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Navigating Transitions: Promoting Self-Determination and Meaningful Lives (2024)

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Empowering Every Learner: Collaborative Strategies for Supporting Students with Disabilities (2024)

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Turning Three: Now What?  Next Steps after Early Start (2024)

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Navigating the Special Education Maze: Effective Advocacy During Transitions (2024)

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Promoting Self-Determination: The Self-Determined Learning Model of Instruction

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The Successful Adulthood From High School Years (2024)

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California Alt Pathway to a High School Diploma for Students with Signiﬁcant Cognitive Disabilities

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Landscape Pathway Options for a Diploma Generic without Certificate of Completion

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Centers for Disease Control and Prevention

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From birth to 5 years, your child should reach milestones in how he plays, learns, speaks, acts and moves. Track your child's development and act early if you have a concern.

Act Early Ambassadors work to integrate LTSAE across the country.

A federal effort to encourage healthy child development.

Here you'll find the agency to contact in your state if you have a concern about your young child's development.

See how others help their communities "Learn the Signs." and "Act Early."

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free materials to track child development

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free materials for early care and education

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"Learn the Signs. Act Early." has FREE child development tools

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Use CDC's "Learn the Signs. Act Early." tools to track and celebrate children's developmental milestones from 2 months to 5 years and learn what to do if you ever have a concern.

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COLLABORATIVE STRATEGIES FOR SUPPORTING STUDENTS WITH DISABILITIES

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UC Mind Summer Institute Presentation July 19, 2024

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Parent Engagement and the Community Advisory Committee

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Parent Engagement and the Community Advisory Committee

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Providing a high-quality special education experience for each child invovles a team effort, and parent participation is central to meeting student needs and IEP goals. Collaboration with parents through SELPA is facilitated through the Community Advisory Committee (CAC). These CACs are a vital component of effective special education programs in California. They are commissioned by law and are a reflection of the communities they serve. CACs are composed of parents, educators, pupils and adults with disabilities, representatives of public and private agencies, and persons concerned with the needs of individuals with disabilities. They are appointed by their governing boards in accordance with locally determined selection procedures described in the SELPA Local Plan.

Community Advisory Committees have specific and important roles and responsibilities which are reviewed in detail in the California SELPA Community Advisory Committee Guide, 5th Edition, 2022. Every Special Education Local Plan Area (SELPA) is required to establish a CAC. Across California, many CACs are vibrant, creative bodies that assist in advising local governing boards about the Local Plan, annual priorities, parent education, and other specified Special Education related activities.

CACs are designed to be a dynamic collaborative partnership of educators, parents, and community members. The active participation of the membership of each CAC meets the mandate of informed parent-community involvement between those who provide Special Education programs and services and those who receive Special Education programs and services.

For additional information about your SELPA Community Advisory Committee, ask your child's case manager, psychologist, program specialist, or special education administrator, or simply contact your local SELPA office. If you are not sure what SELPA you are a part of, send an email with the name of your school, charter school, school district and county to us at selpasupport@selpa.info

The California Department of Education also maintains a webpage, California Parent Organizations, containing information about community parent resource centers, parent training and information centers (PTIs), and Senate Bill 511 family empowerment centers (FECs), all of which are specifically funded to support parents of students with disabilities and the staff who serve them. These organizations are frequent collaborators with SELPAs and their CACs in providing training and support to parents and staff.

Parent Rights and Procedural Safeguards

Parents and Guardians of students with disabilities are afforded rights in the special education process. A full copy of the Parent Rights and Procedural Safeguards document is offered to families at each annual Individual Education Plan meeting, and parents and guardians may ask any IEP team member questions about the process along the way. The English and Spanish documents are located here in full and are also on the CDE website. Some SELPAs have been willing to share translations in other languages to be housed here.

Parent Rights and Procedural Safeguards (English) - from CDE website
Parent Rights and Procedural Safeguards (Spanish) - from CDE website
Parent Rights and Procedural Safeguards (Arabic)
Parent Rights and Procedural Safeguards (Bengali) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Burmese)
Parent Rights and Procedural Safeguards (Chinese - Simplified) - from CDE website
Parent Rights and Procedural Safeguards (Chinese - Traditional) - from CDE website
Parent Rights and Procedural Safeguards (Farsi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (French)
Parent Rights and Procedural Safeguards (German)
Parent Rights and Procedural Safeguards (Gujarati)- from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Hebrew)
Parent Rights and Procedural Safeguards (Hindi)
Parent Rights and Procedural Safeguards (Italian)
Parent Rights and Procedural Safeguards (Japanese) - from Yuba County SELPA
Parent Rights and Procedural Safeguards (Kannada) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Khmer) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Korean) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Marathi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Mongolian) - from North Region SELPA
Parent Rights and Procedural Safeguards (Pashto) - from South East Consortium SELPA
Parent Rights and Procedural Safeguards (Polish)
Parent Rights and Procedural Safeguards (Portugese)
Parent Rights and Procedural Safeguards (Punjabi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Russian)
Parent Rights and Procedural Safeguards (Samoan)
Parent Rights and Procedural Safeguards (Somali) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Tagalog) - from CDE website
Parent Rights and Procedural Safeguards (Tamil) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Telugu) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Thai) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Tigrinya) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Turkish) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Urdu) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Vietnamese) - from CDE website
English/Spanish Translations for IEP Language, from the Office of Special Education Programs
Special Education Acronyms

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Providing a high-quality special education experience for each child invovles a team effort, and parent participation is central to meeting student needs and IEP goals. Collaboration with parents through SELPA is facilitated through the Community Advisory Committee (CAC). These CACs are a vital component of effective special education programs in California.

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The UC Davis MIND Institute provides valuable online resources for individuals with neurodevelopmental disabilities and anyone seeking more information about these conditions. We also have a Resource Center at the MIND Institute that is open to the community and provides similar resources.

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MPDS  Presentation for Summer Institute 7.19

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Transition to adult services within Regional Center

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Transition to adult services within Regional Center

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Undivided Resources Goal

Age 3+ years

Diagnosis All diagnoses

Location California

Unlocks Services

When to do it After exiting high school

Regional Center offers a variety of services to help clients transition to legal adulthood at age 18. Learn more about these services and what may help your child.

Why
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Resources

While guides offer a step-by-step approach, suggested resources provide more detailed context so you can dive into a topic. Bookmark resources you want to refer back to by starting your free library.

The Transition to Adulthood

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Transition to adult services within Regional Center

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Regional Center offers a variety of services to help clients transition to legal adulthood at age 18. Learn more about these services and what may help your child.

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Transition Assessment Request Sample Letter

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Transition Assessment Request Sample Letter

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Connections California: Transition Planning for Teens and Tweens

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Connections California: Transition Planning for Teens and Tweens

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Transition Planning for Teens and Tweens

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It is never too early or too late to think about life beyond high school. Start transition planning for teens and tweens as early as middle school!

There are several options for high school students and their families to learn about and consider. Transition planning for teens and tweens is an essential part of a successful adult outcome. Read on or click a topic below and jump to that information.

High School Diploma

The most common choice is a traditional High School Diploma. This involves passing a specific set of courses and obtaining enough units. Planning on attending college, either for a 2- or 4-year degree? A diploma is required. Trade schools that are offered through community colleges, and many jobs, also require a high school diploma. What about the military? They also generally require a high school diploma, although they do accept a small number of recruits with a high school equivalency certificate. Check with your school district as to whether alternative, or new, pathways to diploma have been explored

High School Equivalency Certificate

This option can be achieved by passing one of two tests approved by California, the GED, and HiSET. The student must be 17 or 18 years of age to take it. Many adult education programs offer courses to help prepare students for these tests. This can be a good choice for those interested in going into a trade school, and/or who have struggled in the traditional high school environment.

