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Imperial County Office of Education (ICOE)

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Imperial County Office of Education (ICOE)

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After School Education and Safety (ASES) Program

The After School Education and Safety (ASES) Program provides literacy, academic, enrichment and safe constructive alternatives for students in kindergarten through ninth grade (K-9) during non-school hours. The academic and enrichment component entail; integrated education, health, social service, recreational, cultural programs and telecommunication and technology.

The program is designed to enhance student's success, achievements and to support school communities to improve school climate, safety, attendance, behavior, student's health and well-being through high quality professional development, technical assistance, targeted services and the dissemination of current and relevant research-based information and resources.

ASES Programs Serving Here!

Ballington Academy

Brawley Elementary School District

Calexico Unified School District

Calipatria Unified School District

El Centro Elementary School District

Heber Elementary School District

Holtville Unified School District

Meadows Union School District

San Pasqual Valley Unified School District

Seeley Union School District

Westmorland Union School District

AmeriCorps

39 AmeriCorps Borderlands members provide 1:1 to 1:3 ratio of academic tutoring in English language development and functional academics on a daily basis to 288 underperforming kindergarten through 12 th grade and special education students at 19 service sites countywide.

Two members provide mentoring to 10 children of prisoners. All 39 members recruit 25 ongoing volunteers to volunteer at least 600 hours in community service activities, and 30 one-time volunteers to volunteer at least 60 hours.

All 39 members receive a comprehensive program of training and the opportunity to implement learned skills to increase their sense of themselves as a leader in the community.

Members also receive Community Emergency Response Team (CERT) training to become a part of Imperial County's Community Emergency Response Team.

AmeriCorps Serving Here!

ICOE Student Well-Being Department

ICOE Special Education Program

ICOE Alternative Education Program

Brawley Union High School District

Calexico Unified School District

Calipatria Unified School District

Heber Elementary School District

Holtville Unified School District

Westmorland Union Elementary School District

Learn more about AmeriCorps

Bullying and Violence in School Advocacy Program

The Bullying and School Violence Advocacy Program is supported with federal Victims of Crime Act (VOCA) funds to provide direct services to child/teen victims of bullying and/or school violence, education advocacy with administrators on behalf of youth, counseling services, resource and referrals, and assistance with providing information on crime victim compensation services to youth clients.

Our community recognizes bullying behaviors at school as dangerous and harmful acts that victimize the targeted student and bystanders. Bullying can no longer be dismissed as harmless teasing or as a normal, yet undesirable, behavior. Rather, bullying is a pattern of deliberate, negative, hurtful, aggressive acts that work to shift the balance of physical, emotional, or social power as defined in California Education Code Section 48900.2, 48900.3, or 48900.4.

Participating School Districts:

Brawley Elementary School District

Calexico Unified School District

Calipatria Unified School District

Heber Elementary School District

Imperial Unified School District

Seeley Union School District

Westmorland Union School District

Bullying Frequently Asked Questions

Child Abuse Treatment (CHAT) Program

The CHAT Program serves victims of abuse (physical, sexual abuse or exploitation, and/or emotional); neglect (severe and/or general); domestic violence and/or witness to violence in the home, school, or community violence; parental chemical substance abuse; children who are victims of bullying as per California Education Code 48900 (r); criminal components of bullying in the community (physical assault, making threats of physical harm, or any other activity which is classified as an actual crime); and abductions.

The CHAT Program serves families in the Winterhaven and Fort Yuma Quechan Reservation as well as the El Centro Elementary School District under the auspices of the FACT (Family And Community Together) Center and San Pasqual Valley Family Resource Center (FRC). Child victims and non-offending family members are provided therapy as well as intensive case management; including but not limited to assessment, linkage and advocacy.

The project will reach critically underserved Native American and Latino children and youth struggling to cope with the effects of abuse, neglect and exposure to violence in an environment of poverty, intergenerational trauma, and intense drug trafficking across the nearby U.S. border with Mexico.

Contact Information:

Learn more about Marriage and Family Therapy Internship Opportunity.

Education for Homeless Children and Youth Grant

The federal McKinney-Vento Law requires all schools to remove any barriers that would prevent homeless students from enrolling and participating in school and from receiving the same quality education as other students.

The Imperial County Office of Education McKinney-Vento Program, known locally as Most Valuable Pupils, is funded through a grant by the California Department of Education and is administered by the Student Well-Being and Family Resources Director and the County Homeless Care Coordinator. Support and training is provided to all county administrators and school staff to comply with the mandates of this law.

Homeless students are defined as: Children or youth who lack a fixed, regular, and adequate nighttime residence, including:

Sharing the housing of others due to loss of housing, economic hardship, or similar reason ("doubling up").

Living in motels, hotels, trailer parks, camping grounds due to the lack of adequate alternative accommodations.

Living in emergency or transitional shelters.

Living in a public or private place not designed for humans to live.

Living in cars, parks, abandoned buildings, substandard housing, bus or train stations, or a similar setting.

Unaccompanied youth living in the above circumstances.

For a comprehensive array of issues related to the McKinney-Vento Homeless Assistance Act and its implementation, visit the Best Practices in Homeless Education series at http://center.serve.org/nche/
Sports Illustrated Cover Story: Young, Gifted & Homeless Students Experiencing Homelessness, Know Your Rights

Family Resource Centers (FRC)

Seven Family Resource Centers (FRC) located in Imperial Valley in the cities of Brawley, Calexico, Central Union High School District, El Centro FACT, Niland, San Pasqual and Seeley facilitate easy access to services for youth and their families. The FRCs integrate medical, social services, mental health and education service to provide a holistic approach to addressing the needs of youth and their Families.
With the collaboration of many agencies, the Family Resource Centers ensure the education, health and well-being of students and their families increasing the likelihood of student success.

Contact Information

Professional Development Training/ Awareness and Education Presentations

Professional Development Training is available to school personnel, county agency representatives and local community-based organization personnel. Awareness and Education Presentations are also made available to students and families for the purpose of Prevention and Early Intervention and enhancing Social Emotional Learning. Topics may include, chemical dependency; tobacco-use prevention/education; early identification of student mental health issues; wellness education; gang and violence prevention; bullying and cyberbullying; impacts of trauma, abuse and violence on children; support group training; risk and protective factors; effective communication skills; parenting skills training; managing aggressive/violent behaviors; conflict resolution; asset building and resiliency; brain-based learning; and school climate and culture.

Project Ride, Walk, Learn

Project Ride, Walk, Learn is an educationally focused program that provides information to students and parents on bicycle and pedestrian safety, with an added health and environmental component. Services are provided through school assemblies, bicycle rodeos, and educational materials for classroom teachers. The program unfolds in underserved communities of Calipatria, Heber, Niland, Seeley, and Westmorland where roads in poor condition and limited sidewalks near elementary school campuses affect the safety of children walking and riding their bicycles to and from school. The program is funded by the Imperial County Transportation Commission, through Caltrans Active Transportation Program, and will commence in Fall 2019.

System of Support for Expanded Learning (SSEL)

The purpose of the SSEL funding is to build the capacity of after school programs (also known as expanded learning programs) to meet all grant requirements defined in statute, and to promote high quality programs and services as described in the Quality Standards for Expanded Learning Programs, an initiative informed by Expanded Learning stakeholders and practitioners, and produced in collaboration between the California Department of Education's Expanded Learning Division and the California AfterSchool Network.
Learn more about the Quality Standards
A Vision for Expanded Learning in California: California's Expanded Learning programs are an integral part of young people's education, engaging them in year-round learning opportunities that prepares them for college, career, and life. According to the Expanded Learning Division, Expanded Learning refers to before and after school, summer, intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of students through hands-on, engaging learning experiences. -California Department of Education

California Science, Technology, Engineering, Arts, and Math (STEAM) Hub Grant

Learn more about Expanded Learning

The purpose of these grant funds is to implement, maintain and enforce a tobacco-free school policy in school districts as authorized by California Health and Safety Code (HSC) Section 104420, and conduct the California Healthy Kids Survey (CHKS).

The focus of the CDE's Coordinated School Health and Safety Office is to provide students with the knowledge and skills that enable them to be tobacco free. Implementing a tobacco-free school policy and surveilling the prevalence of tobacco-use behaviors are fundamental to this effort.

