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Disabled children may be eligible for IHSS. The program will help pay for services provided so the eligible child can remain safely in their own home.

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At a glance

Kids who misbehave in school have a harder time learning.

Behavior intervention plans (or BIPs) aim to prevent behavior that gets in the way of learning.

A BIP is a formal, written plan that teaches and rewards good behavior.

Most kids get in trouble now and then at school. But when they act out over and over again, it can be hard for them (and their classmates) to learn. To help a student behave, a school may put in place a behavior intervention plan. (You may also hear it called a positive behavior intervention plan.)

A behavior intervention plan (or BIP) is a formal, written plan that teaches and rewards good behavior. The purpose is to prevent or stop misbehavior.

A BIP can be a single page or many pages. It has three key parts. The plan:

Lists the problem behavior

Describes why it's happening

Puts in place strategies or supports to help

To make a BIP, the school puts together a school team to look into the behavior. The team may interview the student, the teacher, and other staff. They should also observe the student and talk to the family to figure out what's happening. Testing might be used, too, as well as a review of past report cards or incidents.

Since kids change over time, the school should review the BIP every so often. If there's new information or if the student needs a change, the school should adjust the plan as needed.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Timothy King, EdD is the statewide program director for the Multiagency Network for Students with Emotional/Behavioral Disabilities, University of South Florida St. Petersburg.

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What Is a Behavior Intervention Plan (BIP)

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Kids who misbehave in school have a harder time learning. Behavior intervention plans (or BIPs) aim to prevent behavior that gets in the way of learning. A BIP is a formal, written plan that teaches and rewards good behavior. Most kids get in trouble now and then at school.

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الخدمات الداعمة في المنزل للاطفال 

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الخدمات الداعمة في المنزل للاطفال 

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قد يكون الأطفال المعوقون مؤهلين للحصول على IHSS. سيساعد البرنامج في دفع تكاليف الخدمات المقدمة حتى يتمكن الطفل المؤهل من البقاء بأمان في منزله.

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Special Education Parent/Caregiver Guide - Video Series

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Special Education Parent/Caregiver Guide - Video Series

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Developed by North Region SELPA

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Special Education Guide for Parents/Caregivers: Videos

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دليل الوالدين / مقدم الرعاية الخاص للتعليم الخاص - سلسلة فيديوتطوير المنطقة الشمالية SELPA

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دليل الوالدين / مقدم الرعاية الخاص للتعليم الخاص - سلسلة فيديوتطوير المنطقة الشمالية SELPA

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What are the steps in the IEP process? Do you have to request an IEP? Read about the IEP process timeline and how to get your child an IEP in this guide.

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كيف تحصل على IEP

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كيف تحصل على IEP

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المبادئ التوجيهية للتقييم

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المبادئ التوجيهية للتقييم

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You have the right to access services you need with reasonable accommodations during the COVID-19 pandemic. The Americans with Disabilities Act (ADA), the Unruh Civil Rights Act and the Disabled Persons Act prohibit disability discrimination by California businesses and government agencies. Present this wallet card to help you explain your rights and request the accommodations you need in places like the grocery store, agency offices and other businesses.

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You have the right to access services you need with reasonable accommodations during the COVID-19 pandemic. The Americans with Disabilities Act (ADA), the Unruh Civil Rights Act and the Disabled Persons Act prohibit disability discrimination by California businesses and government agencies.

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Guide to Special Education Assessment Tools

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Guide to Special Education Assessment Tools

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مجموعة أدوات أساسيات التعليم الخاص

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موارد طب الأسنان في مقاطعة ألاميدا

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موارد طب الأسنان في مقاطعة ألاميدا

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دليل أدوات تقييم التربية الخاصة

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دليل أدوات تقييم التربية الخاصة

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SERR - 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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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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حقوق ومسؤوليات التعليم الخاص. يشرح هذا الدليل كيف تصبح مؤهلاً لتعليم ذوي الاحتياجات الخاصة ، وكيفية طلب ومناصرة خدمات التعليم الخاص ، وماذا تفعل إذا كنت لا تتفق مع المناطق التعليمية.

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حقوق ومسؤوليات التعليم الخاص. يشرح هذا الدليل كيف تصبح مؤهلاً لتعليم ذوي الاحتياجات الخاصة ، وكيفية طلب ومناصرة خدمات التعليم الخاص ، وماذا تفعل إذا كنت لا تتفق مع المناطق التعليمية.

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موارد رعاية الرؤية في مقاطعة ألاميدا

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موارد رعاية الرؤية في مقاطعة ألاميدا

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فهم درجات الاختبار

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فهم درجات الاختبار

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A Tale of Two Conversations is a two-part video, originally developed by the Office for Dispute Resolution http://odr-pa.org/ in Pennsylvania, showing actors playing a parent of a child with a disability and a school administrator. The meeting was requested by the parent and takes place in the administrator's office. Take One shows the parent and administrator talking about the child's special education program. They are talking, but not listening. Their communication is unproductive. Take Two shows each person using more effective communication skills. We recommend that you view the " Listening" video and " Understanding Positions & Interests" video in our " Working Together" suite of resources before viewing "A Tale of Two Conversations."

If you are interested in more in-depth study of the effective communication skills shown in the second video below, please check out our " A Tale of Two Conversations Study Guide."

Take One: Demonstrating ineffective communication skills.

Take Two: Demonstrating effective communication skills.

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A Tale of Two Conversations is a two-part video, originally developed by the Office for Dispute Resolution http://odr-pa.org/ in Pennsylvania, showing actors playing a parent of a child with a disability and a school administrator.

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Covered California: Getting Medical Care

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Covered California: Getting Medical Care

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Health insurance is among the most important purchases you'll ever make. Comparing health plans and obtaining individual insurance quotes and information has never been easy. Thanks to the Affordable Care Act, also known as Obamacare, you have consumer protection on your side.

Before 2014, one could purchase an individual health insurance plan at any time of the year. But as of now, one can only buy individual health insurance during the open enrollment, except for special circumstances.s

Do I Need Individual Health Insurance?

The Obamacare mandate requires that most people obtain medical insurance coverage. If you are not already enrolled in a health plan that meets the Affordable Care Act minimum essential benefits requirements, you may need to switch plans.

The mandate requires that most Americans and legal residents obtain health insurance that meets the standards set by the Covered California Exchange. Those who do not get covered for health insurance may face a penalty.

Pros and Cons of Individual Health Insurance

For some, individual health insurance is the only way to meet ACA requirements, but even if you have the option of group health insurance, individual plans may still be the better option. It all comes down to which plan best meets your needs.

Individual health insurance has several benefits, such as:

More control: Individual plans allow you to choose from a wider plan selection than just the ones your employer presents to you. You can find a more customized solution that includes what you need and excludes what you don't.

Flexibility: Individual health insurance is not tied to your employment. This can be useful if you are concerned about job loss or changing positions. You can even use it to "close a gap" between an insufficient employer-provided plan and your healthcare needs.

Choice of insurer: You can choose from more insurers with an individual plan. Some will have certain benefits, customer service offerings or pricing models that are more appealing to you.

On the other hand, individual health insurance also has some downsides:

Higher costs: Often, a group plan is partially paid for by the employer and has lower premiums in the first place. Without these savings, individual plans can be slightly more expensive.

Pre-existing condition coverage: Individual plans may charge additional fees or lack coverage if you have a pre-existing condition.

Types of Individual Health Insurance

Individual health plans vary in how they are structured and how much they pay for your health costs. Under the ACA, all health plans must meet certain minimum essential coverage, meaning that no one can be denied during the Open Enrollment Period for any pre-existing medical conditions.

Health plans are classified under five major categories to make comparing them easier. The categories are divided according to the percentage of health care costs they pay, and they include the following:

Platinum - Plan pays 90% of your health costs. You pay 10%.

Gold - Plan pays 80% of your health costs. You pay 20%.

Silver - Plan pays 70% of your health costs. You pay 30%.

Bronze - Plan pays 60% of your health costs. You pay 40%.

Catastrophic - These plans are only for people under 30 years or those experiencing financial hardship. These plans pay less than 60% of your health care costs.

With these categories, you'll also find different structures:

Health maintenance organization (HMO): HMOs provide low out-of-pocket costs with a limited choice of providers and out-of-network coverage only in emergencies. These plans revolve around seeing a primary care doctor who can make specialist referrals.

Preferred provider organization (PPO): A PPO has higher out-of-pocket costs than an HMO, but with more flexibility. You don't need a referral to see a specialist, and you have more provider options, including some coverage for out-of-network providers.