Certificate of Completion

Some students with disabilities will receive a Certificate of Completion when leaving high school. The certificate is for those who have not passed a set of specific courses to make them eligible to receive a diploma. These students typically have an IEP and may choose to go into a public or private post-secondary school program until age 22. They can continue to work on their transition to adulthood goals included in their Individual Transition Plan (ITP). They can even work toward receiving a diploma if they choose to do so.

504 Plans

Students with 504 plans don't have the same right to school-based transition plans that students with IEPs have. 504 plans do not have the equivalent of an ITP. Some school districts may provide transition planning for students with 504 plans, even though they're not required to do so. But this doesn't happen in all districts. See Understood.org's Can a Student with a 504 Plan Get a Transition Plan? for more.

Another service to explore for transition planning for teens and tweens - and for students with 504 plans and IEPs - is the California Department of Rehabilitation (DOR).

Individual Transition Plan (ITP)

According to The Individuals with Disabilities Education Act - (IDEA) - every student with an IEP must have an Individual Transition Plan (ITP) in their IEP by the time they turn 16. The ITP is a written document designed to help prepare students for life after school. The best practice is to begin talking about transition planning in middle school when the student is 12 or older.

Transition planning for teens and tweens can take place during annual IEP meetings. Transition planning can also be held independently of the annual meeting, at a separate transition IEP meeting. The focus of an independent transition planning meeting includes assessment results, goals, activities, community experiences, related services, and the student's desires and preferences.

It may be more appropriate to combine the meetings in middle school, depending on the student's desires and the team's opinion. It may be beneficial to have separate meetings with high school students to allow more time to focus on the transition planning, especially in the last couple of years. The ITP will be incorporated into the student's existing IEP at the transition meeting.

Transition planning in high school may also cover:

Review of coursework/credits - on track for graduation? (If applicable)

Services needed to get ready for education or training after high school.

Potential public and/or private post-secondary transition programs

Discussion of workplace readiness

Input from outside agencies involved in the student's transition planning goals.

Outside agencies may be invited to the IEP transition meeting if approved by the student (if 18 or over) and/or the parent. Agencies invited to the transition IEP meeting could include any agency which will aid in the student's transition to adulthood (examples: Regional Center, Department of Rehabilitation).

Building a robust ITP, with the student's input, will go a long way to helping them achieve success as they transition to adulthood.

The Individualized Transition Plan (ITP):

Outlines 3 main transition goals:

Education or training | Employment | Independent living (whichever is most applicable

Community experiences and activities

Related services

Maps out short and long-term adult outcomes. The student and the student's IEP team determine these outcomes together. Annual goals and objectives are defined based on these short and long-term adult outcomes.

Should have transition assessments that evaluate the student's abilities and strengths and uncover desires for the student's future in the 3 main goal areas.

Should also include specific goals and activities based on their post-high school plans:

Want to attend college and needs to learn about college accommodations? That should be in the ITP plan.

Want to be a dog sitter? Services and supports to meet that goal should be in the ITP.

Review sample transition plans offered by Understood.org, VIEW, to get ideas for building something appropriate and actionable while working with your IEP team. See Matrix Parent Network's ITPs: The Sequence to learn how to build a robust ITP.

Whatever path a high school student is on, please know that if they are struggling, there is still time to help them be successful!Alternative high school programs, or additional supports and services, such as assistive technology, may be available. Both the IEP and a 504 document can include support and services to improve high school success.

Regional Occupational Centers and Programs (ROCP)

Regional Occupational Centers and Programs (ROCP) in California that provide career technical education (CTE) and training to high school students and adults. These centers and programs are overseen by the California Department of Education (CDE) and are intended to prepare students for the workforce by offering a variety of vocational courses and hands-on training so that students can:

Enter the workforce with skills and competencies to be successful

Pursue advanced training in postsecondary educational institutions

Upgrade existing skills and knowledge

The main objectives of ROCPs in California include:

Career Preparation: ROCPs offer a wide range of career-focused courses and programs with local workforce needs in mind.

Hands-On Learning: Centers emphasize practical learning experiences so that students acquire real-world skills in their chosen fields, building practical expertise and confidence.

Industry Partnerships: ROCPs often collaborate with local businesses, industries, and trade organizations to develop curriculum, provide internship opportunities, facilitate job placements, and provide training that is relevant to the current job market.

High School Integration: ROCPs work closely with local high schools to offer CTE courses as part of the regular school curriculum. This allows high school students to explore vocational pathways while earning credits toward their high school diplomas.

Adult Education: In addition to serving high school students, ROCPs serves adults seeking to acquire new skills or transition to different career paths.

Examples of these programs include:

Find information about CA's 74 ROCPs and participating school districts.

California Department of Rehabilitation

Does the student want to be employed during or after they leave high school?

The Department of Rehabilitation (DOR) works with many school districts in a Transition Partnership Program (TPP). Statewide, over 100 school districts work with DOR to provide services. These services include job preparation, job development, and short-term support services. The goal of DOR is to successfully help students with disabilities transition into meaningful employment.

DOR's Student Services Program provides pre-employment skills services for students between the ages of 16-21 years old:

Job exploration - Learn about different kinds of jobs and which ones are best for each student:

Explore and discuss career interests

Learn about the job market - skills needed and pay options

Find out what jobs lead to better jobs

Discover what jobs could be right for you

Understand what you need to do to get the career you want

Postsecondary counseling - Learn about enrolling in education and training programs that support career goals:

Explore education - college, technical, and trade schools

Learn about the admissions process

Discover resources to promote successful outcomes in school and at work

Identify options to help pay for school

Get support in completing the financial aid application

DOR counselors may help with transition planning for employment - including what the student needs to accomplish to become employed - like attending a 2- or 4-year college. They may create an Individualized Plan for Employment and work with clients on their employment goals, providing services and support to assist in meeting those goals. Please see the Student and Youth section on DOR's website for more information.

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Connections California: Transition Planning for Teens and Tweens (12+)

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It's never too early to think about life beyond high school. Start transition planning for teens and tweens as early as middle school!

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Making the Transition to High School with an IEP

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Making the Transition to High School with an IEP

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Making the Transition to High School with an IEP

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If your child is transitioning to high school, use this checklist for a school campus tour and prepare your child for additional responsibilities and opportunities.

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Making the Transition to Middle School with an IEP

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Making the Transition to Middle School with an IEP

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Undivided Resources Article

Making the Transition to Middle School with an IEP

The transitions from preschool to kindergarten, elementary to middle school, and middle to high school are rites of passage, and while they can be equal parts thrilling and terrifying for students and parents alike, these transitions often come with extra challenges for kids with disabilities and their families. This series looks at ways to make these leaps as painless as possible.

You might not remember from your own experience, but graduating from elementary school to middle school significantly shakes up a child's daily routine. They have to learn to navigate a bigger school, a cafeteria that might as well be the Wild West, multiple teachers and classrooms, changing clothes in gym class, and using a locker, among other things. "I think all of these transitions are pretty scary for families," says Dr. Sarah Pelangka, special education advocate and owner of Know IEPs.