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The After School Education and Safety (ASES) Program provides literacy, academic, enrichment and safe constructive alternatives for students in kindergarten through ninth grade (K-9) during non-school hours. The academic and enrichment component entail; integrated education, health, social service, recreational, cultural programs and telecommunication and technology.

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Esta información en inglés | This information in English
Si Ud. tiene o conoce un niño entre las edades de 3 a 21, y tiene preocupaciones acerca de su desarrollo, bienestar emocional, conducta, aprendizaje o discapacidad, esta página le ayudará a familiarizarse con los sistemas de apoyo para niños con discapacidades en los Estados Unidos.
Tabla del Contenido
La Fuente Principal: El Sistema Escolar

Sin duda, l a primera cosa que Ud. debe hacer para conseguir ayuda para su niño es llamar, escribir o visitar la escuela pública de su niño con el fin de:

expresar sus preocupaciones sobre cómo está desarrollando su niño o cómo le va en la escuela; y

pedir que evalúen a su niño para ver si tiene un retraso en el desarrollo o una discapacidad y, por eso, necesita educación especial y servicios relacionados.

Le sugerimos que Ud. comience por discutir sus preocupaciones con el maestro de su hijo o con el director de la escuela. Pida una evaluación individual de su niño bajo IDEA. Si no está seguro de cómo presentar esa solicitud, puede usar como guía nuestra carta modelo disponible en la página Cómo Solicitar una Evaluación de Su Niño.
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¿Qué pasa si su niño no está matriculado en una escuela?

Por ejemplo, quizás su niño tiene 4 años y no ha comenzado su escolaridad. Quizás es verano y su familia se movió a la comunidad recientemente.

No importa. En este caso, póngase en contacto con la escuela pública primaria o secundaria en su barrio.

-Lo que Ud. está buscando es el número o la dirección de contacto del programa local que es responsable de hacer evaluaciones individuales gratuitas de niños para ver si tienen un retraso en el desarrollo o una discapacidad.

-Llame o escríbale al Director de Educación Especial o al director de la escuela. Diga que Ud. cree que su niño tiene una discapacidad y que necesita ayuda en la forma de educación especial.

-Pida que el sistema escolar realize una evaluación de su niño lo antes posible o que le refiera al departamento o agencia local responsable de realizarla.
Por ejemplo, Ud. podría decir:
Es posible que mi niño tiene un retraso en su desarrollo ( o una discapacidad que está afectando su...). El tiene ( su edad), por eso le estoy llamando. Entiendo que él necesita una evaluación individual para averiguar por qué tiene dificultades en ( caminar, hablar, aprender). ¿Me puede decir a quién llamar para obtener más información sobre evaluaciones individuales de niños por el sistema escolar?

En inglés:
It's possible that my son has a delay in his development ( or a disability that is affecting his...walking, talking, learning). He's 5 years old, which is why I'm calling you. I understand that he needs an individual evaluation to find out why he's having difficulty ( walking, talking, learning). Could you please tell me who I would call to find out more about individual evaluations of children by the school system?
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Responsabilidades del Sistema Escolar

Las escuelas públicas en los Estados Unidos tienen una obligación afirmativa de educar a nuestros niños, incluyendo los que tienen retrasos en el desarrollo o una discapacidad. Gracias a la ley federal conocida como IDEA, cada Estado debe tener un sistema para identificar a todo niño con retraso en el desarrollo o una discapacidad en el Estado.

Evaluación gratuita | Una parte de tal sistema es asegurar que cada niño sospechado de tener una discapacidad o retraso reciba una evaluación individualizada y gratuita. El propósito de la evaluación es determinar si:

el niño tiene un retraso o una discapacidad, y

si es así, si el niño necesita la educación especial y servicios relacionados.

Los padres tienen que dar su permiso por escrito antes de que el sistema escolar pueda evaluar a su niño.

Fecha límite | Bajo IDEA, la evaluación debe ser efectuada durante un periodo de 60 días después de que el sistema escolar reciba el consentimiento de los padres para la evaluación (o durante cualquier fecha límite establecida por el Estado, si hay).

Proceso | Es importante reconocer que el proceso de conseguir ayuda para su niño a través de las escuelas es exactamente eso: un proceso de investigación empezando con la evaluación individualizada. Para aprender más acerca de cómo conseguir ayuda escolar, visite la sección de nuestro sitio titulada Sobre el Proceso de Educación Especial.
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Más Sobre IDEA

La disponibilidad de educación especial y servicios relacionados para niños y jóvenes con discapacidades en nuestras escuelas se debe a la ley federal que manda y apoya estos servicios: El Acta para la Educación de los Individuos con Discapacidades ("Individuals with Disabilities Education Act," o IDEA). Las raíces de IDEA originaron en la Ley Pública 94-142 (el Acta para la Educación de Todos los Niños Impedidos), la cual quedó en vigor en 1975 para establecer subvenciones a los Estados para la educación de los niños con discapacidades. Esta ley ha sido enmendada varias veces, más recientemente en 2004.

El CPIR ofrece varias publicaciones sobre IDEA 2004 para familias de habla hispana. Es importante familiarizarse con sus requisitos, especialmente:

Los 10 pasos básicos en el proceso de educación especial

Su derecho como padre de participar en la evaluación de su niño

Su derecho como padre de ser parte de cualquier grupo que determina la elegibilidad de su niño para educación especial y servicios relacionados

Su derecho como padre de ser miembro del equipo que desarrolla el plan educativo individualizado (IEP, for sus siglas en inglés) de su niño

Su derecho como padre de no estar de acuerdo con el sistema escolar en cuanto a la educación special (y más) de su niño y de usar una variedad de mecanismos para resolver la disputa.

Claramente, IDEA es una ley muy poderosa y influyente en la vida de un niño con una discapacidad y sus padres. Por esta razón, el CPIR ofrece información en español sobre IDEA y el proceso de educación especial que manda. Puede leerla aquí en nuestro sitio, descargarla a su computadora, enviarla a sus amigos y familia, y compartirla con otras personas. Empiece con éstas:
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Su Centro de Capacitación e Información para Padres

Conozca su PTI | Bajo IDEA, cada Estado tiene al menos un centro de información y capacitación para padres-el PTI por sus signos en inglés. Algunas Estados tienen más. Muchos de estos centros tienen personal que habla español, especialmente los que sirven en áreas en donde hay una población significante de hispanohablantes.

Su propósito es de informar y capacitar a los padres de niños con discapacidades a ser participantes activos en la educación y defensa de su niño. Con este fin en mente, los centros para padres ofrecen:

entrenamiento acerca de IDEA y los derechos de los padres;

información sobre asuntos relacionados con la discapacidad; y

enlaces a los recursos en la comunidad, región y Estado.

Para identificar el PTI que sirve su área, consulte nuestra página Find Your Parent Center.
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Servicios de Salud para Niños

En la escuela | Como parte de recibir educación especial y servicios relacionados en la escuela, los niños elegibles bajo IDEA también pueden recibir servicios escolares de la salud y servicios de la enfermera en la escuela. Ambos son disponibles como servicios relacionados bajo IDEA.

En la comunidad | ¿Qué tipo de servicios de salud existe afuera del ambiente escolar? ¿Qué puede hacer Ud. si su niño tiene necesidades especiales de la salud?

Hay un programa en cada Estado que proporciona servicios de salud a los niños sin seguro médico. Se llama Insure Kids Now (¡Asegure a Sus Hijos Ahora!). A bajo costo o sin costo alguno, este programa de seguro paga lo siguiente:

consultas médicas,

medicamentos bajo receta,

hospitalizaciones y

mucho más.

Es probable que los niños que actualmente no tienen seguro médico sean elegibles para este seguro, aún si Ud. trabaja. Los Estados tienen diferentes reglas en cuanto a la elegibilidad, pero en la mayoría de los Estados son elegibles los niños sin seguro que tengan 18 años o menos, cuyas familias ganan hasta US $34,100 al año (para una familia de cuatro).