Exclusive provider organization (EPO): EPOs have lower premiums than PPOs and don't require referrals, but provider choices are more limited. Seeing an out-of-network provider in a non-emergency setting will not be covered.

Point-of-Service Plan (POS): This kind of plan generally offers more choices of providers than an HMO but still requires referrals for specialists. Like a PPO, in-network care is less expensive than out-of-network care.

Choosing the Plan That's Right for You

Choosing an individual health insurance plan that best fits your needs depends on a few different factors. Consider the following aspects and determine how they'll affect your plan:

Provider eligibility and choice: Want to keep your current doctor? Make sure they're in-network first. Also, make sure you're comfortable with the providers covered under the plan.

Medication eligibility: Medication coverage can vary widely by form, brand and prior approval requirements. If you take regular medications, you'll want to make sure they're covered appropriately.

Premiums vs. out-of-pocket costs: If you frequently visit the doctor, lower copayments can be easier to manage but will have higher premiums. Alternatively, if you rarely see a doctor, lower premiums and higher out-of-pocket costs might be a good choice.

Network resources: If you don't have much patience for phone calls, reimbursements and paperwork, you may want to look for a provider with particularly strong customer service or few requirements on your end.

Buying California Individual Health Insurance

Before purchasing individual health insurance, you need to think about your health care needs and budget. Then, compare various plans to find the most suitable fit. Here are some questions you need to consider.

How is the plan structured?

Which providers are in the network?

What is covered by the plan?

How much out-of-pocket costs do you pay?

How much does the plan pay for your coverage?

Think about your budget as well as your health care needs, and find out how much it will cost you in insurance premiums and out-of-pocket costs for every plan you consider. Covered California makes it easier to compare different plans and choose the one that fits your individual health needs and budget.

Making a smart choice in health insurance isn't easy, but the research you do now will pay off later when you need health care for yourself and your family. Take advantage of our online services at Health for CA Insurance Center to get free, instant quotes on California health insurance plans for individuals. Just fill out our confidential form to get started.

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Individual Health Insurance Plans & Quotes California | HFC

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Health insurance is among the most important purchases you'll ever make. Comparing health plans and obtaining individual insurance quotes and information has never been easy. Thanks to the Affordable Care Act, also known as Obamacare, you have consumer protection on your side. Before 2014, one could purchase an individual health insurance plan at any time of the year.

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الجداول الزمنية IEP للتقييم

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الجداول الزمنية IEP للتقييم

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كوفرد كاليفورنيا: الحصول على الرعاية الطبية

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كوفرد كاليفورنيا: الحصول على الرعاية الطبية

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محادثات IEP مثمرة

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محادثات IEP مثمرة

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الاستجابة للتدخل (RTI)

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الاستجابة للتدخل (RTI)

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California Special Education Law & Advocacy

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Special Education Timelines for California

If student's 22nd birthday is in July, August, or September of new fiscal year will not be allowed to begin a new fiscal year

EC 56026(c)(4)(B)

If student's 22nd birthday is during October, November, or December, student shall be terminated from program on December 31 of current fiscal year, unless student would otherwise complete his or her IEP at the end of the current fiscal year.

EC 56026(c)(4)(C)

Student graduates from high school with regular high school diploma.

EC 56026.1(a)

Parent or guardian shall have at least 15 calendar days from the receipt of the proposed assessment plan to arrive at a decision

EC 56043(b)

EC = California Education Code

CCR = California Code of Regulations, Title 5

GC = California Government Code

*Does not include calendar days between the pupil's regular school session or terms or calendar days of school vacation in excess of five school days.

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Special Education Timelines for California | California Special Education Law & Advocacy

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If student's 22nd birthday is in July, August, or September of new fiscal year will not be allowed to begin a new fiscal year EC 56026(c)(4)(B) If student's 22nd birthday is during October, November, or December, student shall be terminated from program on December 31 of current fiscal year, unless student would otherwise complete his or her IEP at the end of the current fiscal year.

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Council of Parent Advocates and Attorneys: RTI

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Council of Parent Advocates and Attorneys: RTI

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Dental Health Begins with your Children First Tooth

Available in English | Arabic | Armenian | Cambodian | Cantonese | Farsi | Hmong | Korean | Lao | Mandarin | Mien | Russian | Spanish | Tagalog | Vietnamese

Source: Department of Health Care Services (DHCS). Medi-Cal Dental Program. (rev.11/2014).

Early Childhood Caries

Source: https://www.cda.org/

Healthy Teeth at Every Age

An informational booklet for the general public about how to have a healthy mouth and teeth at every age. All photos in this booklet have been used with permission and consent of the subjects. All photos were taken before the shelter-in-place order due to COVID-19. 2020.

Dental Sealant Information For Parents

Available in English

Fact sheet for parents on the benefits of dental sealants. Produced by Washington State Department of Health. Oral Health Program.

Source: https://www.doh.wa.gov

Keep Kids' Mouths Healthy

This website is a great tool for parents to refer to when looking for more information about taking care of their kids' teeth, and it also has fun, entertaining 2 minute videos that kids can watch while brushing their teeth. Produced by The Partnership for Healthy Mouths, Healthy Lives-a coalition of the leading organizations in the field of oral health.

Source: http://www.2min2x.org/kids-healthy-mouths/index.html

Sealants

Fact sheet produced by the California Dental Association on the benefits of dental sealants.

Source: https://www.cda.org/

Keep a Bright Smile: Families

One-page handouts for families show 9 actions on how to prevent problems with oral health and keep a healthy mouth.

References: American Academy of Pediatrics. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, 010814, rev 12/2020

Keep a Bright Smile: Young Children

One-page handouts for young children show 9 actions on how to prevent problems with oral health and keep a healthy mouth.

References: American Academy of Pediatrics. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, 010814, rev 12/2020

Choose Water for A Healthy Mouth & Body

One page flyer which describes the many benefits of water for overall health.

Keep a Bright Smile: School-Age Children

One-page handouts for school age children show 9 actions on how to prevent problems with oral health and keep a healthy mouth.

References: American Academy of Pediatrics. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, 010814, rev 12/2020

Oral Health Information for Moms and Moms-to-Be

Factsheet on some answers to some of the most frequently asked about dental health questions relating to pregnancy, infants, toddlers and children. Made available by California Dental Association.

Source: https://www.cda.org

Tips for Good Oral Health During Pregnancy

Available in English | Arabic | Chinese | Chuukese | Korean | Portuguese | Russian | Samoan | Spanish | Vietnamese

This handout provides information on how to take care of your oral health while pregnant. Produced by the National Maternal and Child Oral Health Resource Center.

Source: https://www.mchoralhealth.org

Oral Cancer. Are you at Risk? What are the Signs and Symptom? Should you have an Oral Cancer Exam?

Available in English

Infographic summarizes oral cancer risk factors and tip on how to do a self-exam. Made available by the National Institutes of Health. American Association of Oral and Maxillofacial Surgeons. NIH Publication No: 16-5032 September 2016.

Source: https://www.aaoms.org

Dentures

Factsheet explaining the benefits of replacing missing teeth your health and your appearance. Produced by the California Dental Association.

Source: https://www.cda.org

Healthy Teeth at Every Age

An informational booklet for the general public about how to have a healthy mouth and teeth at every age. All photos in this booklet have been used with permission and consent of the subjects. All photos were taken before the shelter-in-place order due to COVID-19. 2020.

Keep a Bright Smile: Older adult (65+)

One page handout for older adults showing 9 actions on how to prevent problems with oral health and keep a healthy mouth.

Reference: Centers for Disease Control and Prevention. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, rev 05/2021

Medi-Cal Dental Benefits for Seniors

Available in English

This flyer produced by the Medi-Cal Dental program lists the services that are covered by the Medi-Cal Dental program for seniors.

Source: https://smilecalifornia.org/covered-services/seniors/

Periodontal (Gum Disease) Causes, Symptoms, and Treatments

A concise explanation of the causes, symptoms and prevention of periodontal disease. The U.S. Department of Health and Human Services defines gingivitis and periodontal disease, related risk factors, symptoms and treatments. Publication available by National Institute of Dental and Craniofacial Research National Oral Health Information Clearinghouse. NIH Publication No. 13-1142. 2013 September.
https://www.nidcr.nih.gov/sites/default/files/2017-09/periodontal-disease_0.pdf

Oral Health in Older Adults: Seniors

Factsheet explains what specific changes take place and how treatment and preventive methods may need to change with time. Produced by the California Dental Association.