"Everyone will have different concerns, but it helps to know what to expect and prepare for." - Dr. Sarah Pelangka

Transition from elementary to middle school: transition meetings

Transition meetings, which are separate from the annual IEP meeting, are an opportunity for parents to address some of their concerns. Most transition meetings are scheduled for 30 minutes, which Dr. Pelangka says is far too short to cover all the bases. While you can always request a continuation, it's best to ask the IEP team to block out at least an hour for the discussion.

One of the major questions the meeting will address is which school your child will attend. Districts usually recommend feeder schools, but you'll want to do your homework on every option: what the facilities are like, the curriculum, where most of your child's close peers are going. Dr. Pelangka recommends scheduling a school tour, in person or virtually, before your transition meeting. You should also make sure that representatives from any school you're seriously considering are invited to the transition meeting.

What to ask when touring schools

When you tour each potential middle school, here are some questions to keep in mind:

What is the physical space like? Can your child navigate a large campus easily? Is it near a busy road? Where are the restrooms and cafeteria located? Consider safety issues, such as whether the parking lot is gated. Remember that you can ask for a physical therapy evaluation to come up with a plan to help your child navigate a new campus. Any new skills your child may need to adjust to their new school can be added as goals in their IEP.

Ask about the different "levels" offered for each class - such as honors and advanced programs, co-taught classes, resource rooms or learning centers, and special day classes - and ask to see each one. What are the special education classrooms like, and how do they compare to mainstream classrooms? Ideally, Dr. Pelangka says, you'll want to tour during an actual class so you can see how the teacher interacts with the students and how the students interact with each other.

What kind of technology and other equipment does the school use? Is it the same in all classrooms (some schools have inferior tech in SpEd classrooms or none at all). If your child has auditory sensitivities, how are the acoustics?

If your child's IEP specifies that they receive therapy services or adapted physical education (APE) in a separate classroom, ask to see those areas as well.

What is the school's lunchtime routine? Will your child need an aide during lunch to help them navigate the cafeteria environment? What other adjustments may be necessary for transitioning them to their new lunch routine?

Will your child be able to find their classrooms and navigate class transitions independently? If you're concerned about this, ask if the school can provide an aide or a peer in between classes, even if it's just temporary until your child gets acclimated.

There's no recess in middle school, so ask about opportunities for your child to socialize. Find out if the school has buddy clubs, friendship circles, or lunch clubs. "The clubs for middle school and high school are huge," says Dr. Pelangka. You can request a list and encourage your child to attend and work on social goals during that time. If they have a special interest, you can work with the school to help them start their own club.

If your child needs a movement or regulation break that was typically available during recess in elementary school, you may want to discuss other ways your child can get this release during their school day.

Ask about any special equipment your child requires and how it will be supported in each of their classrooms. If your child uses a cell phone to communicate with you or to take photos of class materials, ask about the school's policy on phones and whether students can have them in class.

While it can be time-consuming, gathering all of this information on potential schools ahead of time will be useful in your transition meeting. If you can narrow your choice of schools to your top pick, you'll have more time to devote to other issues. And there are plenty!

For a handy chart you can print out and bring with you to take notes, see our school tour checklist here.

"Peers in class are the social role models for your child." - Dr. Sarah Pelangka

Middle school routine checklist

Middle school involves some significant changes in routine. Some specific areas Dr. Pelangka sees many children struggle with include:

Bullying: Unfortunately, this can be a huge issue, especially in middle and high school, says Dr. Pelangka. Parents naturally want to protect their children against even the possibility of being bullied, but, she says, the law doesn't work that way. "You can't request an aide just in case your child is bullied," she says. "And it can be challenging to prove bullying." If you have concerns about bullying, request that a school psychologist or guidance counselor attend the transition meeting so you can discuss your concerns in detail. What kinds of support do the counselors provide? You can also ask what the school's anti-bullying program looks like, and work with the PTA or PTSA and Associated Student Body to organize an anti-bullying program such as a kindness week. See our article on bullying for more resources.

In this clip, Dr. Pelangka gives a comprehensive overview of these specific areas of concern and what to keep in mind when utilizing accommodations.

Familiarize your child with the school

Once you know which school your child will be going to, you'll want to make sure they take part in any general education tours, open houses, or camps the school sets up for transition. You can also check out our checklist for navigating a new campus.

Finally, remember that anything that isn't working can be changed. Make sure to request and schedule your child's next IEP meeting for 30 days after the start of school. This 30-day review will give you a chance to see how things are working and make any necessary adjustments.

Is your child preparing to transition to middle school? What are some of the things you're doing to get them ready to make the leap? We'd love to know!

Undivided Editorial Team Staff

Reviewed by Undivided Editorial Team

Contributor: Dr. Sarah Pelangka, Special Education Advocate, BCBA-D, and owner of KnowIEPs

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Making the Transition to Middle School with an IEP

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Here are tips to help your child have a smooth transition from elementary to middle school as well as advice about what to look for on school tours.

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Making the Transition to Kindergarten with an IEP

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Making the Transition to Kindergarten with an IEP

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Undivided Resources Article

The transition from preschool to kindergarten, elementary to middle school, and middle to high school are rites of passage, and while they can be equal parts thrilling and terrifying for students and parents alike, these transitions often come with extra challenges for kids with disabilities and their families. This series looks at ways to make these leaps as painless as possible.

Watching your child emerge from the playful days of preschool and take their first steps toward "big kid" status in kindergarten can be tough (and is often tougher on us than it is on our kids!). But it's a move to take seriously, as kindergarten can set the tone for their entire elementary school experience. For many kids, kindergarten is the first exposure to a more structured curriculum, and the academic environment (and expectations) can be stressful. If your child is transitioning to a public elementary school, the sheer size of the building and number of other students can also be overwhelming. With all this in mind, we reached out to Dr. Sarah Pelangka, special education advocate and owner of Know IEPs, as well as three seasoned parent advocates in our community to find out how we can help our kids (and ourselves) prepare for the big transition.

Even if you're happy with the elementary school in your catchment area, it's important to take a tour so you can get a sense of the teachers, the classroom, and how well students with disabilities are (or are not) included. (And if you're unfamiliar with your home school, tour it and every other school you think might be an option!) Keep the following in mind when taking school tours and/or observing classrooms:

Ask to see a general education classroom, even if your child will likely not be learning there.

Ask to see a Special Day Classroom (SDC), if that's a possibility for your child. Pay attention to how many adults are in the room. Does it seem to be enough, or are they short-staffed? It's often that there are too many adults in the room and it's overwhelming.

Are kids with IEPs segregated or separated at any point during the school day? One example could be Adaptive Physical Education (APE). If APE is separate from general education PE, ask to see those areas AND the GenEd areas to see if they are vastly different.

Similarly, inquire about the technology and equipment used in special education classrooms. Sometimes tech and computers are worse in the special education classrooms, or there are none at all.

Does your child need assistance in the bathroom or require diaper changes? If so, where will this be done? Make sure the proper privacy is provided to them so that other children (or adults) cannot walk in and see.

Get an idea of the size of the campus, where the entrances and exits are, and where classes are located, especially if your child is an eloper. Are any gates broken or designed so that they are easy to push open from the inside?

What does inclusion look like? Observe how the teachers interact with the students (in any setting), and more importantly, whether kids with IEPs are truly included in the same activities at the same time in the same place with the GenEd students.

What speech and vision supports are provided in classrooms?

If your child has auditory sensitivities, pay attention to the classroom acoustics. If your child has trouble staying focused, pay attention to the environment. Are there a lot of distractions (e.g., an adjacent playground, doors and windows left open, etc.)?