Para mayor información, llame sin costo alguno al teléfono 1-877-KIDS-NOW (1-877-543-7669) o identifique su programa Estatal en:
https://espanol.insurekidsnow.gov/
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Agencias y Servicios Públicos en Su Estado

Las agencias descritas más adelante proporcionan asistencia a las personas y sus familias con discapacidades. El tipo de ayuda que puede conseguir de cualquiera de éstas dependerá en la edad de su niño, la elegibilidad de su niño o familia para servicios, y la naturaleza de la discapacidad. Hay que leer las descripciones para determinar cuáles agencias son relevantes para su situación. Para localizar los programas relevantes en su estado, póngase en contacto con el Centro para Padres en su estado.

Agencia de Protección y Defensa (P&A, o "Protection and Advocacy Agency")
Para personas que tienen discapacidades de desarrollo o trastornos mentales Los sistemas de Protección y Defensa ("Protection and Advocacy") son responsables en perseguir asistencia legal y administrativa para proteger los derechos de las personas que tienen discapacidades del desarrollo o enfermedades mentales, sin cuidado de su edad. Las Agencias de Protección y Defensa pueden proporcionar información acerca de la salud, residencia y servicio social en su area. También hay disponible asistencia legal.

Centros Universitarios de Excelencia en las Discapacidades de Desarrollo ("University Centers for Excellence in Developmental Disabilities")
Una red nacional de programas afiliados con universidades y hospitales de enseñanza, los Centros Universitarios de Excelencia en las Discapacidades de Desarrollo (anteriormente conocidos como los "Programas Afiliados a los Universidades") proporcionan entrenamiento interdisciplinario para los profesionales y paraprofesionales y ofrece programas y servicios para los niños con discapacidades y sus familias. Algunos centros proporcionan servicios directos para los niños y sus familias. Otros tienen personal con experiencia en una variedad de áreas y pueden proporcionar información, asistencia técnica, y entrenamiento en servicio a las agencias, a los proveedores de servicios, a grupos de padres, y a otros.
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Ayuda para Niños con Discapacidades (3-21)

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Esta información en inglés | This information in English Si Ud. tiene o conoce un niño entre las edades de 3 a 21, y tiene preocupaciones acerca de su desarrollo, bienestar emocional, conducta, aprendizaje o discapacidad, esta página le ayudará a familiarizarse con los sistemas de apoyo para niños con discapacidades en los Estados Unidos.

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Welcome to Imperial County Special Education Local Plan Area (SELPA), The Imperial County SELPA is made up of a consortium of 17 school districts. The SELPA is an "umbrella" entity for the regionalized provision of special education programs and services for all identified children ages birth through 21 years of age within the Imperial County.

Mission Statement

The Imperial County SELPA is dedicated to the belief that all students can learn and that students with disabilities must be guaranteed equal opportunity to become contributing members of society. To that end, the SELPA facilitates high quality educational programs and services for students with disabilities, and training for parents and educators. The SELPA collaborates with county agencies and school districts to develop and maintain healthy and enriching environments in which students with disabilities and their families can live and succeed.
Imperial County SELPA is proud to partner with the California Autism Professional Training and Information Network, (CAPTAIN ) by promoting the use of evidence- based practices for students with Autism. CAPTAIN is part of the California Department of Education Statewide System of Support in collaboration with Marin County SELPA www.captain.ca.gov

Contact

Deborah E. Montoya, Ed.D
Senior Director, Special Education Local Plan Area
1398 Sperber Road, Bldg D
El Centro, California 92243
Phone: (760) 312-6419
Fax: (760) 312-6522
dmontoya@icoe.org

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SELPA | Imperial County Office of Education

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Welcome to Imperial County Special Education Local Plan Area (SELPA), The Imperial County SELPA is made up of a consortium of 17 school districts. The SELPA is an "umbrella" entity for the regionalized provision of special education programs and services for all identified children ages birth through 21 years of age within the Imperial County.

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Imperial County has received a call from a customer stating that he received a text from a person who identifies himself/herself as from "CalFresh" providing a website to apply for his "stimulus check". This text has been identified as a scam to obtain personal information. It is advised to not click on the website address provided and to delete the text immediately.

The IRS will post information about stimulus payments here as it becomes available here: https://www.irs.gov/coronavirus-tax-relief-and-economic-impact-payments

Public Benefit recipients should take the following measures to keep their personal information and State benefits safe:

Never give out your personal information to anyone, or you could have your benefits stolen.

Keep your EBT card number and PIN a secret.

Never give out your social security number, EBT card number or PIN to anyone.

The mission of the Imperial County Department of Social Services is to provide assistance to the County's needy and disadvantaged individuals and families so they may live their lives with dignity and respect.

Our department is committed to being an innovative leader in providing quality social services to those individuals and families in Imperial County needing our services.

Through a collaborative effort with other agencies and organizations, our department will maximize effective delivery of services in the most cost effective and efficient manner possible.

Our staff will treat our clients with respect and dignity while striving to improve the quality of their lives.

We will reach out to all communities in the valley in an effort to provide targeted and approppiate services whenever possible.

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Imperial County has received a call from a customer stating that he received a text from a person who identifies himself/herself as from "CalFresh" providing a website to apply for his "stimulus check". This text has been identified as a scam to obtain personal information.

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<<Return to the Index Page
Please support our advertisers, listed in pink or blue.
PARENT and FAMILY RESOURCES
Autism College: Chantal Sicile Kira
(See listing under Autism)

Online group of researchers, families and youth, clinician partners and national organizations, working to assess and improve coordinated care and health systems for youth with special health care needs.
www.cyshcnet.org

Family Voices
National organization and network of families with special healthcare needs and disabilities that promote partnerships with families, including those of cultural, linguistic and geographic diversity, to improve healthcare systems for children.
www.familyvoices.org

Filipino American Association for the Developmentally Disabled
Monthly support group for Filipino-American families.
www.faadd.org

Michele McGrath Wolfson, MFT
Marriage and Family Counseling for families with special needs.
6353 El Camino Real #K Carlsbad, CA 92009
760-431-1819

A recurring, social resource event for parents and providers to meet, make connections and foster supportive relationships.
www.minglesd.com

POSSE (Parents of Students in Special Education)
Help navigate IEP process for learning disabilities.
619-335-0536
www.possesandiego.org

San Diego Family Magazine
San Diego County's best parenting resource! Free monthly magazine offers articles and resources for health, education, camp, holidays and local family fun for all ages and abilities. Award-winning monthly calendar full of family activities and events. Visit the website and stay connected through Facebook, Twitter, Instagram and Pinterest.
1475 Sixth Ave. #500 SD, 92101
619-685-6970
www.SanDiegoFamily.com

Special Needs Resource Foundation of San Diego
Helps parents and advocates in the special needs community overcome challenges of a family's journey by bringing together people, information and resources. The foundation (in partnership with San Diego Family Magazine) publishes and distributes Flourishing Families annually, plus a free bi-monthly eNewsletter designed for families with special needs. Visit website to subscribe.
1475 Sixth Ave. #511 SD, 92101
619-685-6970
www.SNRFSD.org

Toward Maximum Independence (TMI)
A licensed Resource Family Agency providing resource family placements for youth with intellectual and/or developmental disabilities. Family Focused Supports Program offers support to birth families and their children with the goal of addressing needs before they reach a crisis level. Assessment and Intervention Services provides the supports and programs necessary to ensure that individuals receive services which promote full inclusion.
4740 Murphy Canyon Rd. #300 SD, 92123
858-467-0600
www.tmi-inc.org

Walden Family Services
(See listing under Foster Care)

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Return to the Index Page Please support our advertisers, listed in pink or blue. PARENT and FAMILY RESOURCES Autism College: Chantal Sicile Kira (See listing under Autism) Online group of researchers, families and youth, clinician partners and national organizations, working to assess and improve coordinated care and health systems for youth with special health care needs.

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On November 1998, California voters passed the California Children and Families Act of 1998. The act levies a tax on cigarettes and other tobacco products with the intent to provide funding for early childhood development programs, in addition to establishing a State Commission and local County Commissions for this purpose.

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The Food and Nutrition Service (FNS) administers the nutrition assistance programs of the U.S. Department of Agriculture.