Source: https://www.cda.org

Oral Health Resource Information for Caregivers of Older Adults

Brushing: Available in English
This fact sheet offers practical suggestions about how to provide guidance or direct care, as well as tips that may make brushing easier. Part of the "Oral Health & Aging: Information for Caregivers" series

Flossing: Available in English
A companion to the "Brushing" fact sheet, "Flossing" offers a step-by-step guide to those who can floss independently and provides tips for caregivers on how to floss someone else's teeth. Part of the "Oral Health & Aging: Information for Caregivers" series.

Dry Mouth and Older Adult: Available in English
This fact sheet discusses the common causes of dry mouth in older adults and offers tips on how to get relief. Part of the "Oral Health & Aging: Information for Caregivers" series.

Publications made available by National Institute of Dental and Craniofacial Research. August 2018

Source: https://www.nidcr.nih.gov

Receding Gums

Fact sheet on receding gumline and periodontal disease. Produced by California Dental Association.

Source: https://www.cda.org

Dentists in Alameda County

The Medi‑Cal Dental Program provides free or low‑cost dental services to children and adults who receive Medi‑Cal, California's Medicaid program.
Find a Medi-Cal dentist "

Smile California Website

This website provides information on dental benefits available for Medi-cal enrolled members and helps you find a Medi-Cal Dental Provider in your area.
Source: http://smilecalifornia.org Also a vailable in Spanish: http://sonriecalifornia.org

California Department of Health Care Services (DHCS) Denti-Cal Beneficiaries

This website provides a list of dentists who may be accepting new Denti-Cal patients by identifying the County where you would like to receive services. Medi-Cal members can also call the California Department of Health Care Services' Beneficiary Customer Service Line at 1-800-322-6384 if they are having problems finding a dentist.

Source: https://www.denti-cal.ca.gov/Beneficiaries/Denti-Cal/

InsureKidsNow.Gov

This website provides Denti-Cal members with a new way to search for local dentists that may be accepting new patients. You can narrow down your search results by specifying the distance you are willing to travel, a preferred language, among other criteria.

Source: https://www.insurekidsnow.gov/coverage/ca/find-a-dentist/index.html

Alameda County Social Services Agency

This website is an online system that will provide customers the option of applying for Medi-Cal. Calwin is the fast, easy way for California residents to get the help they need.

Source: www.mybenef itscalwin.o rg

Dental Care Every Day: A Caregiver's Guide

Available in English

This booklet for caregivers details the important role they play at home in maintaining good oral health for their family member or client with special needs. Publication made available by National Institute of Dental and Craniofacial Research.
Source: https://www.nidcr.nih.gov

The Importance of Fluoride for Healthy Teeth

Fluoride is a mineral that is found in water and many foods. Fluoride helps protect teeth from cavities! Fluoride protects the enamel of your teeth by making teeth more resistant to acid attacks from bacteria in the mouth. Most people in the United States have tap water with fluoride added. Water fluoridation helps reduce tooth decay by more than 25% in children and adults.
If you live in area where your drinking water is not fluoridated or if you use a filtration system such as reverse osmosis that removes fluoride from your water, you can get fluoride by:

using toothpaste with fluoride

using fluoride mouth rinses for people over age six

buying water with added fluoride

Talk with your dentist or doctor about whether getting fluoride varnish treatments would be a good choice for you.

Why Fluoride In Your Tap Water Is a Good Thing

Video: English

YouTube 3 mins video on the benefits of community water fluoridation.

Source: American Dental Association, 2016

Five Reasons Why Fluoride in Water is Good for Communities

Available in English

Factsheet on benefits of drinking fluoridated water and community water fluoridation.

Source: American Dental Association 2021

Learn more about Fluoride

Available in Spanish

An informational website for parents and caregivers; 'Conozca mas sobre el fluoruro'.

Source: American Academy of Pediatrics, 2021

Fluoride Varnish - Helping Smiles Stay Strong

Available in English

Brochure for parents and caregivers on importance of fluoride varnish.

Source: California Department of Health Care Services, Child Health and Disability Prevent (CHDP) Program, Oral Health Subcommittee. 2018

How Fluoride Works

Available in English | Spanish

Poster for parents and caregivers on how fluoride helps protect the teeth: "Como la Fluoracion de la Agua Comunitaria Previene Caries Dental".

Source: American Academy of Pediatrics, 2019

Dentists in Alameda County

The Medi‑Cal Dental Program provides free or low‑cost dental services to children and adults who receive Medi‑Cal, California's Medicaid program.
Find a Medi-Cal dentist "

Transportation Support

Medi-Cal covers non-medical transportation and non-emergency medical transportation to your dental or medical appointments. See flyer for more information.

Available in English | Spanish

Infants, Children and Youth

Choose Water for A Healthy Mouth & Body

One page flyer which describes the many benefits of water for overall health.

Keep a Bright Smile: School-Age Children

One-page handouts for school age children show 9 actions on how to prevent problems with oral health and keep a healthy mouth.

References: American Academy of Pediatrics. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, 010814, rev 12/2020

Keep a Bright Smile: Families

One-page handouts for families show 9 actions on how to prevent problems with oral health and keep a healthy mouth.

References: American Academy of Pediatrics. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, 010814, rev 12/2020

Keep a Bright Smile: Young Children

One-page handouts for young children show 9 actions on how to prevent problems with oral health and keep a healthy mouth.

References: American Academy of Pediatrics. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, 010814, rev 12/2020

Healthy Teeth at Every Age

An informational booklet for the general public about how to have a healthy mouth and teeth at every age. All photos in this booklet have been used with permission and consent of the subjects. All photos were taken before the shelter-in-place order due to COVID-19. 2020.

Sealants

Fact sheet produced by the California Dental Association on the benefits of dental sealants.

Source: https://www.cda.org/

Keep Kids' Mouths Healthy

This website is a great tool for parents to refer to when looking for more information about taking care of their kids' teeth, and it also has fun, entertaining 2 minute videos that kids can watch while brushing their teeth. Produced by The Partnership for Healthy Mouths, Healthy Lives-a coalition of the leading organizations in the field of oral health.

Source: http://www.2min2x.org/kids-healthy-mouths/index.html

Dental Sealant Information For Parents

Available in English

Fact sheet for parents on the benefits of dental sealants. Produced by Washington State Department of Health. Oral Health Program.

Source: https://www.doh.wa.gov

Healthy Habits for Happy Smiles

Available in English | Spanish

National Maternal and Child Oral Health Resource Center. National Center on Early Childhood Health and Wellness. (2016). Healthy Habits for Happy Smiles.

Source: https://www.mchoralhealth.org/headstart/healthy-habits.php

Prenatal / Pregnancy

Two Healthy Smiles: Tips to Keep You and Your Baby Healthy

Available in English | Spanish

Taking care of your mouth while you are pregnant is important for you and your baby. Brushing, flossing, eating healthy foods, and getting dental checkups and treatment will help keep you and your baby healthy. Holt K, Barzel R. 2009. Two Healthy Smiles: Tips to Keep Your Baby Healthy (rev.). Washington, DC: National Maternal and Child Oral Health Resource Center.

Source: https://www.mchoralhealth.org

Tips for Good Oral Health During Pregnancy

Available in English | Arabic | Chinese | Chuukese | Korean | Portuguese | Russian | Samoan | Spanish | Vietnamese

This handout provides information on how to take care of your oral health while pregnant. Produced by the National Maternal and Child Oral Health Resource Center.

Source: https://www.mchoralhealth.org

Oral Health Information for Moms and Moms-to-Be

Factsheet on some answers to some of the most frequently asked about dental health questions relating to pregnancy, infants, toddlers and children. Made available by California Dental Association.

Source: https://www.cda.org

Adult and Older Adult (65+)

Periodontal (Gum Disease) Causes, Symptoms, and Treatments

A concise explanation of the causes, symptoms and prevention of periodontal disease. The U.S. Department of Health and Human Services defines gingivitis and periodontal disease, related risk factors, symptoms and treatments. Publication available by National Institute of Dental and Craniofacial Research National Oral Health Information Clearinghouse. NIH Publication No. 13-1142. 2013 September.
https://www.nidcr.nih.gov/sites/default/files/2017-09/periodontal-disease_0.pdf

Medi-Cal Dental Benefits for Seniors

Available in English

This flyer produced by the Medi-Cal Dental program lists the services that are covered by the Medi-Cal Dental program for seniors.