Where are the increased mobility stresses, such as lunch, recess, or the library? Consider a physical therapy assessment if your child may have difficulty navigating a bigger school.

Are the playground and field accessible? If your child uses a mobility aide, they may need an adaptive trike to access those outdoor areas.

If you can, try to observe classrooms on two different days at different times, no matter the classroom type. For example, circle time in the morning might look great, but how does math look after recess?

The best you can do for yourself is take the time to make sure both you and your child are comfortable with the school you choose, as it's often hard to change schools once they've started.

For a handy chart you can print out and bring with you to take notes, see our school tour checklist here.

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Making the Transition to Kindergarten with an IEP

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Learn how to prepare your child for the transition from preschool to kindergarten and ensure that the school provides support for new academics and expectations.

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Preparing for Transition from Early Intervention to an Individualized Education Program

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Preparing for Transition from Early Intervention to an Individualized Education Program

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How do I request an IEP meeting for my child who is already receiving services when I am not also requesting an assessment?

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How do I request an IEP meeting for my child who is already receiving services when I am not also requesting an assessment?

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Skip to Main Content Skip to sub navigation

If your child is already receiving services under an existing IEP, you can request an IEP Review meeting whenever you think one is needed in order to review or change the program. You should make a written request to your child's teacher, principal or special education administrative office. You should specifically ask for an IEP Review in your written request. [Cal. Ed. Code Secs. 56343(c) & 56343.5.] The IEP Review meeting shall be held within 30 days of receipt of your written request (not counting days in between regular school sessions or school vacation in excess of five school days). [Cal. Ed. Code Sec. 56343.5.]

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(4.3) How do I request an IEP meeting for my child who is already receiving services when I am not also requesting an assessment?

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Skip to Main Content Skip to sub navigation If your child is already receiving services under an existing IEP, you can request an IEP Review meeting whenever you think one is needed in order to review or change the program. You should make a written request to your child's teacher, principal or special education administrative office.

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The district is required to give you a PWN "a reasonable time before" it refuses to initiate or change the identification, evaluation, placement or the provision of a free, appropriate public education (FAPE). The term "reasonable time" is not defined in the law. The notice must contain the service or placement refused by the district, an explanation for the refusal, and a description of each evaluation procedure, assessment, record, or report used by the school district to make their decision. The notice must also inform you of your right to challenge that decision. [34 C.F.R. Sec. 300.503; Cal. Ed. Code Sec. 56500.4.]

If you are not given proper notice before the IEP, you may argue that the district not only violated the prior written notice requirement, but also that the absence of a notice prevented you from meaningful participation in your child's IEP.

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(4.17) What is Prior Written Notice (PWN)?

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The district is required to give you a PWN "a reasonable time before" it refuses to initiate or change the identification, evaluation, placement or the provision of a free, appropriate public education (FAPE). The term "reasonable time" is not defined in the law.

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How to consent to some parts of an IEP and not others

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How to consent to some parts of an IEP and not others

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After an evaluation, the school presents you with an IEP that you feel isn't completely right for your child. Can you agree with some parts of the IEP but not others? The answer is yes.

Here's what you need to know.

IDEA and partial consent

Under the Individuals with Disabilities Education Act (IDEA), parents have many legal protections. One is that the school needs your informed written consent before it provides services to your child for the first time.

Informed consent means you know what the school wants to do, and you understand and agree in writing. Signing the IEP shows that you consent. (States can add extra parent consent requirements, so it's a good idea to check with your local parent training center to see if there are extra protections.)

IDEA also allows you to give partial consent to an initial IEP - to agree to some parts but not others. A school administrator may say to you, "If you don't sign the whole IEP, we can't give your child any services." That's not correct. An IEP is not an all-or-nothing choice. The regulations for IDEA say that a school district:

[M]ay not use a parent's refusal to consent to one service or activity ... to deny the parent or child any other service, benefit, or activity...

Keep in mind that you can only partially consent to your child's initial IEP. Once an IEP is in place, you can still revoke your consent. But if you do so, the entire IEP ends, and your child is treated as a general education student.

That doesn't mean the IEP is set in stone, though. You can use dispute resolution to request changes to an IEP you consented to earlier. And you still have "stay put" rights to keep services in place. (Here are steps to take if you think your child's IEP isn't working.)

How to give partial consent to an IEP

To give partial consent to an IEP, you need to do so in writing to the school.

One way to do this is to write on the IEP signature page that you partially consent and then attach an addendum that explains your disagreement. Here's what you can write on the signature page:

Date: (Month/Day/Year) Signature: (Your signature) Name: (Your name) I consent to the implementation of this IEP except for the items listed on Addendum A, attached to this IEP. My partial consent does not mean that I agree that this IEP provides my child a free appropriate public education. I reserve the right to challenge the appropriateness of the entire IEP as well as any of the items listed in Addendum A.

Another way to disagree is to simply mark up the IEP with notes. But using an addendum gives you more space to write. And it can be clearer and easier for others to read.

It's important to list every area of disagreement, not just services or accommodations. For example, you might disagree with the school's evaluation results. Or with statements in the IEP or something that happened during an IEP meeting. If for some reason you can't attach the addendum, then mail it to the school with a cover letter.

What happens after you give partial consent

If you give partial consent to an IEP, the school is required to implement the services you agreed to. The parts of the IEP you don't agree with can't be implemented - at least not without some dispute resolution.

For example, say the proposed IEP gives your child one hour of reading instruction per week, but also requires an out-of-class behavior program. But you think your child needs two hours a week of reading instruction. You also disagree with the behavior program.

You can consent to the reading instruction in writing. You can also put in writing that you don't agree to the number of hours of reading instruction or to the behavior program. The result is the school isn't allowed to implement the behavior program. And the school is still required to provide one hour of reading instruction as you work to resolve the disagreement.

That's not the end of the story, however. Since you and the school disagree, dispute resolution options under IDEA come into play.

You can start with an informal negotiation: You or the school can call an IEP meeting to iron out the number of hours of reading instruction. From there, you might ask for mediation or a due process hearing, where a hearing officer makes the decision.

A word of caution. Consenting to only part of an IEP may not sit well with some IEP team members or school staff. After all, they're trying to develop an IEP they think is right for your child. If you disagree with the school, it's important to try to have an open discussion with staff about why. Make sure they know you want to work with them in a positive way.

Learn more about your rights in the IEP process and see more important passages from IDEA. Check out 10 myths about special education rights. And get tips on how to be an effective advocate for your child.

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How to consent to some parts of an IEP and not others

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How do you agree to parts of an IEP but not the whole thing? Find out how to give partial consent to an IEP, and what happens next.

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An Eligible Student Guide to the  Family Educational Rights and Privacy Act (FERPA) 

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An Eligible Student Guide to the  Family Educational Rights and Privacy Act (FERPA) 

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A Parent Guide to the Family Educational Rights and Privacy Act (FERPA) 

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A Parent Guide to the Family Educational Rights and Privacy Act (FERPA) 

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Disability Rights Education & Defense Fund

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Request for Educational RecordsDisability Rights Education & Defense Fund

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[Date] From: [Your Name] [Your Email] [Your Telephone Number] To: [Name of the Director of Special Education] [Email for the Director of Speci…

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One of the best ways to prepare for IEP meetings and track your child's progress is to put together an IEP binder. The binder will help you keep key documents handy, along with details about phone calls and other interactions with the school.

Use this checklist to organize - and update - your IEP binder. Print the checklist and put it in the front of your binder. You can use it to keep track of documents you need to update and file.

Learn more about organizing an IEP binder with this guide.