The CalFresh Program, formerly known as Food Stamps (federally known as the Supplemental Nutrition Assistance Program (SNAP)), can add to your food budget to put healthy and nutritious food on the table. The program issues monthly electronic benefits that can be used to buy most foods at many markets and food stores.

To get CalFresh benefits, households must meet certain tests, including resource and income tests:

ResourcesHouseholds may have $2,250 in countable resources, such as a bank account, or $3,500 in countable resources if at least one person is age 60 or older, or is disabled. However, certain resources are NOT counted, such as a home and lot, the resources of people who receive Supplemental Security Income (SSI), the resources of people who receive Temporary Assistance for Needy Families (CalWORKs, formerly AFDC), and most retirement (pension) plans.

IncomeHouseholds have to meet income tests unless all members are receiving TANF or in some places general assistance. Most households must meet both the gross and net income tests, but a household with an elderly person or a person who is receiving certain types of disability payments only has to meet the net income test.

Employment RequirementsGenerally able-bodied adults without dependents (ABAWDS) between 18 and 50 can get CalFresh benefits for only 3 months in a 36-month period if they do not work or participate in a workfare or employment and training program other than job search. This requirement is waived in some locations.

With some exceptions, able-bodied adults between 16 and 60 must register for work, accept suitable employment, and take part in an employment and training program to which they are referred by the local office. Failure to comply with these requirements can result in disqualification from the Program.

Special Rules for Elderly or DisabledMost CalFresh rules apply to all households, but there are a few special rules for households that contain an elderly or disabled member.

Immigrant EligibilityThe 2002 Farm Bill restores CalFresh eligibility to most legal immigrants.

Certain noncitizens such as those admitted for humanitarian reasons and those admitted for permanent residence are also eligible for the program. Eligible household members can get CalFresh benefits even if there are other members of the household that are not eligible.

EatFresh.org is playful, engaging and easy to use. It includes:

Recipes searchable by food type, so that you can find recipes using whatever ingredients you have.

Recipes that can be cooked in crockpots and microwaves.

Ask a Dietician: Type in your question and a dietician sends you the answer.

Tips about nutrition and healthy lifestyles.

Text, email, share and print recipes.

Discussions online about nutrition or cooking.

Post recipes on Facebook, Pinterest, or Twitter.

The locations of farmers' markets that accept EBT, and food pantries in your county.

The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) is a federally-funded health and nutrition program.

WIC provides families with:

Information about nutrition and a healthy lifestyle to support you and your family

Support and information about breastfeeding your baby

Help in finding health care and other valuable community services

Access to healthy foods from WIC approved grocery stores - such as fruits and vegetables, whole grains, milk, eggs, bread, cereal, juice, peanut butter, soy milk, tofu and much more

Participants must meet income guidelines and be:

Pregnant

Breastfeeding a baby under 1 year of age

Postpartum in the past 6 months

Infant(s) up to their first birthday

Child(ren) up to their fifth birthday (including foster/adopted children)

To see if you qualify for WIC visit:
m.wic.ca.gov

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The Food and Nutrition Service (FNS) administers the nutrition assistance programs of the U.S. Department of Agriculture. The CalFresh Program, formerly known as Food Stamps (federally known as the Supplemental Nutrition Assistance Program (SNAP)), can add to your food budget to put healthy and nutritious food on the table.

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The food insecurity rate in the Imperial County is estimated to be 17% for all residents. Tragically, it is 25% for Imperial County children. These rates remain one of the worst in the nation and the highest for childhood hunger in the state of California.

We know that alleviating hunger can strengthen the community as a whole. If people have enough nutritious food to eat then kids learn more at school, people are sick less often, workers are more productive, crime declines and the cycle of poverty can end its vicious spiral.

Our aim is to ensure all residents have access to nutritionally valuable food.

Please see our available programs if you are in need of assistance.

When you become a Garden Giver, you join a group of our most dedicated supporters that have committed to giving monthly!

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As a 501c3 nonprofit, the Imperial Valley Food Bank aims to ensure all Imperial County residents have access to adequate amounts of nutritionally valuable food.

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IVROP'S MISSION

Imperial Valley Regional Occupational Program is Imperial Valley's expert for empowerment. We are dedicated to create paths to opportunities for students of all ages by empowering them to achieve their career, academic, and life goals to help them become successful contributing members of a global society.

The Imperial Valley Regional Occupational Program (IVROP) is the product of a JPA - Joint Powers Agreement between Imperial County school districts, including the Imperial County Office of Education, that serve high school students. As such, IVROP is recognized as an LEA - Local Educational Agency by the state of California. There are 72 ROCPs (Regional Occupational Centers and/or Programs) in the state of California, all charged with providing high quality career technical education services.

*JPA Members: Brawley Union High School District, Calexico Unified School District, Calipatria Unified School District, Central Union High School District, Holtville Unified School District, Imperial County Office of Education, Imperial Unified School District, and San Pasqual Valley Unified School District.

What does IVROP provide?

IVROP convenes local business, civic, and education partners to implement a regional plan for Career Technical Education, preparing Imperial Valley students for postsecondary education and employment. Driven by identified workforce needs, IVROP provides instructors with up to date industry expertise and instructional assistance, and students with meaningful career explorations and work experience. Because healthy, supported individuals and families are better prepared to succeed in all facets of life, IVROP also has family stabilization programs that provide support, guidance and skill development for the family as a whole. IVROP is dedicated to positively impacting students, and their families, through comprehensive and multifaceted services which promote educational, occupational, and community success.

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Imperial Valley Regional Occupation Program - Imperial Valley Regional Occupational Program

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The Imperial Valley Regional Occupational Program IVROP is pleased to welcome you to our Internet Web Site. Our ROP is one of seventy-two found in the state of California.

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Local Resources - Mental Health Counseling Services - Student Health Center - For Students - Imperial Valley College

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Imperial County Behavioral Health Services

Welcome!

This web site is a resource for individuals, families and agencies concerned with behavioral health. It provides information about mental health and substance abuse services, laws, and related news, as well as communication tools and other features. Regardless of where you begin your search for assistance with behavioral health issues, this website will help you find what you need - it helps ensure that there is "No Wrong Door" for those who need services. This website can greatly assist in our efforts to protect our greatest human asset: our beautiful minds.

Leticia Plancarte-Garcia

Interim Director of Behavioral Health Services

*(B) Brawley, (C) Calexico, (EC) El Centro, (W) Winterhaven*

For inquiries, please call 442-265-1525 or 1-800-817-5292.

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Imperial County Behavioral Health Services Welcome! This web site is a resource for individuals, families and agencies concerned with behavioral health. It provides information about mental health and substance abuse services, laws, and related news, as well as communication tools and other features.

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Student Well-Being & Family Resources
Student Well-Being & Family Resources has been providing services to Imperial County schools for over 30 years. The department brings together schools, communities, families, and youth in a working partnership to support students at all grade levels in dealing with challenges. Our staff works to prevent and intervene in problems that interfere with educational success, including alcohol, tobacco, and other drug use, suicide, teen pregnancy, gang violence, dropping out, and poor academic performance. Student Well-Being & Family Resources helps young people make healthy lifestyle choices, stay in school, and complete their education.

Services are offered at various school sites, including high schools, Alternative Education schools, middle schools, and elementary schools. Staff members make contact with students primarily during the regular school day and provide immediate intervention and services according to the assigned program. The emphasis on confidentiality and the consistency students experience within our programs create an awareness of the importance of addressing the difficult issues students face.

Contact Information

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Student Well-Being & Family Resources Student Well-Being & Family Resources has been providing services to Imperial County schools for over 30 years. The department brings together schools, communities, families, and youth in a working partnership to support students at all grade levels in dealing with challenges.

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San Diego & Imperial Valley Regional Center

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San Diego & Imperial Valley Regional Center

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The San Diego Regional Center is one of 21 regional centers that provide services to persons with developmental disabilities in California. Any resident of San Diego or Imperial County believed to have a developmental disability, may apply for services.

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Helping Adults Feel 100% Included and 100% Empowered

Adult Day Services offer individuals the opportunity to become active members of the community. Individuals learn work-related skills by engaging in regularly scheduled volunteer work, community service projects and other ventures that ensure each person's independence, social status and quality of life are greatly enhanced.