Source: https://smilecalifornia.org/covered-services/seniors/

Keep a Bright Smile: Older adult (65+)

One page handout for older adults showing 9 actions on how to prevent problems with oral health and keep a healthy mouth.

Reference: Centers for Disease Control and Prevention. Adapted from CAMBRA- CDA Journal Oct/Nov. 2007. ACPHD Office of Dental Health, rev 05/2021

Healthy Teeth at Every Age

An informational booklet for the general public about how to have a healthy mouth and teeth at every age. All photos in this booklet have been used with permission and consent of the subjects. All photos were taken before the shelter-in-place order due to COVID-19. 2020.

Receding Gums

Fact sheet on receding gumline and periodontal disease. Produced by California Dental Association.

Source: https://www.cda.org

Oral Health Resource Information for Caregivers of Older Adults

Brushing: Available in English
This fact sheet offers practical suggestions about how to provide guidance or direct care, as well as tips that may make brushing easier. Part of the "Oral Health & Aging: Information for Caregivers" series

Flossing: Available in English
A companion to the "Brushing" fact sheet, "Flossing" offers a step-by-step guide to those who can floss independently and provides tips for caregivers on how to floss someone else's teeth. Part of the "Oral Health & Aging: Information for Caregivers" series.

Dry Mouth and Older Adult: Available in English
This fact sheet discusses the common causes of dry mouth in older adults and offers tips on how to get relief. Part of the "Oral Health & Aging: Information for Caregivers" series.

Publications made available by National Institute of Dental and Craniofacial Research. August 2018

Source: https://www.nidcr.nih.gov

Oral Health in Older Adults: Seniors

Factsheet explains what specific changes take place and how treatment and preventive methods may need to change with time. Produced by the California Dental Association.

Source: https://www.cda.org

Dry Mouth (Xerostomia)

Available in English | Spanish

This patient brochure discusses the causes of dry mouth, the importance of saliva to oral health, and steps to follow to relieve dryness. National Institute of Dental and Craniofacial Research. US Department of Health and Human Services National Institutes of Health. NIH Publication No. 17-3174. August 2020.

Source: https://www.nidcr.nih.gov

Dentures

Factsheet explaining the benefits of replacing missing teeth your health and your appearance. Produced by the California Dental Association.

Source: https://www.cda.org

Medi-Cal Dental Program

Dentists in Alameda County

The Medi‑Cal Dental Program provides free or low‑cost dental services to children and adults who receive Medi‑Cal, California's Medicaid program.
Find a Medi-Cal dentist "

Smile California Website

This website provides information on dental benefits available for Medi-cal enrolled members and helps you find a Medi-Cal Dental Provider in your area.
Source: http://smilecalifornia.org Also a vailable in Spanish: http://sonriecalifornia.org

California Department of Health Care Services (DHCS) Denti-Cal Beneficiaries

This website provides a list of dentists who may be accepting new Denti-Cal patients by identifying the County where you would like to receive services. Medi-Cal members can also call the California Department of Health Care Services' Beneficiary Customer Service Line at 1-800-322-6384 if they are having problems finding a dentist.

Source: https://www.denti-cal.ca.gov/Beneficiaries/Denti-Cal/

InsureKidsNow.Gov

This website provides Denti-Cal members with a new way to search for local dentists that may be accepting new patients. You can narrow down your search results by specifying the distance you are willing to travel, a preferred language, among other criteria.

Source: https://www.insurekidsnow.gov/coverage/ca/find-a-dentist/index.html

Medi-Cal Enrollment

Alameda County Social Services Agency

This website is an online system that will provide customers the option of applying for Medi-Cal. Calwin is the fast, easy way for California residents to get the help they need.

Source: www.mybenef itscalwin.o rg

Special Health Care Needs

Dental Care Every Day: A Caregiver's Guide

Available in English

This booklet for caregivers details the important role they play at home in maintaining good oral health for their family member or client with special needs. Publication made available by National Institute of Dental and Craniofacial Research.
Source: https://www.nidcr.nih.gov

Fluoride Information

How Fluoride Works

Available in English | Spanish

Poster for parents and caregivers on how fluoride helps protect the teeth: "Como la Fluoracion de la Agua Comunitaria Previene Caries Dental".

Source: American Academy of Pediatrics, 2019

Fluoride Varnish - Helping Smiles Stay Strong

Available in English

Brochure for parents and caregivers on importance of fluoride varnish.

Source: California Department of Health Care Services, Child Health and Disability Prevent (CHDP) Program, Oral Health Subcommittee. 2018

Learn more about Fluoride

Available in Spanish

An informational website for parents and caregivers; 'Conozca mas sobre el fluoruro'.

Source: American Academy of Pediatrics, 2021

Five Reasons Why Fluoride in Water is Good for Communities

Available in English

Factsheet on benefits of drinking fluoridated water and community water fluoridation.

Source: American Dental Association 2021

Why Fluoride In Your Tap Water Is a Good Thing

Video: English

YouTube 3 mins video on the benefits of community water fluoridation.

Source: American Dental Association, 2016

The Importance of Fluoride for Healthy Teeth

Fluoride is a mineral that is found in water and many foods. Fluoride helps protect teeth from cavities! Fluoride protects the enamel of your teeth by making teeth more resistant to acid attacks from bacteria in the mouth. Most people in the United States have tap water with fluoride added. Water fluoridation helps reduce tooth decay by more than 25% in children and adults.
If you live in area where your drinking water is not fluoridated or if you use a filtration system such as reverse osmosis that removes fluoride from your water, you can get fluoride by:

using toothpaste with fluoride

using fluoride mouth rinses for people over age six

buying water with added fluoride

Talk with your dentist or doctor about whether getting fluoride varnish treatments would be a good choice for you.

Dental Providers

Dentists in Alameda County

The Medi‑Cal Dental Program provides free or low‑cost dental services to children and adults who receive Medi‑Cal, California's Medicaid program.
Find a Medi-Cal dentist "

Transportation Support

Transportation Support

Medi-Cal covers non-medical transportation and non-emergency medical transportation to your dental or medical appointments. See flyer for more information.

Available in English | Spanish

Kindergarten Oral Health Assessment (KOHA)

Alameda County KOHA Flyer

KOHA flyer explains the importance of oral health assessment to parents.

Available in: English | Spanish | Chinese | Vietnamese

Kindergarten Oral Health Assessment Form

The Kindergarten Oral Health Assessment (KOHA) form is to be distributed to parents during kindergarten registration.

Available in: English | Spanish | Chinese | Vietnamese | Other languages

For general information,
please call (510) 208-5910

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Dental Health Begins with your Children First Tooth Available in English | Arabic | Armenian | Cambodian | Cantonese | Farsi | Hmong | Korean | Lao | Mandarin | Mien | Russian | Spanish | Tagalog | Vietnamese Source: Department of Health Care Services (DHCS). Medi-Cal Dental Program. (rev.11/2014).

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Handling Disagreements with the School District

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Handling Disagreements with the School District

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Disclaimer: These materials are based on the law at the time we write them. We try to update our materials; however, laws are regularly changing. If you want to make sure the law has not changed, contact us or another legal source.

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Disclaimer: These materials are based on the law at the time we write them. We try to update our materials; however, laws are regularly changing. If you want to make sure the law has not changed, contact us or another legal source.

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الجداول الزمنية للتعليم الخاص بكاليفورنيا / أخرى

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الجداول الزمنية للتعليم الخاص بكاليفورنيا / أخرى

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موارد طب الأسنان في مقاطعة ألاميدا

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موارد طب الأسنان في مقاطعة ألاميدا

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التعامل مع الخلافات مع المنطقة التعليمية

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التعامل مع الخلافات مع المنطقة التعليمية

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مجلس أولياء الأمور والمحامين: RTI

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مجلس أولياء الأمور والمحامين: RTI

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ما هي خطة السلوك؟

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ما هي خطة السلوك؟

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خطة التدخل السلوكي (أو BIP)

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California Department of Education: Dispute Resolution Alternatives

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California Department of Education: Dispute Resolution Alternatives

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices, Special Education Program Directors, Charter School Administrators, Principals, and Nonpublic School Directors:

The purpose of this letter is to support parents, families, parent training and information centers, school personnel, special education local plan areas (SELPAs), local educational agencies (LEAs), advocacy organizations, and other interested parties with information on alternative dispute resolution (ADR), state mediation and complaints, and due process mediation and hearings. These dispute resolution options are being provided to reiterate the importance of individualized education program (IEP) teams working together during this unprecedented time in education to address the needs of students and ensure the provision of a free appropriate public education (FAPE). Although disputes may occur, the California Department of Education (CDE) expects that LEAs will make every effort to resolve disagreements with families collaboratively and informally whenever possible.