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Download this free checklist to help you organize - and update - the documents in your IEP binder. Prepare for IEP meetings with this printable organizer.

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How To Obtain An Independent Educational Evaluation At Public Expense

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How To Obtain An Independent Educational Evaluation At Public Expense

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This publication provides information on how to obtain an independent educational evaluation at public expense from a school district. Another way that you can obtain an independent educational evaluation is to pay for the evaluation on your own.

This publication provides information on how to obtain an independent educational evaluation at public expense from a school district. Another way that you can obtain an independent educational evaluation is to pay for the evaluation on your own. You may want to have an independent education evaluation of your child if:

you disagree with the school district's most recent special education assessment of your child,

if the school district conducted an initial evaluation or re-evaluation but did not fully identify all areas that need to be evaluated and if the you disagree with the evaluation, or

if the school district has denied your child special education eligibility or a necessary service or support based on the recommendations of a poorly-done school district assessment.

The Law

Federal regulations to the Individuals with Disabilities Education Act say that, subject to certain conditions:

"A parent has the right to an independent educational evaluation at public expense if the parent disagrees with an evaluation obtained by the public agency [like a school district] ..."

An independent educational evaluation ("IEE") means that the evaluation is conducted by a qualified person who is not employed by the school district that serves the student. A parent/guardian can request an IEE at public expense from a school district. When the school district receives this request, it has only two options:

pay for the IEE or

file for due process to prove that its own assessment was appropriate.

School districts will oftentimes pay for the IEE. It is less expensive to pay for the IEE. It is more expensive to the school district to file for due process against you to prove that its assessment was appropriate. The school district cannot legally simply ignore you or just tell you "no."

How to Request an IEE

Here are the steps you need to take to request an IEE at public expense for your child:

Step 1: Send a Written Request for an IEE at Public Expense

If you disagree with the school district's assessment of your child, you should write a letter/email to your child's case manager or district's Special Education Director. In the letter/email, you should state that you disagree with the school district's assessment. You should also state that you are requesting an IEE at public expense.

While the law does not say that an IEE request has to be in writing, writing a letter/email to the school district is important. A school district is not required to fund an IEE if you did not provide the school district with notice that you disagreed with its assessment and requested an IEE at public expense. Writing a letter/email can show that you gave the school district notice, if there is a dispute later. Keep a copy of the letter/email for your records.

After it receives your letter, the school district may ask you to explain why you disagree with its assessment. You do not have to give any reasons for your disagreement to the school district. Also, the school district cannot use your refusal as an excuse for delaying its response to your request.

Step 2: Wait for a Response

After you send your letter/email to the school district, the school district must respond to your request "without unnecessary delay". The law does not state how much time a school district is allowed to take to respond. The law does allow a reasonable but short period of time to allow the parent/guardian and the school district to talk and negotiate about the IEE request. Whether a delay is reasonable depends on the specific situation. For example,

In J.P. v. Ripon Unified School District, a school district filed a due process request more than two months after parents requested an IEE. The court found that the school district timely filed for due process. The parents and school district were communicating about the IEE request during the two months before the school district filed for due process.

In Pajaro Valley Unified School District v. J.S., the school district did not give an explanation as to why it delayed filing for due process for 11 weeks. The court found that the school district violated the law.

Generally, a reasonable time to wait might be 15 school days since school districts are required to give a parent/guardian an assessment plan within 15 days of a parent's/guardian's request for assessment.

Once you submit your letter/email, the following could occur:

If the school district does not respond at all, it has failed to follow the law. If you do not receive any response from the school district, please go directly to Step 4 in this publication.

If the school district agrees to fund the IEE, then you can work with the school district to select your Independent Evaluator.

If the school district files for due process, be prepared to go to a hearing. You will need to explain to the judge why you think the school district's evaluation is inappropriate. You will also need to explain why you need an IEE. Please refer to Chapter 6, Information Due Process Hearings/Compliance Procedures, of the Special Education Rights and Responsibilities Manual for more information on how to prepare for the hearing.

Step 3: Don't Take "No" for an Answer

If the school district has not responded to your request or has denied your request without filing for due process, you should write another letter to the school district. In this letter, you should tell the school district that it has violated your rights under the following federal special education regulation: 34 C.F.R. Section 300.502(b).

If you do not receive a response from the school district, you should also tell the school district that you are taking their inaction to mean that the school district agrees to fund the IEE. Also, you can tell the school district either:

You will notify the school district that you will pay for an IEE and then send the bill for the IEE to the school district for reimbursement, or

You will ask the school district to directly pay the provider you have selected to conduct your IEE.

If you decide to move forward with an IEE without the school district's response, make sure that the Independent Evaluator meets all of the school district's IEE guidelines, including qualification criteria and cost. You could also choose not to write anything to the school district and go directly to Step 4 in this publication.

Step 4: If All Else Fails, File a Compliance Complaint with the California Department of Education

If the school district has still not approved the IEE or filed for due process against you, you can file a compliance complaint with the California Department of Education ("CDE"). In this complaint, you should say that the school district has violated your procedural rights under 34 C.F.R. Section 300.502(b) and request CDE to order the school district to provide you with an IEE immediately.

Please refer to Chapter 6, Information Due Process Hearings/Compliance Procedures, of the Special Education Rights and Responsibilities Manual for more information about how to file compliance complaints.

Frequently Asked Questions

1. Who can I choose to conduct my child's IEE?

The school district must provide you with information about IEEs. This includes a list of potential providers, a pricing guideline, and the school district's requirements for IEEs. You are not required to use the assessors in the school district's list. If you select a provider not on the school district's list, make sure the assessor you choose meets all of the school district's requirements for IEEs.

If the school district limits your choices of a provider so much that the assessment would not be independent or separate from the school district, then you can file a compliance complaint with CDE.

2. What if I don't have enough money to pay for an IEE upfront and the school district insists that reimbursement is the only option available?

Special education laws and regulations do not specify the manner in which a school district must provide an IEE at public expense. However, if you cannot afford to pay for an IEE upfront and be reimbursed for it later, then the school district should make other arrangements. This can include paying the Independent Evaluator directly. If the school district refuses to work out reasonable arrangements, then you should file a compliance complaint with CDE. In this complaint, you can say that the school district's requirement that you must pay upfront for an IEE stops you from obtaining an IEE.

3. If I can pay for the assessment, should I pay now and then seek reimbursement from the school district?

As a parent/guardian, you always have the right to obtain an IEE at your own expense and have the school district consider that assessment in developing your child's IEP.

Before paying for an independent assessment on your own, you should first request the school district to provide an IEE at public expense. If you pay for an independent assessment before requesting the school district to fund this assessment, the school district is not obligated to reimburse you.

4. What type of assessment can I request as an IEE at public expense?

You can request an IEE at public expense for any assessment the school district has already conducted if you disagree with that assessment. A request for an IEE at public expense can be for any type of assessment that the school district has performed to assess special education eligibility or the educational needs of your child in a suspected area of disability. This can include a psycho-educational assessment, an assistive technology assessment, a speech and language assessment, or a transition assessment.

If a parent/guardian obtains an IEE at public expense or shares an evaluation that they privately paid for, then the school district must consider that evaluation when making decisions regarding the student.

5. Can a school district restrict the Independent Evaluator from assessing my child on school grounds, including the classroom environment?