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Helping Veterans Find Meaningful Civilian Careers

Our Bob Hope Veterans Support Program provides one-on-one employment services, as well as referrals to other resources, to meet the unique needs of military personnel and veterans transitioning out of the military into a civilian job or starting their own small business.

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Helping Children Meet Developmental Milestones

Easterseals Child Development Centers (CDCs) serve children from birth to five years of age. The centers feature safe and caring environments, state-of-the-art tools and programs, individualized learning plans, highly qualified teachers and are inclusive of children with or without disabilities.

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Start making a difference in a career you love. View Jobs Helping Adults Feel 100% Included and 100% Empowered Adult Day Services offer individuals the opportunity to become active members of the community. Individuals learn work-related skills by engaging in regularly scheduled volunteer work, community service projects and other ventures that ensure each person's independence, social status and quality of life are greatly enhanced.

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WHO WE ARE

The ARC Imperial Valley is the Valley's leading community non-profit corporation serving individuals with disabilities especially developmental disabilities. We provide employment, vocational preparation, residential, paratransit, and other specialized training programs to over 1000 people per month.

Arc is funded by San Diego Regional Center, the California Department of Rehabilitation and through the support of AbilityOne sponsored Federal Contracts, other contracts, businesses, and individuals.

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The ARC Imperial Valley is the Valley's leading community non-profit corporation serving individuals with disabilities especially developmental disabilities. We provide employment, vocational preparation, residential, paratransit, and other specialized training programs to over 1000 people per month. Arc is funded by San Diego Regional Center, the California Department of Rehabilitation and through the support of AbilityOne sponsored Federal Contracts, other contracts, businesses, and individuals.

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Coronavirus (COVID-19) Main Web Page

Providing In-Person Specialized Supports and Services to Students with Disabilities

New Guidance (Posted 30-Sept-2020)
Is a Local Educational Agency (LEA) permitted to offer in-person supports and services to small groups of students with disabilities? Does the CDPH guidance related to cohorts apply to students age 18-22 participating in post-secondary programs that are provided through the K-12 school setting?
Yes. LEAs may serve small cohorts of students with disabilities ages 18-22 consistent with the CDPH guidance.
Does an LEA need to have received an elementary school waiver through the local public health office before offering in-person supports and services to small groups, consistent with the CDPH guidance related to cohorts?
No. The August 25, 2020 CDPH FAQ states "[t]he Cohorting Guidance applies to schools that cannot reopen for in-person instruction pursuant to the July 17 Framework, including elementary schools in those jurisdictions that have not received an elementary school waiver through the local public health office. Under these circumstances, school officials should develop and implement plans in collaboration with local health officials and school-based staff (including, if applicable, organized labor), but are not required to receive express approval from the local health department. They are, however, required to adhere to any applicable, more restrictive local public health directive. "

Distance Learning
Are there new requirements related to Individualized Education Programs (IEP) and distance learning?
Yes. On June 29, 2020, Governor Newsom signed the 2020 Budget Act and accompanying budget-implementing legislation, including Senate Bill (SB) 98 (Chapter 24, Statutes of 2020). SB 98 included notable changes related to special education and distance learning. The CDE posted related guidance on the CDE website at https://www.cde.ca.gov/sp/se/lr/om071520.asp.

SB 98, Section 66, amended Section 56345 of the Education Code ( EC) to require that Individualized Education Programs (IEP) include a description of the means by which the IEP will be provided under emergency conditions, in which instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days. This description must be included in the development of each initial IEP or addressed during the regularly scheduled revision of an IEP (e.g., annual IEP), and must take public health orders into account.
Where can I find more information about the requirements for distance learning and instructional time?
The CDE has established a webpage dedicated to providing guidance and resources for teachers and families in K-12 schools regarding high quality distance learning. The CDE's distance learning webpage can be accessed on the CDE's website at https://www.cde.ca.gov/ci/cr/dl/index.asp

In addition, the CDE has developed a frequently asked questions (FAQ) webpage addressing principal apportionment, instructional time, attendance accounting, attendance reporting and the Form J-13A for fiscal year (FY) 2020-21. The FAQ can be accessed on the CDE website at https://www.cde.ca.gov/fg/aa/pa/pafaqs.asp.
Do the requirements for distance learning and instructional minutes in the FY 2020-21 school year impact Specialized Academic Instruction on a student's IEP?
Specialized Academic Instruction (SAI) in a student's IEP (including minutes), like all aspects of the IEP, is determined by the IEP team. SAI is an instructional service and individualized based on student need. LEAs are required to implement IEPs.

Description of How the IEP Will be Provided Under Emergency Conditions
What are considered "emergency conditions"?
EC 46392 outlines what constitutes "emergency conditions" and includes: fire, flood, impassable roads, epidemic, earthquake, the imminence of a major safety hazard as determined by the local law enforcement agency, a strike involving transportation services to pupils provided by a non-school entity, and an order provided for in EC 41422.
Is the emergency conditions description part of the IEP or a separate document?
The description of the means by which the IEP will be provided under emergency conditions must be part of the IEP. SB 98 amended section 56345 of California Education Code, and added the requirement that an IEP include a description of the means by which the IEP will be provided under emergency conditions, effective July 1, 2020. It applies to the development of an initial IEP or the next regularly scheduled revision of the IEP (i.e. annual IEP) ( EC Section 56345(a)(9)(B)). Because all students must have an annual IEP, pursuant 34 C.F.R. 300.324(b)(1), all IEPs in the state should include this description by June 30, 2021.
Must the parent or student consent to the description required by EC 56345(a)(9)?
Yes. As a required component of the IEP, the description of the means by which the IEP will be provided under emergency conditions must be adopted by the IEP team at an IEP team meeting or through an amendment to the IEP. Parents/students are required members of the IEP team and thus will be involved in the development of this description through the IEP process. The LEA must obtain consent to the IEP consistent with applicable state and federal law.
How does the IEP requirement for a description of the means by which the IEP will be provided under emergency conditions impact the offer of a Free Appropriate Public Education (FAPE)?
The description of the means by which an IEP will be provided under emergency conditions is an element of the overall offer of FAPE, and should help an LEA to plan for how to address the needs of an individual student in an emergency.
What if the description of the means by which an IEP will be provided under emergency conditions inadequately addresses or anticipates the needs of the student in the event of an emergency?
IEP teams are required to meet when a student demonstrates a lack of expected progress (34 C.F.R. 300.324 (b)(1)(ii)). Additionally, the parent or the teacher may request an IEP meeting at any time ( EC 56343) to discuss and address any concerns with student access including a lack of resources, or ineffectiveness of the means by which the IEP is being provided under emergency conditions.

Teachers and parents are encouraged to work together to ensure that a student is able to access instruction and that the delivery of instruction is effective. The student's IEP can be changed or amended at any time with agreement from both the parents and the LEA.
Does an LEA need to wait 10 days before implementing the description of how the IEP will be implemented under emergency conditions IEP?
No. If the LEA has good reason to believe that, due to emergency conditions as described in EC 46392, instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days, the LEA may implement the provisions outlined in the description before 10 school days have elapsed.
Should the description of the means by which the IEP will be provided under emergency conditions required by EC 56345(a)(9) include provisions for how the LEA will deliver feedback and information to parents regarding a student's learning progress during the emergency closure?
While EC 56345(a)(9) does not specifically require including plans for delivering feedback and information regarding a student's progress, communication and collaboration between the local educational agency (LEA) and parent are vital to ensure educational progress. In addition, EC Section 43504(g) requires that, during the 20-21 school year, each school shall regularly communicate with parents and guardians regarding a pupil's academic progress.