On June 22, 2020, the United States Department of Education's Office of Special Education Programs (OSEP) issued a Question and Answer document about Individuals with Disabilities Education Act (IDEA) Part B dispute resolution procedures in the current COVID-19 environment. In that document, OSEP also encourages parents and LEAs to work collaboratively, in the best interest of students with disabilities, to resolve disagreements that may occur when working to provide a positive educational experience for all children. The OSEP also noted that communication between parents and public agency staff can often help resolve disagreements that may arise regarding the educational services provided to a student with a disability during the pandemic.

When there is a dispute regarding a student's special education program, disputes may be resolved through a local ADR program/process, through a complaint filed with the CDE for investigation, or through a request for a due process hearing with the Office of Administrative Hearings (OAH) for a decision by an Administrative Law Judge. With state complaints and due process hearings, parties have the opportunity to participate in mediation in an attempt to resolve the matter without the need for having a third party issue a decision.

Alternative Dispute Resolution

The ADR process is less formal than a due process hearing and intends to maintain positive relationships between families and LEA staff by working collaboratively toward solutions. ADR is a voluntary method of resolving disputes and may not be used to delay the right to a due process hearing.

Reflecting the state's commitment to encouraging LEAs to resolve disagreements with families collaboratively and informally whenever possible, and in anticipation of an increased number of local disputes related to the COVID-19 pandemic and special education distance learning, the state legislature appropriated $8,600,000 in the 2020 Budget Act to be allocated to SELPAs to assist LEAs with establishing and improving local ADR.

These funds are in addition to the approximately $1,945,000 in ADR grant funds provided in past years to SELPAs and LEAs to develop and test procedures, materials, and training for ADR in special education. The CDE awards these grants to regional consortia that include LEAs and county offices. Selected LEAs train and implement an ADR process to respond to and resolve local complaints and concerns regarding the implementation of the IDEA, Part B and relevant state laws.

For more detailed information on your local ADR process, please contact your LEA or SELPA. For LEA contact information, you may search the CDE School Directory at https://www.cde.ca.gov/schooldirectory. For more information on SELPAs, please visit the CDE California Special Education Local Plan Areas web page at https://www.cde.ca.gov/sp/se/as/caselpas.asp.

State Mediation and Complaints

State Complaint Mediation

A request for mediation may be made for a special education complaint filed with the CDE. Code of Federal Regulations, Title 34 (34 CFR), Section 300.152(a)(3)(ii) requires the CDE provide the opportunity for a parent who has filed a complaint and the LEA to voluntarily engage in mediation. The CDE makes that opportunity available through a contract with the OAH.

Mediation is an impartial and voluntary process that brings together parties that have a dispute concerning any matter related to alleged violations of federal and state special education laws to have confidential discussions with a qualified and impartial individual. The goal of mediation is for the parties to resolve the dispute and execute a legally binding written agreement reflecting that resolution (34 CFR 300.506[b][6] and [7]). Mediation may not be used to deny any other rights afforded under 34 CFR 300.506(b)(1)(ii).

The recognized benefits of mediation include:

The parties have more control over the process and decision-making.

The parties have the flexibility to design their own remedies.

The parties may have an increased commitment to, and ownership of, the agreement.

The non-adversarial approach helps preserve the relationship between parties who may need to continue to work together, for the benefit of the child, for years to come.

It is important to note that both parties (parent and LEA) must agree to mediation. If one of the parties does not want to participate in the mediation, then the mediation will not happen and the investigation will move forward. In addition, the parent and LEA may agree in writing to extend the complaint timeline so they can participate in mediation. If parties do not resolve their dispute at mediation, the CDE will move forward with the investigation.

A request for mediation of a special education complaint may be sent to the CDE by fax to 916-327-8878, by email at speceducation@cde.ca.gov or by mail at the following address:

California Department of Education
Special Education Division
Complaint Resolution Unit
1430 N Street, Suite 2401
Sacramento, CA 95814
Fax: 916-327-8878

State Complaints

A compliance complaint may be filed with the CDE, formally requesting an investigation of an alleged violation of federal or state special education laws or regulations by an LEA. The violation must have occurred not more than one year prior to the date the complaint is received by the CDE. The written decision report will be mailed within 60 calendar days of the complaint resolution unit's receipt of the complete complaint request., If the CDE finds the LEA out of compliance, the CDE's report must include "corrective actions" that are required to address the needs of the student or group of students involved in the complaint and appropriate future provision of services for all children with disabilities. Complaints may concern one student or a group of students.

When filing a complaint with the CDE, a copy of the complaint must be provided to the LEA at the same time. (34 CFR 300.151-153; California Education Code [ EC] 56043[p] and 56500.2).

Complaints alleging violations of federal and state special education laws or regulations may be sent to the CDE by fax to 916-327-3704, or by mail at the following address:

California Department of Education
Special Education Division
Complaint Resolution Unit
1430 N Street, Suite 2401
Sacramento, CA 95814
Fax: 916-327-3704

For more detailed information on the CDE special education complaint process please visit the CDE Complaint Process web page at https://www.cde.ca.gov/sp/se/qa/cmplntproc.asp.

Due Process Hearings and Mediation

Special education due process hearings and mediations in California are conducted by the OAH. A request for mediation with the OAH may be made without scheduling a due process hearing. This is known as the "mediation only" option ( EC 56500.3). Participation in mediation is voluntary. If one of the parties does not want to participate in the mediation, then the mediation will not happen and the "mediation only" matter will be closed. A mediation conference is an informal proceeding conducted by the OAH in a non-adversarial manner to resolve issues relating to the identification, assessment, or educational placement of a child or to a FAPE. (20 United States Code [ USC] 1415[b][6] and [e]). The same recognized benefits of mediation outlined for state complaints apply in the context of requesting mediation with the OAH directly.

A request for mediation with the OAH may also be made when requesting a due process hearing. Parents, legal guardians, and surrogate parents of children with disabilities have the right to request an impartial due process hearing regarding the identification, assessment, and educational placement of a child or the provision of a FAPE. A request for a due process hearing must be filed with the OAH within two years from the date of the alleged action that forms the basis of the due process complaint (20 USC 1415[b][6]; 34 CFR 300.507; EC 56501 and 56505[l]). An OAH hearing decision is final and binding on both parties ( EC 56505[h]). Either party may appeal the hearing decision by filing a civil action in state or federal court within 90 days of the final decision. (20 USC 1415[i][2] and [3][A], 34 CFR 300.516; EC 56043[w]; EC 56505[k])

Federal and state laws require that either party filing for a due process hearing must provide a copy of the written request to the other party. (20 USC 1415[b][7], 1415[c][2]; 34 CFR 300.508; EC 56502[c][1])

Prior to a due process hearing taking place, the LEA shall be provided the opportunity to resolve the matter by convening a resolution meeting between the parents and the relevant members of the IEP team who have specific knowledge of the facts identified in the due process hearing request. (20 USC 1415[f][1][B]; 34 CFR 300.510)

For additional information on due process hearings and/or mediation with the OAH please visit the OAH Self-Help Information for Special Education Cases web page at https://www.dgs.ca.gov/OAH/Case-Types/Special-Education/Self-Help. Additionally, you may also contact the OAH by phone at 916-263-0880, by fax at 916-263-0890, or by mail at the following address:

Office of Administrative Hearings
Attention: Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833-4231
Phone: 916-263-0880
Fax: 916-263-0890

Procedural Safeguards

For detailed information on the special education rights of parents and children under the IDEA, Part B, and the California EC, please visit the CDE Notice of Procedural Safeguards web page at https://www.cde.ca.gov/sp/se/qa/pseng.asp.

Should there be any questions related to the above information, please contact the Special Education Division via email at SEDInfo@cde.ca.gov or through the contact information provided in this letter as appropriate.

Sincerely,

Heather Calomese, Director
Special Education Division
Opportunities for All Branch

HC:ja

Footnote

1 https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-dispute-resolution-procedures-part-b.pdf

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COVID-19 and Special Education Dispute Resolution

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices, Special Education Program Directors, Charter School Administrators, Principals, and Nonpublic School Directors: The purpose of this letter is to support parents, families, parent training and information centers, school personnel, special education local plan areas (SELPAs), local educational agencies (LEAs), advocacy organizations, and other interested parties with information on alternative dispute resolution (ADR), state mediation and complaints, and due process mediation and hearings.