No. If the school district observed your child in-class as part of its assessment or if the school district's assessment procedures allow in-class observations, then the school district must provide the Independent Evaluator with the same opportunity. If the school district refuses to permit the Independent Evaluator from conducting an in-class observation, then you can file a compliance complaint with CDE. In this complaint, you can say that the Independent Evaluator cannot complete their evaluation because the school district is not providing the Independent Evaluator with the same opportunity to observe your child as it did with its school staff.

Please refer to Chapter 6, Information Due Process Hearings/Compliance Procedures, of the Special Education Rights and Responsibilities Manual for more information about how to file compliance complaints with CDE.

6. How often can I request an IEE at public expense?

You can request only one IEE at public expense for each school district evaluation that you disagree with. That means, if you are unhappy with an IEE obtained at public expense, you will have to wait for the school district to reassess your child before you can request another IEE at public expense.

Please refer to Chapter 2, Information on Evaluations/Assessments, of the Special Education Rights and Responsibilities Manual for more information.
Disclaimer: This publication is legal information only and is not legal advice about your individual situation. It is current as of the date posted. We try to update our materials regularly. However, laws are regularly changing. If you want to make sure the law has not changed, contact DRC or another legal office.

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How To Obtain An Independent Educational Evaluation At Public Expense

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This publication provides information on how to obtain an independent educational evaluation at public expense from a school district. Another way that you can obtain an independent educational evaluation is to pay for the evaluation on your own. This publication provides information on how to obtain an independent educational evaluation at public expense from a school district.

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How To Write a Parent Concerns Letter for your IEP that Gets Noticed

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How To Write a Parent Concerns Letter for your IEP that Gets Noticed

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How to Write IEP Parent Concerns.

I'm going to wag my finger at you-from this day forward, you do a Parent Concerns Letter for your IEP. Every.single.time. No more "Well I didn't know..." or "I didn't think I had to do one each time..." Now you know. Do one. This is one of the most under-utilized portions of the IEP process-the parent concerns letter.

It is YOUR right to submit one and have your letter, in its entirety, included in the IEP. As a parent, it is also your duty to your child-this is their time, their voice, their opportunity to be heard in the IEP.

Where is the Parent Concerns Letter mentioned in IDEA?

Ah, so glad you asked. Actually, IDEA itself does not mention the Parent Concerns Letter. However, it mentions parent participation many times. And, whenever IDEA is reauthorized, the committee that wrote the laws sends out a long explanation addendum. It's basically a guidance piece on "what we mean by this"as far as how IDEA was written. In writing statutes and laws, you cannot explain every little detail as part of the law.

If you wish to see the one for IDEA, you can find it here. Be forewarned, it's 307 pages! But take a look at this little gem found on page 140.

So, here you go, a snippet:

The Importance of IEP Parent Concerns

First, let's understand why you need to do this every time you go through the IEP process.

Remember, that IEPs are based on need. They are needs-driven, not diagnosis driven. Your child gets IEP evaluations to determine areas of need. IEP Goals are then drawn up based upon those needs. The strategies and services that your child receives are based upon the goals, which are based upon the needs. No speech needs identified? Then no speech goals, therefore no speech services. Make sense?

ALL of your child's areas of need are listed (or should be) in the Present Levels section of the IEP. It is the Present Levels section (also known as PLOP or PLAAP) that drives.

Do you know what else is in the Present Levels section of the IEP? Parent concerns. {please note: This is for PA. Check your state's form to see where the Parent Concerns go.}

Get it? Your parent concerns will help drive the goals and services. It is your right to submit this. It MUST be included.

How long can the Parental Concerns Letter be?

They can be as long as they need to be. I just heard from a Mom on Saturday that her district told her that it had to be 200 words or less. No, that is not the case. They may have a computer program that limits that section to just 200 words, but they will have to find a workaround for that. They need to figure out something else because it can be as long as it needs to be. Keep in mind, again, if it would get to the level of Due Process, you want to appear reasonable. So don't send in a 37-page document either. Be clear and concise, but list what you want to list.

When do I send the Parent Concerns letter?

There are two main occasions when you would write a parent concerns letter.

When you are RSVP'ing to the invitation to the annual IEP meeting.

When you have concerns and wish to request an IEP meeting.

I recommend that you send it in when you are RSVP'ing to the meeting. "Yes, I can make that meeting time. Here is the list of Parent Concerns that I have, that I wish to discuss."

Or, "I have some concerns and would like to request an IEP meeting to discuss them."

Remember, it's a lot to think about a whole year when you sit down to write one letter. Make sure you are using the IEP organizer to stay on top of things all year long.

You also would use this format if you are requesting an IEP meeting.

What is most important is that ALL of your parent concerns are included, in their entirety, in the IEP. What section is less important than their inclusion.

What to include in your Parent Concerns Letter for your IEP.

Everything that needs to be there. Remember, this will drive goals and services. What are your main concerns about your child? Be concise, be thorough. Stay child focused. For example, do not say something like "The teacher is absent all the time." Instead, use "I am concerned that with my son's difficulties with transitions, the constantly changing staff does not allow him to progress." Don't point out staff faults, just what affects your child.

Ideas of what to include:

areas of need that the school identified, that you agree with

areas of need not identified, that you wish to include or ask for an eval

strategies that are working

strategies that are not working

behavior concerns

food/medical concerns

what you want to ask for

what data you have (summarize) to support these asks

How to Write Parent Concerns for an IEP.

Do two. Type it up on your computer and send it via email. At the top of the letter, put something like "I will also send in a signed hard copy of this letter for my child's files. However, I wanted you to have an electronic copy so that you can just copy and paste it into the Parent Concerns section of the IEP." That makes it crystal clear to them that this is your Parent Concerns Letter and that you expect to see it, in its entirety, in the IEP.

No "Gotcha!" or surprises. You have nothing to gain by waiting until the IEP meeting to surprise them with a request for a 1:1 aide or an out of district placement. If you have the data now, bring it up. "Also, at this meeting, I wish to discuss whether or not the team feels that my son's needs can be met at this placement. Please ensure that there is an LEA present at this meeting who has the ability to make this decision, should that be what the team decides."

Use a bullet-pointed list. I find it easiest to do a bullet-point list. That format helps me keep track of my thoughts and easier to track during the meeting, if each item got discussed.

Use one of the templates below. I often get asked for a template, but mine is simple. "Dear IEP team leader, I am looking forward to our upcoming IEP meeting. Here are the parent concerns I wish to discuss with the team. I am sending it to you in electronic format so that you can just copy and paste it into the Parent Concerns portion of the IEP. Here they are: (and I just bullet point list them)."

Parent Input Form for IEP

Some schools have a standard form or document that they send to parents to gather their parent input. It may be called a parent input form for IEP or IEP parent input form. IDEA does not address this.

My school sends one out. Yes, I fill it out. I also do a letter. The form may be a good template to address areas you may have not thought of. But you are not limited to only their form. It might make their work easier. The form may be what your school is used to doing. But there is no "we can only accept parent concerns if they are on this form."

Understanding and Using the PWN.

Ok, so jumping ahead a bit. You sent in your parental concerns. You had an IEP meeting and now you are presented with a NOREP/PWN. (Pennsylvania calls the PWN a NOREP) Here is a blank NOREP: NOREP notice of recommended education placement

You need to know how to use a PWN, so please read this link.

These are your options when you receive the PWN/NOREP after the IEP meeting.

Deem it as incomplete, send it back to them with "And please include XYZ which was also discussed at the meeting." This hopefully isn't necessary if you've done your After IEP Meeting letter.

Agree with it. Check yes.

Disagree. Choose one of the options. List your reasons why in a Parent Letter of Attachment.