Special Education Assessments
Must LEAs continue to conduct special education assessments while providing distance learning?
Yes. The U.S. Department of Education (USDOE) has not waived the requirement for LEAs to conduct a full and individual initial evaluation for a student suspected of having a disability, nor has the USDOE waived requirements relating to triennial assessments. Additionally, 34 C.F.R. §§ 300.101(b) and 300.124(b) are still in effect and require that an IEP or individual family service plan (IFSP) is developed by the third birthday of a child participating in Part C programs and who will participate in Part B preschool-age programs. The USDOE has encouraged LEAs to work with parents to reach mutually agreeable extensions of time, as appropriate, if the LEA or parent feels additional time is needed.
Can special education assessments be conducted in-person at this time?
Yes. Current guidance from the California Department of Public Health and the CDE does not expressly prohibit in-person assessments. Further, the CDPH's "Cohort" Guidance of August 25, 2020 permits in-person instruction and services, including assessments, if done in compliance with the Guidance, or if an elementary school has received a waiver of the school closure mandate from its local public health officer in accordance with the July 17, 2020 Framework for re-opening schools.

As stated in the CDE's April 9 2020 updated special education guidance ( https://www.cde.ca.gov/ls/he/hn/specialedcovid19guidance.asp), any in-person services or supports should "seek to comply with federal, state, and local health official's guidance related to physical distancing, with the goal of keeping students, teachers and service providers safe and healthy as the primary consideration". Each LEA will need to monitor current health conditions and determine appropriate measures regarding in-person assessments. Some assessments, or components of assessments, may be conducted virtually, and, in some cases, existing data may be used. As with all assessments, the LEA can work together with parents to determine which assessments are necessary and appropriate in order to evaluate eligibility for special education services.
Are the special education timeline waiver provisions included in Section 8 of Senate Bill 117 (Chapter 3, Statutes of 2020) still in place?
No. On September 18, 2020, the Governor approved Senate Bill (SB) 820 (Chapter 110, Statutes of 2020). Section 56 of SB 820 rendered SB 117, Section 8 inoperative on July 1, 2020. LEAs must adhere to all state and federal special education timelines, including those related to assessments and access to educational records.

Supporting Social-Emotional Wellness
If students are unable to meaningfully engage in distance learning due to social-emotional and/or mental health needs, what support should the LEA provide? What are the state and federal mandates?
Students with disabilities are required to have educational programs that are designed to meet their specific individual needs. IEP teams are required to monitor students for educational progress and revise the IEP for any lack of expected progress toward the student's annual goals and in the general education curriculum (34 C.F.R 300.324 (b)(1)(ii)). Additionally, the IEP team for a student with disabilities whose behavior impedes learning is required to consider the use of positive behavioral interventions and supports (34 C.F.R 300.324 (a)(2)(i)).

In addition, EC 43503 (b) requires that distance learning include several components, including:

(3) Academic and other supports designed to address the needs of pupils who are not performing at grade level, or need support in other areas, such as . . . pupils with exceptional needs . . .

(4) Special education, related services, and any other services required by a pupil's individualized education program pursuant to Section 56341, including the requirements of subparagraph (A) of paragraph (9) of subdivision (a) of Section 56345, with accommodations necessary to ensure that individualized education program can be executed in a distance learning environment.

Further, an LEA's learning continuity and attendance plan required for the 20-21 school year must outline what additional supports will be provided for pupils with exceptional needs served across the full continuum of placements during the period in which distance learning is provided (EC 43509(a)(1)(A), (e), (f)(1)(B)(vi)).
What is the LEA's responsibility to provide educationally related mental health services (ERMHS) services in the IEP while the LEA is providing distance learning?
Supporting social-emotional and mental health needs of students is critical during this time. EC 43503 (b)(4) requires that distance learning include "special education, related services, and any other services required by a pupil's individualized education program pursuant to Section 56341, including the requirements of subparagraph (A) of paragraph (9) of subdivision (a) of Section 56345, with accommodations necessary to ensure that individualized education program can be executed in a distance learning environment." Therefore, the LEA should ensure that the IEP, including ERMHS when required by the IEP, can be executed in a distance learning environment. With that said, LEA's may not be able to provide all services in the same manner that they are typically provided during this COVID-19 pandemic.

According to the United States Department of Education (USDOE) Office of Special Education Program's (OSEP) March 21, 2020 guidance, "[T]hese exceptional circumstances may affect how all educational and related services and supports are provided . . . the provision of [free and appropriate public education (FAPE)] may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically . . . schools may not be able to provide all services in the same manner that they are typically provided . . . federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency." To review OSEP's March 21, 2020 guidance titled " Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities", visit the USDOE website at https://bit.ly/2VdoJn6.

Updated Resources
Has the USDOE issued additional guidance since April 2020? Are there updated resources to support parents, students, families, and LEAs during this time?

Highlighting and sharing best practices from LEAs and educators across the state

Discussing critical parent partnerships and outlining resources for parents of students with disabilities

Addressing critical transitions in special education via distance learning: preschool to K-12 and post-secondary transition

Addressing the behavioral and mental health needs of students

Highlighting strategies to serve students with disabilities that have unique, extensive support needs

The CDE has also been working with Special Education Local Plan Area leads within the state System of Support to develop targeted resources for distance learning. Those resources can be accessed on the following websites:

Earlier Guidance

09-Apr-2020

The United States is currently experiencing a pandemic emergency due to the threat of novel coronavirus (COVID-19). On March 13, 2020, Governor Newsom signed Executive Order N-26-20 requiring the California Department of Education (CDE) to issue guidance on several topics, including ensuring students with disabilities (SWD) receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law. Initial guidance on services to students with disabilities was provided on March 20, 2020.

The following guidance provides additional information based on questions received by the CDE in recent weeks. We will continue to update the guidance on this web page as necessary in response to any guidance from the U.S. Department of Education or waivers of any laws or regulations pertaining to special education services.

1. Must all Individualized Education Programs (IEPs) be amended to reflect the change to distance learning?

No, not all IEPs will need to be amended. In response to the Governor's Executive Order, schools are physically closed, and local educational agencies (LEAs) are to provide educational services through alternative options such as distance learning. Under this unique circumstance, in the CDE's view it is not necessary for an LEA to convene an IEP team meeting, or propose an IEP amendment without a team meeting, for every student, solely for the purpose of discussing the need to provide services away from school, because that change must necessarily occur due to the COVID-19 pandemic. Similarly, in the CDE's view, it is not necessary for an LEA to obtain the parent's written consent to provide previously agreed-upon services, away from school. The IEP that was in effect at the time of physical school closure remains in effect, and LEAs should, to the greatest extent possible, continue to provide the services called for in those IEPs in alternative ways.

According to the United States Department of Education (USDOE) Office of Special Education Program's (OSEP) March 21, 2020 guidance, "[T]hese exceptional circumstances may affect how all educational and related services and supports are provided . . . the provision of [free and appropriate public education (FAPE)] may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically . . . schools may not be able to provide all services in the same manner that they are typically provided . . . federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency." To review OSEP's March 21, 2020 guidance titled " Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities", visit the USDOE website at https://bit.ly/2VdoJn6.

However, there may be instances when amending the IEP to reflect the change to distance learning might be necessary and/or appropriate. LEAs may convene an IEP team meeting, or propose an IEP amendment without a team meeting, particularly where it is deemed necessary to address unique circumstances related to alternative service delivery. ( See 20 USC 1414 (d)(4)(A); 20 USC 1414 (d)(3)(D); 34 C.F.R. § 300.324.) Parents too may request an IEP meeting or propose an IEP amendment, pursuant to Education Code § 56343, subdivision (c). Some LEAs and parents have agreed to amend the IEP by incorporating a distance learning plan outlining the special education and related services being provided to the student during the temporary, emergency situation created by the COVID-19 pandemic.

At this time, LEAs should necessarily be focused on serving each and every student. OSEP's March 21, 2020 guidance clarifies that "ensuring compliance with the Individuals with Disabilities Education Act . . . should not prevent any school from offering educational programs through distance instruction." The CDE recognizes that due to the emergency situation created by the COVID-19 pandemic, it will take time for LEAs to determine their continuum of services during school site closures and provide information to parents and students about the services being offered. As such, communication and collaboration are vital. It is recommended that LEAs maintain regular communication with parents of students with disabilities about their efforts to transition to distance learning, plans to ensure access for all students, and to identify and address any immediate support needs when feasible.

2. Is an LEA precluded from providing services to students with disabilities in-person or in the home for the purpose of supporting the student in accessing the alternative options for learning being offered?