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Parents of children with disabilities from ages three through twenty-one have specific educational rights under the Individuals with Disabilities Education Act (IDEA). These rights are called procedural safeguards. Individuals serving as surrogate parents and students aged eighteen receiving special education services, are also entitled to these rights.

A number of staff in the child's district and special education local plan area (SELPA) may answer questions about the child's education and the parents' rights and responsibilities. When the parent has a concern, it is important that they contact their child's teachers or administrators to talk about their child and any problems they see. This conversation often solves the problem and helps maintain open communication.

Parents must be given opportunities to participate in any decision-making meeting regarding their child's special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child's free appropriate public education (FAPE).

When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.

What Are Parents' Rights in California Special Education?

Parents and students over age eighteen have the right

Parents have the right to refer their child for special education services, to participate in the development of the IEP and to be informed of all program options and alternatives, both public and nonpublic.

Parents have a right to receive prior written notice, in their native language, when the school district initiates or refuses their request to initiate a change in their child's identification, assessment, or educational placement in special education.

Parents must provide informed, written consent before their child is assessed or provided with any special education services. Parental consent must also be provided before any change in special education services may occur. The district must ensure that parents understand proceedings of the IEP team meeting including arranging for an interpreter for parents with deafness or those whose native language is other than English.

Parents may refuse to consent to an assessment or the placement of their child in special education.

Children must be assessed for special education through the use of methods that are not culturally biased or discriminatory.

If parents disagree with the results of the assessment conducted by the school district, they have the right to ask for and obtain an independent educational evaluation (IEE) at public expense.

The parent is entitled to only one IEE at public expense each time the public agency conducts an evaluation with which the parent disagrees.

When a parent requests an IEE at public expense, the school district must, without unnecessary delay, either ensure that an IEE is provided at public expense, or request a due process hearing if the district believes their assessment was appropriate and disagrees that an IEE is necessary. The school district also has the right to establish the standards or criteria (including cost and location) for IEEs at public expense.

Parents have a right to inspect, review, and obtain copies of their child's educational records.

If parents disagree with the district regarding their child's special education placement or a proposed change in placement, the law requires the student to "stay put" in the current program until the dispute is resolved.

Parents have the right to present a complaint relating to the provision of a FAPE for their child; to have an attorney, an advocate, and the student, if appropriate, present at the due process hearing; and to make the hearing public. Under certain conditions, the hearing officer may award, reduce, or deny the reimbursement of attorneys' fees and fees paid to nonpublic institutions by parents in the settlement of a case. To request a due process hearing or to receive a complete notice of procedural safeguards related to a due process hearing, contact the Office of Administrative Hearings (see contact information below).

Parents are encouraged to consider settling disagreements regarding their child's special education program through voluntary mediation, a process through which parties seek mutually agreeable solutions to disputes with the help of an impartial mediator. Mediation is available for:

1. Mediation of State Complaint - the California Department of Education is required to offer mediation to the parent or the local educational agency (LEA) but both must agree, and participation is voluntary.

2. Office of Administrative Hearings (OAH) Mediation Only - Parent or LEA may file for OAH mediation only. Participation is voluntary.

Parents may seek mediation alone or separate from due process, or they may participate in mediation pending a due process hearing. Mediation cannot be used to delay parents right to a due process hearing.

If parents believe their child's school district has violated the law, they may file a complaint with the California Department of Education. The Department must investigate complaints alleging violations of noncompliance with IDEA, state special education laws, or regulations, and issue a written report of findings within 60 days of receiving the complaint.

There are specific rules regarding the suspension and expulsion of students with IEPs. Generally, a student with a disability may be suspended or placed in an alternative educational setting to the same extent that these options apply to students without disabilities.

If the student with a disability is in such a placement for more than ten days, an IEP meeting must be held to consider the appropriateness of the child's current placement and the extent to which the disability is the cause of the misconduct. Regardless of the child's placement, the district must provide FAPE

School districts are responsible for identifying, locating and assessing students with disabilities enrolled in private schools by their parents. However, school districts are not required to provide special education or related services to these students. There is no entitlement for services, though some private schools and students attending private schools may receive some services from the school district.

Additional Resources

This notice is an abbreviated summary of procedural safeguards under federal and state laws (20 United States Code Section 1412[d]; 34 Code of Federal Regulations 300.504; California Education Code sections 56301[d][2], 56321, and 56341.1[g][1]). Special Education Rights of Parents and Children, a more extensive description of these rights, is available from the California Department of Education, Special Education Division.

To obtain more information about parental rights or dispute resolution, including how to file a complaint, contact the California Department of Education, Special Education Division, Complaint Support Unit, by telephoning 800-926-0648 or writing to:

Email: speceducation@cde.ca.gov
Fax: 916-327-3704

California Department of Education
Special Education Division
Complaint Support Unit
1430 N Street, Suite 2401
Sacramento, CA 95814

To file for mediation or a due process hearing, contact:

Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Hearings and Mediations Accessibility and Accommodation Program Guidelines (Posted 17-Oct-2018)
This web page states a California Department of Education contractor conducting special education hearings and mediations must have and follow policies and procedures for equitable services to all participants.

Last Reviewed: Thursday, August 31, 2023

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A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

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The SST Process

State law indicates that a student shall be referred for special educational instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized.

Procedures have been developed in individual member school districts and charter schools (also known as local education agencies) for the receipt and processing of referrals for special education assessment. In all districts, the school site Student Study Team (SST) meets regarding children for whom there are concerns. The team addresses the implementation and level of success of the general education classroom program modifications and available general education resources and programs, including categorical programs. When the SST determines that all possible modifications have been exhausted or the modifications available are not appropriate, the SST or classroom teacher refers the child for an assessment for possible special education services. The parent is informed and encouraged to be a part of the SST process. Parents are notified if a referral for a special education assessment is made by the team.

The SST is a regularly scheduled, structured meeting of general educators, supported by special education and other staff as appropriate. Their purpose is to provide an effective support system in general education that will generate effective interventions for children who are experiencing challenges in learning or behavior difficulties at school. The SST process is designed to meet the needs of all children and results in a team action plan to ensure student success. The structure of the SST may be designed to fit the needs of individual school sites. Team membership varies according to the needs of the child, but should include the people that can best support the child and the classroom teacher. The majority of the team membership must be composed of general education teachers and should include the following team members: the child's classroom teacher, an administrator, the parent, the child, an upper grade teacher, and a lower grade teacher. The SST should also serve as a peer support system, so the more teacher participation the greater the benefits. Specialists should be included based on the potential needs of the child, the classroom teacher, and any others providing support to the child.

The SST p rocess begins with a request from a teacher, counselor, parent, agency representative, or student that a concern has been identified. Once the request is made, the school's first level intervention plan is implemented. It is important to note that a request does not automatically initiate a SST meeting. If the concerns can be resolved without a SST meeting, then the child is monitored for successful progress. If the concerns are not resolved, SST meeting preparation is started. For the team to have optimum information to work with, the child's teacher should provide essential information about the child to the team. During the meeting, an effective practice to utilize is a group memory format to assist the team in efficient documentation of ideas generated during the meeting. On the action plan that is developed, a follow-up date should be set to review the progress of the child form whom there are concerns. The action plan should be evaluated at this meeting and determination made if any further follow-up is necessary.

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State law indicates that a student shall be referred for special educational instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized. Procedures have been developed in individual member school districts and charter schools (also known as local education agencies) for the receipt and processing of referrals for special education assessment.

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CalFresh Application Assistance from FRN Staff 

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CalFresh Application Assistance from FRN Staff 

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There are a number of situations that can happen if your child has behavioral issues in school and has an IEP. Here are some common situations:

My child is hurting himself or others, or is destroying property.
Because such behavior may interfere with your child's IEP goals, the school is required to develop a behavior intervention plan for serious behavior problems that cause a student to harm himself or others, or that are destructive. The behavior intervention plan is intended to bring about positive behavioral changes. It should be incorporated into your child's IEP.

My child is in special education and was suspended or expelled from school.
A student may be suspended from school if the principal determines that the student has committed one of the acts described beginning in section 48900 of the California Education Code. Suspension rules apply to special education students just as they apply to nondisabled students. However, if a special education student is suspended for more than 10 consecutive school days (or 10 cumulative days for the same or similar offenses) or there is a decision to expel the student, the district must call an IEP meeting to determine whether the behavior leading to the suspension is a manifestation (a result) of the student's disability or whether the behavior is a result of the school's failure to implement the student's IEP. This meeting is called a manifestation determination and requires the attendance of the parent and other relevant members of the IEP team, as determined by the school and the parent.