Check to agree and do a "yes, but..." letter. This is to create a paper trail. You're giving the district a chance to get it right this time, but documenting and leaving the door open for future actions.

The Yes, but.... letter is just that. "Dear School, I am agreeing with the IEP as it is written so as not to further delay my child receiving services. However, I expect to see progress in XYZ areas by {time frame} or I will ask the team to reconvene and discuss other options, such as...."

PWN and Parent Letter of Attachment

When you do your parent letter of attachment, make sure it is ON the signature page of the NOREP. Sometimes, they get "lost" when done as an attachment.

What I do:

type of my concerns on my computer and print.

Photocopy my concerns on to the signature page of the NOREP, then sign it.

Then it can't get lost without them losing the NOREP.

So you will need to be concise because at most, you'll have the back (blank) page of the NOREP and maybe a half page on the signature side. You can also hand write your parent letter of attachment on to the NOREP, I've seen that done lots too.

I hope this helps.

IEP Parent Concerns-Examples.

Here are some examples if you need to borrow some wording and phrases.
Author's note: A reminder that NOREP is a term we use here in PA. Other states and IDEA refer to it as PWN (Prior Written Notice) or may have their own state specific term. For us, it is the document that you get that seals the deal, when you agree or disagree to the IEP, placement and all the services.

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How To Write a Parent Concerns Letter for your IEP that Gets Noticed | Templates

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The Parent Concerns portion of the IEP is arguably the MOST IMPORTANT part of the IEP. Learn how to write a parent concerns letter that gets noticed, and more importantly, gets results. Includes Parent Letter templates and examples.

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Handbook on Transition from Early Childhood

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Handbook on Transition from Early Childhood

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DREDF MIND Institute Training 07_19_2024

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Purpose: The Self Determination Advisory Committee (SDAC) is looking for creative proposals and ideas from October 2022 to fiscal year 2024 to support Alta California Regional Center clients with transitioning into the Self Determination Program. We want to hear from you!

Eligibility: Seeking proposals from service providers, contractors, organizations, company, or self-advocates willing to provide training, services, or supports for clients interested in or pursuing the Self Determination Program.

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Self-Determination Program - Alta California Regional Center

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IEP Strategy – Understanding The Process So You Can Get What You Need 

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IEP Strategy – Understanding The Process So You Can Get What You Need 

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Special Education Rights and Responsibilities

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Special Education Rights and Responsibilities

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SERR - Special Education Rights and Responsibilities - This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

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The Federal and California special education laws give eligible students with disabilities the right to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

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What to Do If School Services Are Denied

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What to Do If School Services Are Denied

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What to Do If School Services Are Denied

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What to Do If School Services Are Denied 5.25.2021

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Scottish Rite Temple Building Plan (1).pdf (1)

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Tax-free treatment on earnings to pay for qualified disability-related expenses.

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Dream. Plan. Succeed.

With CalABLE, Californians with disabilities are achieving a new level of financial empowerment. In just a short amount of time, CalABLE account holders have saved and invested more than $100 million to improve the quality of their lives. As State Treasurer, I am devoted to ensuring that we continue to extend this opportunity to achieve financial stability to as many people as possible.

I'm pleased to announce that beginning in 2026, newly passed legislation raises the eligibility age from the onset of disability before age 26 to age 46. CalABLE and the Legislative Affairs team are already hard at work to ensure that federal and state law are aligned by the time this change goes into effect.

My team and I are dedicated to ensuring every California citizen has equal opportunity to dream, plan, and succeed. Through CalABLE, we are achieving that vision.

In peace and friendship,
Fiona Ma, CPA
California State Treasurer

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CalABLE is changing the way people with disabilities can plan and save for their financial futures.

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CalABLE is changing the way people with disabilities can plan and save for their financial futures without affecting eligibility for public benefits.

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The California College Guidance Initiative, which manages CaliforniaColleges.edu, has partnered with over 250 school districts that serve more than 1.8 million 6th-12th grade students, or over 60 percent of all 6th-12th grade students in California's public schools.
Click the bars below to view the list of CCGI Partner Districts in each county. If your school district is not yet a CCGI Partner District, click the button below for information about how to bring CaliforniaColleges.edu to your school district or email CommunityEngagement@californiacolleges.edu.

North/Bay Area

Central California

Greater Los Angeles

Inland Empire/South

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Partner Districts " CaliforniaColleges.edu | Learn More

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Partner Districts North/Bay Area Central California Greater LA Inland Empire/South Click to view map The California College Guidance Initiative, which manages CaliforniaColleges.edu, has partnered with over 250 school districts that serve more than 1.8 million 6th-12th grade students, or over 60 percent of all 6th-12th grade students in California's public schools.

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California Cradle-to-Career Data System | C2C

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CaliforniaColleges.edu

About CaliforniaColleges.edu

CaliforniaColleges.edu provides tools that help students, parents, educators, and K-12 districts smooth the path to college and career.

From exploring potential career paths to launching and tracking college and financial aid applications, CaliforniaColleges.edu helps students discover their college and career goals, make plans for how to achieve them, and launch into fulfilling futures.

Background

CaliforniaColleges.edu currently provides transcript-informed tools to more than 1.5 million students in more than 215 K-12 districts. The California Cradle-to-Career Data System will enable all California K-12 districts serving 6th-12th graders to provide these tools to their students, free of charge.

Access college planning and application tools that are personalized using their own transcript data.

Explore easy-to-understand information on career paths, college options, and financial aid.

Plan coursework and view progress towards meeting the CSU and UC "a-g" eligibility requirements.

Launch and monitor applications to college and financial aid systems, including California Community Colleges, California State University, the University of California, the Free Application for Federal Student Aid (FAFSA), and the California Dream Act Application.

Monitor their children's progress and benefit from parent-specific college and career planning content.

Use reporting to monitor progress and view their students' college and financial aid application statuses through one platform. This allows them to offer additional support to students who need it most.

Access Technical Assistance from the California College Guidance Initiative (CCGI), which manages CaliforniaColleges.edu. This process helps ensure the data informing student accounts is accurate, and it unlocks tools that help inform key decisions about students' college admissions, first-year academic placement, guidance, and financial aid.

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CaliforniaColleges.edu - California Cradle-to-Career Data System | C2C

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About CaliforniaColleges.edu CaliforniaColleges.edu provides tools that help students, parents, educators, and K-12 districts smooth the path to college and career. From exploring potential career paths to launching and tracking college and ...

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What is Self-determination? "Being self-determined is about making things happen in your life." -- Dr. Karrie A. Shogren "Self-determined people know what they

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What is Self-determination? "Being self-determined is about making things happen in your life." -- Dr. Karrie A. Shogren "Self-determined people know what they

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Master Plan for Developmental Services - California Health and Human Services

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About The Master Plan for Developmental Services Over the last few years, in partnership with the Legislature, the Newsom Administration has made historic investments to increase rates within the developmental services system. The Master Plan will leverage these investments to strengthen accessibility, quality, and equity for all consumers. In recognition that California’s developmental disabilities system … Master Plan for Developmental Services Read More »

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National Alliance on Mental Illness Sacramento

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National Alliance on Mental Illness Sacramento

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National Alliance on Mental Illness Sacramento

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NAMI Sacramento - Sacramento's Voice on Mental Illness

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NAMI Sacramento is the only local mental health agency offering support, education, and advocacy for people coping with their own mental illness and for their family and friends as well. We are a family and peer support and advocacy organization dedicated to improving the lives of people with severe mental illnesses.