No. In some exceptional situations, LEAs may need to provide certain supports and services to individual students in-person in order to maintain students' mental/physical health and safety for the purpose of supporting the student in accessing the alternative options for learning being offered (e.g. distance learning). With that said, alternative service delivery options should seek to comply with federal, state, and local health official's guidance related to physical distancing, with the goal of keeping students, teachers and service providers safe and healthy as the primary consideration.

In such cases, service providers may be considered "Essential Critical Infrastructure Workers" under Executive Order N-33-20. To review the list of "Essential Critical Infrastructure Workers", see the California Coronavirus (COVID-19) Response website at https://covid19.ca.gov/img/EssentialCriticalInfrastructureWorkers.pdf.

For example, the list of essential workers in the healthcare/public health sector includes:

3. I'm a parent of a student with a disability and I have questions about my child's IEP. Where can I go for information and support?

Questions about your student's IEP and educational program in light of school site closures and the COVID-19 pandemic should be discussed with your school or district. Schools across the state are responding to the COVID-19 pandemic in different ways, specific to the school's regional context. The CDE encourages parents to reach out to their school or district office to have a conversation about the impact of the pandemic on their student's education and collaborative ways to support the student during this time.

Parents of students with disabilities may also reach out to California's parent organizations offering support and resources to families of students with disabilities. Information on parent organizations can be accessed on the CDE website at https://www.cde.ca.gov/sp/se/qa/caprntorg.asp.

In addition, the Understood.org website is an example of numerous state and national organizations offering practical advice and strategies for parents and caregivers during this crisis. A link to COVID-19 resources for parents and families developed by Understood can be accessed on the Understood.org website at https://www.understood.org/en/school-learning/coronavirus-latest-updates.

4. What should an LEA do if it has closed school sites due to COVID-19 and is unable to meet the obligation to have an IEP or an Individual Family Service Plan (IFSP) in effect for a child transitioning from Part C to Part B no later than the child's third birthday?

34 C.F.R. §§ 300.101(b) and 300.124(b) require that an IEP or IFSP is developed and is being implemented by the third birthday of a child participating in Part C programs and who will participate in Part B preschool programs. The U.S. Department of Education has not waived or exempted this requirement. Either an IEP or IFSP must be developed and implemented by the child's third birthday. To meet this obligation, teams may conduct meetings virtually via telephone, videoconference, or other means.

5. If IEP teams meet virtually while school sites are closed due to COVID-19, how should parent consent be obtained? Is verbal consent sufficient?

34 C.F.R. § 300.9(b) states that "consent" means in part ". . .the parent understands and agrees in writing. . .". Thus, verbal consent alone is not sufficient. However, the IDEA does not specify how written consent must be obtained. Therefore, LEAs that wish to utilize electronic or digital signatures for consent may do so if they choose. Options for electronic signatures or digital signatures could include but are not limited to use of applications such as HelloSign, DocuSign, Adobe Sign, as well as scanned copies or photographs of signed signature pages. For record keeping purposes, it is recommended that LEAs maintain documentation as proof of consent, including printed or mailed copies of signed documents.
For more information on general electronic signature requirements for public agencies in California, please refer to Government Code § 16.5, and Title 2 of the California Code of Regulations, §§ 22000 et seq.

March 20, 2020

The United States is currently experiencing a pandemic emergency due to the threat of novel coronavirus (COVID-19). On March 13, 2020, Governor Newsom signed Executive Order N-26-20 ensuring State funding for Local Educational Agencies (LEA) in the event of physical closure due to the threat of COVID-19. The Executive Order requires the California Department of Education (CDE) to issue guidance on several topics, including ensuring students with disabilities (SWD) receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law.

At this time, the federal government has not waived the federal requirements under the Individuals with Disabilities Education Act (IDEA). To review guidance from the USDOE titled " Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak," visit the USDOE website at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf. The CDE and the California State Board of Education (SBE) are working with the United States Department of Education (USDOE) to determine what flexibilities or waivers may be issued in light of the extraordinary circumstances. Until and unless USDOE ultimately provides flexibilities under federal law, LEAs should do their best in adhering to IDEA requirements, including federally mandated timelines, to the maximum extent possible. LEAs are encouraged to consider ways to use distance technology to meet these obligations. However, the CDE acknowledges the complex, unprecedented challenges LEAs are experiencing from the threat of COVID-19. As such, the CDE is committed to a reasonable approach to compliance monitoring that accounts for the exceptional circumstances facing the state.

The CDE appreciates the difficult decisions that LEAs and families are faced with as we grapple with this unprecedented crisis. The CDE has formed a workgroup of special education practitioners and other experts to help brainstorm best practices that we plan to share in the coming weeks. In addition, resources for addressing the needs of students with disabilities are provided in this guidance and in the CDE's guidance on distance learning at https://www.cde.ca.gov/ls/he/hn/guidance.asp. We will update this guidance as necessary in response to any guidance from the U.S. Department of Education or waivers of any laws or regulations pertaining to special education services.

The following answers to frequently asked questions received by the CDE provides guidance on topics relevant to serving students with disabilities.

1. If an LEA offers distance learning for instructional delivery in lieu of regular classroom instruction during a school site closure for students, what is the obligation to implement the IEP for students with disabilities?

As a result of Governor Newsom's Executive Order N-26-20, schools will receive funding to continue delivering educational opportunities to students to the extent feasible through, among other options, distance learning and/or independent study. When an LEA continues to provide educational opportunities to the general student population during physical school site closures, the LEA must ensure that students with disabilities have equitable access to comparable opportunities, appropriately tailored to the individualized need of a student to ensure meaningful access, as determined through the IEP process to the extent feasible.

If the LEA can continue providing special education and related services as outlined in the IEP, or an agreed upon amendment to the existing IEP, through a distance learning model, they should do so. The LEA can also consider alternative service delivery options such as in-home service delivery, meeting with individual students at school sites, or other appropriate locations to deliver services. Further, LEAs are encouraged to work collaboratively with Nonpublic Schools and Agencies (NPS/As) to ensure continuity of services, including moving to virtual platforms for service delivery to the extent feasible and appropriate.

These alternative delivery options should seek to comply with federal, state, and local health official's guidance related to social distancing, with the goal of keeping students, teachers and service providers safe and healthy. Teachers and specialists should work collaboratively to ensure instruction is accessible for the student based on the student's individualized needs. Given the unprecedented situation created by the threat of COVID-19, exceptional circumstances may affect how a particular service is provided under a student's IEP. In such a situation, the IEP team will need to make individualized decisions regarding whether compensatory services are required when the regular provision of services resumes.

Further guidance on distance learning, including considerations for students with disabilities, can be accessed on the CDE website athttps://www.cde.ca.gov/ls/he/hn/guidance.asp.

2. What is considered equitable access for students with disabilities?

When an LEA provides services to students during a school site closure, the LEA must provide equitable access to those services for students with disabilities, with services appropriately tailored to the individualized needs of students, to the greatest extent possible. When LEAs are providing instruction through a distance learning model to replace what would have been provided in the classroom, LEAs must create access to the instruction for students with disabilities, including planning for appropriate modifications or accommodations based on the individualized needs of each student and the differences created by the change in modality (e.g. virtual vs. classroom-based). Educational and support services provided should be commensurate with those identified in the IEP for each student to ensure educational benefit.

For example, LEAs may consider the use of accessible distance technology, instructional phone calls, and other curriculum-based activities that have been scaffolded based on student need. More information on accessibility and distance learning can be accessed on the CDE website at https://www.cde.ca.gov/ls/he/hn/appendix2.asp.

In some cases, it may be appropriate for LEAs to consider providing classroom-based instruction to small groups of students with disabilities that have extensive support needs, despite the fact that the school site has closed, consistent with federal, state, and local health directives related to COVID-19. Alternative service delivery options should seek to comply with federal, state, and local health official's guidance related to social distancing, with the goal of keeping students, teachers and service providers safe and healthy. There is no single service delivery method that will meet the needs of every student. Therefore, LEAs should consider employing a variety of service delivery options. The CDE has convened a work group of special educators to develop more specific guidance for operationalizing such strategies, including examples from California LEAs.