The IEP team determined that the misconduct was not a manifestation of my child's disability.
If the team determines that the conduct was not a manifestation of your child's disability and that the placement was appropriate, then your child will be subject to regular disciplinary procedures, including expulsion.

The IEP team determined that the misconduct was a manifestation of my child's disability.
If the team determines that the conduct was a manifestation of your child's disability or that the behavior resulted from the school's failure to implement the IEP, your child may not be expelled and the school must take measures to address his or her behavior.

I disagree with the conclusions of the IEP team about my child's behavioral issues.
If you disagree with the team's conclusions-either about the appropriateness of your child's placement or the manifestation determination-or with its decision to rely on certain information, you have the right to request a hearing.

My child has a behavioral issue but has not yet been determined to be eligible for special education.
If your child has not been found eligible for special education and has engaged in misconduct, he or she may still be protected from discipline or expulsion if the school knew that your child had a disability before the disciplinary action. The school is considered to have known of the disability if the parent had expressed concern in writing or submitted a request for assessment-or if the child's teacher or another district employee had expressed concern about the child's behavior-to the director of special education or other supervisory personnel.

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There are a number of situations that can happen if your child has behavioral issues in school and has an IEP. Here are some common situations: My child is hurting himself or others, or is destroying property.

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Disability Access for Health Care Services 

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Disability Access for Health Care Services 

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Health plans must provide you with access to health care services you need, including preventive care and necessary services for your disability. The Department of Managed Health Care (DMHC) has published the following educational materials to help Californians with disabilities understand their rights and get the care they need.

The DMHC is committed to providing you with accessible communication. Please use the links below to request materials from the DMHC in an alternate format or to contact the DMHC Disability Coordinator with questions.

Disability Access Webinars

Training for advocacy, caregivers, and other organizations that provide support to disabled health care consumers can be found on the ADA conferences website.

When You Apply for Health Insurance

A group health plan, which you get through your job, cannot charge you more or refuse to cover you if you have a disability.

An individual health plan cannot refuse to insure an adult based on the adult's health history, also known as pre-existing conditions. It also cannot deny you insurance just because you have a physical or mental disability.

You Have the Right To:

Accessible and usable medical equipment at a provider's office or facility. For example, your doctor or health plan should help you find accessible weight scales, exam tables, and diagnostic medical equipment such as mammography and MRI.

Have most physical barriers removed that make it hard for you to use your health care services.

Extra time for visits, if you need it.

Health information you can use if you are blind, deaf, or have low vision.

Take your service animal into exam rooms with you.

Getting the Services You Need

If you disagree with your health plan about what you need, you can file a complaint with your plan.

You or your doctor can ask for changes in the way services are offered. For example, you may need someone with special training to draw your blood. Your health plan must cover these services if there are medical reasons why you need them.

Durable Medical Equipment (DME)

DME is medical equipment that can be used again, such as hospital beds and wheelchairs. Health plans do not have to cover most DME. If they do cover DME, they only pay for equipment you medically need, like a wheelchair if you cannot walk or oxygen if you have trouble breathing.

You may have to pay part of the cost.

You have to get prior approval from the plan before you get the equipment.

Before you join a plan, ask if it covers the equipment you need and what the cost is.

Resources

People with Disabilities Resources.

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Health plans must provide you with access to health care services you need, including preventive care and necessary services for your disability. The Department of Managed Health Care (DMHC) has published the following educational materials to help Californians with disabilities understand their rights and get the care they need.

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حقوق الوالدين والطالب لعملية IEP

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حقوق الوالدين والطالب لعملية IEP

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وصول الأشخاص ذوي الإعاقة إلى خدمات الرعاية الصحية

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وصول الأشخاص ذوي الإعاقة إلى خدمات الرعاية الصحية

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CalFresh Application Assistance from FRN Staff

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CalFresh Application Assistance from FRN Staff

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وزارة التعليم في كاليفورنيا: بدائل حل النزاعات

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وزارة التعليم في كاليفورنيا: بدائل حل النزاعات

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فرق الدراسة الطلابية (SST)

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فرق الدراسة الطلابية (SST)

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الصم وضعاف السمع

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الصم وضعاف السمع

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السلوك والانضباط المدرسي

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السلوك والانضباط المدرسي

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Must a child have to have an SST before referral?

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Must a child have to have an SST before referral?

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No. A referral for special education assessment must initiate the assessment process and timelines and any use of the student study team (SST) process does not affect this obligation. There is no authority in law or regulation to require a pupil go through an SST before a referral for special education may be processed.

While the law requires the school district to consider and utilize, where appropriate, the resources of the regular education program before making a referral for special education [Cal. Ed. Code Sec. 56303], the SST process cannot act as a substitute for or delay the special education assessment and IEP timelines without your consent. [Cal. Ed. Code Sec. 56321(f).]

School districts may conduct screenings of students to determine instructional strategies for students who are not yet eligible for special education. But screening may not delay a special education evaluation, which must be completed within 60 days of receiving parental consent. [ Letter to Torres (2009) Office of Special Education and Rehabilitative Services [OSERS] 53 IDELR 333.]

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(2.3) Does my child have to be referred to the student study team before assessment for special education?

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No. A referral for special education assessment must initiate the assessment process and timelines and any use of the student study team (SST) process does not affect this obligation. There is no authority in law or regulation to require a pupil go through an SST before a referral for special education may be processed.

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Read about the Steps to Find Affordable Housing

Find Contact Information for Organizations that Provide Affordable Housing or review a list of current openings for subsidized affordable housing waitlists. To start, you can click the green button below to view a digest of open waitlists in the Bay Area for seniors and people with disabilities. Alameda County residents can use the AC Choices website to review housing openings.

Steps to find affordable housing. Read the full text with links below!

Steps to Find Affordable Housing

by Kiki Poe, Membership & Operations Director, EBHO

It can be difficult to find an affordable home, but knowing your options will increase your chances. Contact the organizations in this guidebook or call 2-1-1 for help.
Step 1. Learn about different kinds of affordable housing Non-Profit Housing
Non-profit affordable housing developments offer well-designed and professionally-managed homes with restricted rents and varying eligibility requirements. Call the organizations listed in this guide and visit their websites.

The Housing Choice Voucher Program (Section 8) closes the gap between rent and your income. Contact your local public housing authority for guidance.
Affordable Homeownership and Other Options
Contact the organizations listed below about homebuyer assistance and education programs. Consider Community Land Trusts and co-housing as options. Struggling with mortgage payments? See the financial and foreclosure counseling resources in this brochure.
Tenants' Rights and other Housing Assistance
If you need help with a security deposit, rent, emergency housing or shelter, or tenant/landlord issues, contact the "housing, shelter and emergency resources" organizations listed here.
Step 2. Get your finances and credit ready Credit Check
Obtain your credit report early, and be prepared to tell prospective landlords about any problems and the steps you've taken to address them. They may accept a low credit rating with good references, proof of employment, a higher security deposit, or a co-signer. For help, contact a credit-counseling agency.
Income and Budgeting
Your housing should cost no more than one-third of your income. Some agencies can help you create a financial and savings plan so you can afford transportation, childcare, health care and other expenses along with rent or mortgage payments.
Step 3. Check to see if your income qualifies
Find out if you qualify for affordable housing by inquiring with a specific property or non-profit developer. If you have a Section 8 voucher, ask if the property will accept it, or contact your housing authority for a list of landlords who will.

Steps to find affordable housing. This page is from our Affordable Housing Guidebook. You can read the full text below.

Step 4. Identify your housing needs and preferences
Think about location and amenities, but also be flexible and consider several cities and types of housing to increase your chances. Non-profit housing often targets certain populations: seniors, special needs, family or transitional/supportive. You may have trouble qualifying if you're undocumented or if you have a certain type of criminal record. Most EBHO members strive to serve undocumented and formerly incarcerated people when possible.
Step 5. Contact non-profit housing organizations and apply

Check the websites of non-profit developers often or call to get current information and applications. Follow directions to ensure success.

Search through 2-1-1, www.achousingchoices.org to find openings.

For properties with openings, visit the website or call to request an application or to be added to the waitlist. Complete and submit applications by the deadline.

For properties under construction, ask to be added to the interest/marketing list.