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Alta California Regional Center creates partnerships to support all eligible individuals with intellectual and/or developmental disabilities.

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DRC is a nonprofit agency. We are the largest disability rights group in the nation. Federal law established us to protect and advocate for the rights of people with disabilities. We are the protection and advocacy agency for California.

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Learning Disabilities Association of California

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Learning Disabilities Association of California

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If you are a parent or teacher of a child with a learning disability –

or have learning disabilities yourself…

LDA Supports

We support teachers, parents and individuals with learning disabilities at the local, state and national level.

LDA Educates

Through a variety of tools we continue to educate the public and our legislators about learning disabilities.

LDA Advocates

We are committed to advocating for and protecting the rights of all individuals with learning disabilities.

Since 1964...

LDA has provided support to people with learning disabilities, their parents, teachers and other professionals with cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources. These services make LDA the leading resource for information on learning disabilities.

News from the LDA National Organization:

May 18, 2022

May 18, 2022

May 17, 2022

May 2, 2022

News from LDA’s Healthy Children Project:

May 26, 2022

May 19, 2022

Why Does Policy Matter to LDA?

Did you know…. During the 2019-2020 school year, more than 7 million public school students received special education services under the Individuals with Disabilities Education

Read More »

March 1, 2022

February 10, 2022

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Learning Disabilities Association of California – You Are Not Alone…

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If you are a parent or teacher of a child with a learning disability – or have learning disabilities yourself…

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Communication Technology Education Center (CTEC)

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Communication Technology Education Center (CTEC)

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Frank has used AAC devices for many years. Now he has the ability to communicate with others over email, text messaging and facebook. Frank is learning how to make phone calls with his device. He also loves to play music and control his TV via Infrared... Read More

View All CTEC Success Storiess...
Speech-Language Pathologist
Communication Technology Education Center (CTEC), a program of Supported Life Institute, is Northern California's leader in "Augmentative and Alternative Communication" (AAC).... Read More

Read All News Alerts...

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Communication Technology Education Center (CTEC)

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The mission of the Communication Technology Education Center (CTEC) is to connect people of all abilities through augmentative & alternative communication (AAC), so that they can give voice to their own journey.

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We are grateful for your donation and support of our organization. If you have made an error in making your donation or change your mind about contributing to our organization please contact us. Refunds are returned using the original method of payment.

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2024 Summer Institute on Neurodevelopmental Disabilities

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CURRENT RESEARCH PROJECTS Check out the current research projects around self-determination and related work being conducted at KU Center for Developmental Disa

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Centro para la Excelencia en Discapacidades del Desarrollo

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Centro para la Excelencia en Discapacidades del Desarrollo

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país. Estos centros están autorizados por la Ley de Derechos y Asistencia a las Discapacidades del Desarrollo y financiados por la Administración en Discapacidades Intelectuales y del Desarrollo (AIDD por sus siglas en inglés), parte de la Administración en Vida en la Comunidad dentro de la Secretaria de Salud y Servicios Humanos de los Estados Unidos. CEDD aumenta los recursos para ampliar las actividades y el impacto del MIND Institute, sirviendo como un recurso en las áreas de educación, investigación y servicio; y proporcionan la unión entre la Universidad y la comunidad para mejorar la calidad de vida de las personas con discapacidades del desarrollo.

La misión del Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), es colaborar con personas con discapacidades del desarrollo y sus familias para mejorar la calidad de vida y la inclusión a la comunidad. El Centro cumple esta misión a través de abogacía, colaboración en la comunidad, entrenamiento interdisciplinario y la conversión de investigaciones en aplicaciones prácticas.

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país.

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Center for Excellence in Developmental Disabilities

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Center for Excellence in Developmental Disabilities

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The Center for Excellence in Developmental Disabilities (CEDD), established in 2006, is one of 67 federally designated university centers (UCEDDs) across the country. These centers are authorized by the Developmental Disabilities Assistance and Bill of Rights Act and funded by the Administration on Intellectual and Developmental Disabilities (AIDD), part of the Administration on Community Living within the U.S. Department of Health and Human Services. CEDD brings added resources to expand the activities and impact of the MIND Institute, serving as a resource in the areas of education, research and service, and providing a link between the university and the community to improve the quality of life for individuals with developmental disabilities.

The mission of the Center for Excellence in Developmental Disabilities is to collaborate with individuals with developmental disabilities and their families to improve quality of life and community inclusion. The Center accomplishes this mission through advocacy, community partnerships, interdisciplinary training, and the translation of research into practical applications. We make the personal perspective of disability and cultural/linguistic diversity prominent in all our program activities and strive for an organizational culture that values diversity and inclusion.

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Center for Excellence in Developmental Disabilities (CEDD)

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The Center for Excellence in Developmental Disabilities (CEDD), established in 2006, is one of 67 federally designated university centers (UCEDDs) across the country. These centers are authorized by the Developmental Disabilities Assistance and Bill of Rights Act and funded by the Administration on Intellectual and Developmental Disabilities (AIDD), part of the Administration on Community Living within the U.S.

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Videos en español que analizan las condiciones, el tratamiento y la promoción del neurodesarrollo.

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The UC Davis MIND Institute and Center for Excellence in Developmental Disabilities bring you resources relating to neurodevelopmental disabilities and other conditions.

Along with the online resources we provide on this website, you are welcome to visit the Resource Center located at the MIND Institute (directions) browse our collection of resources, and utilize our computers for research.

We try to make our Resource Center welcoming and user-friendly for people with disabilities and their family members, community advocates, trainees and professionals. We provide parent-to-parent support and create and support connections to resources within the MIND Institute, the UC Davis Medical Center, and in the community. We offer in-person and phone support in both English and Spanish, as well as small-group training and networking opportunities.
Resource Center Hours:

Tuesdays and Wednesdays, 10am - 4:30pm

Mondays, Thursdays, and Fridays, 10am - 2pm

Other times by appointment

Closed on UC Davis holidays

If you'd like to make an appointment, or have questions, please call us at 916-703-0336 (English) or 916-703-0439 (Spanish).

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The UC Davis MIND Institute and Center for Excellence in Developmental Disabilities bring you resources relating to neurodevelopmental disabilities and other conditions. Along with the online resources we provide on this website, you are welcome to visit the Resource Center located at the MIND Institute (directions) browse our collection of resources, and utilize our computers for research.

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Past Summer Institute presentations are available for viewing.

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UC Davis MIND Institute videos and audio are now exclusively available on YouTube. You can go directly to our YouTube Channel or click on the playlist for each year or the presenters picture below to link to the YouTube video of the presentation.
These webcasts are intended for personal, non-commercial, educational use. Please do not re-broadcast, re-encode, or otherwise distribute these webcasts without prior written permission from the UC Davis MIND Institute.

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UC Davis MIND Institute videos and audio are now exclusively available on YouTube. You can go directly to our YouTube Channel or click on the playlist for each year or the presenters picture below to link to the YouTube video of the presentation. These webcasts are intended for personal, non-commercial, educational use.

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The Disability Rights Education and Defense Fund

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The Disability Rights Education and Defense Fund

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Disability Rights Education & Defense Fund

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September 8, 2023
The new provisions show HHS's commitment to reconciling Section 504, the ADA, and key cases that together enable people with various disabilities to achieve consistent and timely access to needed healthcare, so that they can pursue their own life goals and interests. DREDF shares this commitment.

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The Disability Rights Education and Defense Fund

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DREDF is dedicated to improving the lives of people with disabilities through legal advocacy, training, education, and public policy and legislative development.