3. If distance learning is provided in some capacity but does not mirror the offer of FAPE in the IEP, will compensatory services be required once an LEA resumes the regular school session?

Once the regular school session resumes, LEAs should plan to make individualized determinations, in collaboration with the IEP team, regarding whether or not compensatory education and services may be needed for a student. Educational need can be measured by assessing whether or not the student continued making progress in the general education curriculum, or alternative course of study specified in their IEP, or toward meeting their individualized IEP goals and/or if any regression occurred during the period of school site closure.

4. Is the CDE encouraging continued utilization of and payment to Nonpublic Schools and Agencies (NPS/As)?

Yes. California NPS/As provide critical programs and related services to students with disabilities. LEAs should work collaboratively with NPS/As to ensure continuity of services, including moving to virtual platforms for service delivery to the extent feasible and appropriate. In an effort to ensure that the full continuum of placements and service delivery options remains available to students and LEAs subsequent to these unprecedented school site closures, CDE encourages LEAs to continue to use the services of NPS/As during school site closures, including distance learning options made available by NPS/As, so that NPS/As may continue to receive payment in accordance with pupils IEPs and the Master Contracts/Individual Service Agreements between LEAs and NPS/As.

5. When school sites are closed and no services or instruction are being provided for a period of time, can LEAs consider providing some special education services to some students? How should LEAs determine what services can or should be provided?

Yes. To be clear, CDE is not recommending this as an option. Consistent with Executive Order N-26-20, LEAs are continuing to receive ADA funding during school site closures so they will continue to provide services to all students, including students with disabilities. Should services be discontinued for a period of time, LEAs and IEP teams would be required to make an individualized determination as to whether compensatory services are needed once services resume.

At this uncertain time, it is imperative to keep the safety of students as the primary consideration for every decision made. As LEAs strive for equitable supports and services for students, in some exceptional situations, LEAs may need to provide certain supports and services to individual students with extensive support needs in order to maintain their mental/physical health and safety. The LEA may provide such services, even if the services are not available to all students with disabilities during a school site closure. As such, LEAs should make individualized determinations about the need to provide services to ensure the mental/physical health and safety of a student with a disability, even during a school site closure, if those services are able to be provided consistent with federal, state, and local health directives.

6. How will state and federal grants be impacted by school site closures (e.g. Alternative Dispute Resolution, Workability, Supporting Inclusive Practices, etc.)?

Federal and state grants already funded should continue with their program deliverables. In cases where grant deliverables cannot be provided, grantees should work with their CDE program and fiscal contact to determine next steps. If grants have scheduled in-person conferences, institutes, training, or workshops they should be rescheduled or delivered virtually. Any grant amendments or change in due date for expenditure reports will need to be done on a case by case basis due to the specific requirements of funding sources.

7. What is the impact of school site closures on special education monitoring timelines and processes?

At this time, the federal government has not waived the federal requirements under the IDEA. However, giventhe complex, unprecedented challenges LEAs are experiencing from the threat of COVID-19,the CDE is committed to a reasonable approach to compliance monitoring that accounts for the exceptional circumstances facing the state. If an LEA is having difficulty meeting timelines or has questions related to timelines, please contact your regional Intensive Monitoring Consultant. A list of regional consultants is available at https://www.cde.ca.gov/sp/se/qa/fmtacncnt.asp.

8. What is the impact of school site closures on state complaints and due process hearings under the IDEA?

Regarding the state complaint process, in light of widespread school site closures and the inability of LEAs to meaningfully respond to complaint investigations, the CDE will be extending current complaint investigation timelines for good cause by the length of any school site closure during the stated emergency. It is anticipated that once LEAs reopen and are available to participate in the investigation process, the 60-day timeline will recommence and both the complainant and LEA will be notified. The CDE will continue to receive complaints that allege violations of the IDEA and complainants will be notified of any delay that may impact the investigation.

Currently, California's system for due process hearings and mediation through the Office of Administrative Hearings (OAH) remains operational, although some processes and/or timelines may be impacted by widespread school site closures and in order to maintain compliance with federal, state, and local health directives related to COVID-19. Updated information on the impact of COVID-19 on special education due process hearings can be accessed on the OAH's website athttps://www.dgs.ca.gov/OAH/Case-Types/Special-Education/Resources/SE-Coronavirus-Update/#@ViewBag.JumpTo.

9. What is the impact on services to students with disabilities served by Part C of the IDEA?

For information related to the impact of the COVID-19 response on services to students with disabilities, ages 0 to 3, served under Part C of the IDEA, please visit the California Department of Developmental Services website athttps://www.dds.ca.gov/corona-virus-information-and-resources/

In addition, IDEA Part C and COVID-19 are addressed in guidance from the USDOE's Office of Special Education Programs, which can be accessed on the USDOE website at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf.

10. Where can I find more guidance and resources related to serving students with disabilities, distance learning, and online accessibility?

Questions: California Department of Education | 916-319-0800

Last Reviewed: Tuesday, March 29, 2022

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This page contains information pertaining to school closures and services to students with disabilities.

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~Informacíon en Español~

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Kathy Grijalva Ana Ramirez Leticia Iten

Lider Manejadora de Casos Manejadora de Casos Recepcionista Administrativa

!! Atención Clientes: Debido a la pandemia del COVID 19 y el edificio en reparación, en éste momento no se están aceptando clientes sin previo aviso o sin citas. Estamos pidiendo a nuestros clientes que nos contacte por correo electrónico. Encontarán nuestro correo electrónico en nuestra página de internet, en la sección " Contact Us. "

Centro de Recursos Para la Familia:

Diseñado para promover escuela para padres y asi, construir familias sanas y saludables para niños de entre 0 a 5 años.

Proveer asistencia y apoyo a las familias a través de el manejo de casos.

Canalizar a las familias a agencias disponibles en la comunidad.

Canalizar a las familias a diferentes agencias disponibles en la comunidad.

Familias Funcionales

Salud Mental

Educación

Apoyo Activo para Padres

Informar soble los Servicios en la Comunidad

Evaluación de Desarrollo Niños (0-5) via Zoom

Departamento de Servicio Social

Con referencia UNICAMENTE

(Estampillas y Aplicació de Medi-Cal)

Servicio de Salud/Conducta:

Intervención de Salud Mental

Manejo de Casos

Oficina de Ed. del Condado de Imperial CHAT-Programa Terapéutico

Se requiere elegibilidad

Terapia para K a 8vo grado

Referencía solamente por el Centro F.A.C.T

Declaración No Discriminatoria:

ECESD prohíbe la discriminación basada en la raza, color, ascendencia, origen nacional, identidad de grupo étnico, edad, religión, estado civil o paternal, discapacidad física o mental, el sexo, orientación sexual, genero, identidad o expresión de género o la información genética; la percepción de uno o más de tales características; o asociación con una persona o grupo con una o más de estas característica reales o percibidas.

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Kathy Grijalva Ana Ramirez Leticia Iten Lider Manejadora de Casos Manejadora de Casos Recepcionista Administrativa !! Atención Clientes: Debido a la pandemia del COVID 19 y el edificio en reparación, en éste momento no se están aceptando clientes sin previo aviso o sin citas. Estamos pidiendo a nuestros clientes que nos contacte por correo electrónico.

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Parent and Community Engagement Center

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Hello, let me introduce myself. My name is Esther Green and I'm the principal at the El Centro Elementary School District's Parent and Community Engagement Center. Having parental support and open lines of communication is an essential part of any successful school year.

I am pleased to invite you to participate in the numerous Parent workshops and Educational Services at the El Centro Elementary School District Parent and Community Engagement Center. (PACE Center) This year we are offering our parents many exciting sessions in the areas of Distance Learning, Social Emotional Learning, Parenting, PBIS, Digital Citizenship and much more. I am committed to helping our parents become partners in their child's education and promoting student achievement.

I am super excited to work with you and am looking forward to meeting you virtually and/or personally during our upcoming events.
I invite you to help us build strong school, family and community partnerships!

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Hello, let me introduce myself. My name is Esther Green and I'm the principal at the El Centro Elementary School District's Parent and Community Engagement Center. Having parental support and open lines of communication is an essential part of any successful school year.