not at home and authorization to leave unattended is not on file will be as follows:
1. Driver will notify Dispatch of the issue.
2. Transportation will call the home or emergency phone number. (Note: Transportation
will use current information on hand. It is the parent’s responsibility to provide us with
3. Driver will continue on route while awaiting instruction from Transportation.
4. After completion of their route, the driver will take the student to his/her school of
attendance or the Transportation Department where the parent will be required to pick
up the student.
5. If the student has not been picked up by 5:00 pm, the local law enforcement agency
will be contacted to hold the student until parents are contacted.
Student Illness or Absence
Should students become ill occasionally or cannot attend school for other reasons on a particular day, it would be appreciated if the parent/guardian would call the Transportation Department.
Listed below is the procedure to use to provide a more efficient and practical school bus transportation service of your student.
1. In the event a student is to be absent, the parent/guardian should call the
Transportation Department 916-566-3405 prior to the absence:
a. Any time before 5:00 pm the day before the absence:
b. Before 5:00 am the day of the absence.
2. In the event a student is absent without prior notification to the Transportation
Department for three (3) consecutive days, the bus will not be routed to the student’s
home again until such notification has been given by a phone call from the
parent /guardian. This must be done no later than 5:00 am the day of return. There will
be no exceptions. You must notify the Transportation Department. This information is not
to be relayed by the driver.
EXTENDED SCHOOL YEAR
Extended school year services
shall be provided for a student with disabilities who has unique needs and
requires special education and related services in excess of the regular
academic year. Extended school year services shall be limited to the services,
determined by the IEP team, that are required to assist a student maintain the
skills at risk of regression or for students with severe disabilities to attain
the critical skills or self-sufficiency goals essential to the student’s
continued progress. All students who are eligible for special education and
related services must be considered for ESY services, however federal and state
rules and regulations do not require that every student with a disability
receive ESY services as part of the student’s IEP.
NOTE: The only
services to be considered for a student for ESY are services are those services
already provided to the student during the school year; however not all of the
services the student receives during the school year need to be recommended for
the student for ESY.
What is the Purpose of ESY
Extended school year (ESY) services are special education
and related services that are provided to a student with a disability in excess
of the traditional school year in accordance with his/her IEP. The primary goal
of ESY services is to ensure the continued provision of an appropriate
education by maintaining skills and behaviors that might otherwise be lost
during the summer/intersession period. It is not a means to develop or enhance
new skills or behaviors.
Transportation to ESY services will be provided to
students who will be receiving their ESY services at a school other than their
school of residence and to students whose IEP provides for home to school
transportation because of personal factors such as health, social judgment, or
lack of ability to communicate such that the IEP team considers that the safety
of the student is of primary concern.
Credit Recovery/Grad Rate Improvement Program
(GRIP) is offered during the Summer School session for students who are on
diploma track and have an IEP. The
majority of these students are in mild/moderate SDC classes at the junior high
and high school level.
Students who are in junior
high or high school special day classes, but are on diploma track, need to
participate in Credit Recovery/GRIP…. NOT Extended School
Year. Students who are on certificate
track and require ESY should attend the ESY program.
CONTINUUM OF SERVICES
Education is a service, not a place.
The Individuals with Disabilities
disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”
20 U.S.C. 1412(a)(5)(A)
Support Systems Explained
The levels of
support in a tiered model increase in intensity from one level to the next to
provide targeted assistance to struggling learners to help students close the
gaps with their peers. As students gain skills, meet learning/behavior goals
and targets, and develop increasing levels of independence, they begin to
require fewer and less intensive supports.
Restrictive Environment (LRE)
Least Restrictive Environment (LRE) is one of the six
principles that govern the education of students with disabilities and other
special needs. By law, schools are required to provide a free appropriate
public education (FAPE) in the least restrictive environment that is
appropriate to the individual student's goals and needs.
To determine appropriate services and instructional setting
for a student, the IEP team will first review the student’s strengths and
specific areas of need. The IEP team
will then consider the educational benefits of a particular educational
setting. With the differences in needs varying broadly, there is no single
definition of what a lease restrictive environment will be as each student’s
IEP is develop to meet individualized goals and needs.
include some of the following or combinations of options:
classroom with accommodations and modifications
classroom with individualized instruction
classroom with pull-out services
general education classroom with most of the day in an another setting