Once you've submitted your applications or joined a waitlist, let each property know if you move or change your phone number. Ask about the best way to keep in contact.

Apply to as many affordable housing properties as you can. Be persistent and informed, and advocate for more affordable housing in your community!
Alameda County

You can view waiting list openings and listed non-profit and private market housing in Alameda County at https://achousingchoices.org/.

Alameda County now has a portal where you can view current waitlist openings for all new affordable homes that were built using Measure A1 funding. This is a great place to start, but remember, click through all housing providers below and see if they have housing that aligns with your needs and apply to those units as well.

Applying for and securing community-subsidized affordable housing can take many months or years. If you need immediate/emergency housing support please see our list of housing legal aid, shelter, and other housing support services.

If you want to see what housing options are available and start applying to waitlists and apartments, review each organization's website below to see the kind of affordable housing they help provide, if they have a list of available units, or have openings on their waitlists for specific housing communities.

The video below is an introduction to different types of affordable housing and a panel of residents of affordable housing and an explanation of different paths to apply for an affordable housing unit from staff who work at organizations that provide or connect people to affordable homes.

Organizations that Provide Affordable Housing

Non-profit organizations that develop, own and manage affordable housing in the East Bay

Abode Services | (510) 657-7409 | www.abodeservices.org

Bay Area Community Land Trust| (510) 545-3258 | www.bayareaclt.org

BRIDGE Housing | (415) 989-1111 | www.bridgehousing.com

Christian Church Homes | (510) 632-6712 | www.cchnc.org

Community Housing Development Corporation | (510) 412-9290 | www.communityhdc.org

Covia | (925) 956-7400 | www.covia.org

EAH Housing | (415) 258-1800 | www.eahhousing.org

East Bay Asian Local Development Corporation (EBALDC) | (510) 287-5353 | www.ebaldc.org

Eden Housing | (510) 582-1460 | www.edenhousing.org

Habitat for Humanity East Bay/Silicon Valley | (510) 251-6304 | www.habitatebsv.org

Housing Consortium of the East Bay | (510) 832-1382 | www.hceb.org

Human Good Organizations | (925) 924-7100 | www.humangood.org

Mercy Housing California | (415) 355-7100 | www.mercyhousing.org

MidPen Housing | (650) 356-2900 | www.midpen-housing.org

Richmond Neighborhood Housing Services | (510) 237-6459 | RichmondNHS.org

Northern California Land Trust | (510) 548-7878 | www.nclt.org

Oakland Community Land Trust | (510) 463-2887 | www.oakclt.org

Resources for Community Development | (510) 841-4410 | www.RCDhousing.org

Satellite Affordable Housing Associates | (510) 647-0700| www.sahahomes.org

The Unity Council | (510) 535-6900 | www.unitycouncil.org

PUBLIC HOUSING AUTHORITIES
Management of affordable housing and administration of Section 8 programs
Alameda County| (510) 538-8876 | www.haca.net

City of Alameda | (510) 747-4300 | www.alamedahsg.org

Berkeley | (510) 981-5470 | https://www.cityofberkeley.info/BHA/

Contra Costa County | (925) 957-8000 | www.contracostahousing.org

Livermore | (925) 447-3600 | www.livermoreHA.org

Oakland | (510) 874-1500 | www.oakha.org

Pittsburg | (925) 252-4830

Richmond | (510) 621-1300 | www.ci.richmond.ca.us/rha

Immediate Housing Support

EMERGENCY HOUSING & SHELTER SERVICES
Community-based organizations that provide transitional, supportive, and rapid re-housing; mental and physical health services; and other support services. A Safe Place Domestic Violence Services emergency transport, food, shelter for women and children facing domestic violence
24-hour crisis line: (510) 536-7233
www.asafeplace.org Abode Services emergency housing, rapid re-housing, health clinic
(510) 657-7409
www.abodeservices.org Alameda Point Collaborative permanent and supportive housing in City of Alameda
(510) 898-7854 (services center)
www.apcollaborative.org Bay Area Community Services temp housing for people with mental health challenges or post-incarceration
(510) 613-0330
www.bayareacs.org Bay Area Rescue Mission shelters for single men, women, and women with children
(510) 215-4555
www.bayarearescue.org Berkeley Food and Housing Project homeless prevention, rental assistance, rapid re-housing in Alameda, Contra Costa, Solano counties
The Hub for Shelter Information: (866) 960-2132

Veteran Services: (855) 862-1804
www.bfhp.org Bonita House, Inc. for people with mental health and substance use disorders
(510) 923-1099
www.bonitahouse.org Building Futures shelter, housing assistance for victims of domestic violence,
Crisis Line: (866) 292-9688 / (866) A-Way-Out
www.bfwc.org Building Opportunities for Self-Sufficiency transitional housing after discharge from hospital or prison
(510) 613-0330
www.self-sufficiency.org Catholic Charities East Bay back rent, security deposits, utilities, one-time financial assistance
(510) 768-3100
www.cceb.org Center for Independent Living housing services for people with disabilities
(510) 841-4776
www.thecil.org Contra Costa Crisis Center/Contra Costa 211 referrals to homeless and housing services
211 or (800) 833-2900
www.crisis-center.org Contra Costa County Youth Continuum of Services drop-in services, housing for youth and transition-aged youth (call for location)
(800) 610-9400 or (510) 236-9612
Davis Street Family Resource Center clinic, clothing, food, and homelessness resources in San Leandro
(510) 347-4620
www.davisstreet.org East Bay Community Recovery Project (EBCRP) for women, children, people exiting Santa Rita Jail with mental health, drug, alcohol challenges
(510) 446-7100
www.ebcrp.org East Oakland Community Project emergency, transitional housing for individuals, families
(510) 532-3211
www.eocp.net ECHO Housing Assistance Center move-in costs, back rent, housing assistance, homebuyer education, tenant/landlord info
(855) ASK-ECHO
www.echofairhousing.org Family Emergency Shelter Coalition housing subsidies for families in Alameda County
510-886-5473 ext. 101
www.fescofamilyshelter.org First Place for Youth youth exiting foster care
(510) 272-0979
www.firstplaceforyouth.org Fremont Family Resource Center housing, resources
(510) 574-2000
www.fremont.gov/228/Family-Resource-Center Greater Richmond Interfaith Program housing referrals, showers, food, laundry, mail for veterans, individuals
(510) 233-2141
www.gripcares.org Hope Solutions (formerly Contra Costa Interfaith Housing) permanent supportive housing
(925) 944-2244
www.hopesolutions.org Housing CHOICES for Alameda County database to search for affordable housing www.achousingchoices.org Housing Consortium of the East Bay people with developmental disabilities, special needs
(510) 832-1382
www.hceb.org Impact Justice: Homecoming Project housing support for formerly incarcerated people
(510) 899-5010
Impact Justice Homecoming Project Website Lutheran Social Services childcare, housing support
(925) 825-1060
www.lssnorcal.org Operation Dignity Emergency housing for veterans, mobile outreach, permanent supportive housing
(510) 287-8465
Rainbow Community Center emergency housing for LGBTQ+ youth (ages 12-24) in Concord
(925) 692-0090
https://www.rainbowcc.org/homeless-transitional-youth-program SAVE (Safe Alternatives to Violent Environments) housing and legal support for youth and victims of domestic violence
24-hour crisis hotline: (510) 794-6055

Empowerment Center: (510) 574-2250
www.save-dv.org SHELTER, Inc. housing and one-time move-in support for families, veterans, individuals,in Contra Costa County
(925) 338-1038
www.shelterinc.org Spectrum Community Services - Home Energy Assistance Program (HEAP) energy bill assistance, nutrition, fall prevention for seniors and low-income people
(510) 881-0300
www.spectrumcs.org STAND! For Families Free of Violence resources for people harmed by violence
Crisis hotline: (888) 215-5555

www.standffov.org
St. Mary's Center housing and health support for seniors in Oakland
(510) 923-9600

www.stmaryscenter.org
St. Vincent de Paul of Alameda County emergency overnight shelter for adults
(510) 638-7600
www.svdp-alameda.org
LEGAL, FINANCIAL AND HOUSING RIGHTS SERVICES
Information and support on eviction, discrimination and other legal and financial issues Bay Area Legal Aid
Alameda County Office: (510) 663-4744

Contra Costa Office: (510) 233-9954

Legal Advice Line: (800) 551-5554

Tenants Rights Line (Alameda County): (888) 382-3405

www.baylegal.org
Centro de Servicios Tri-Valley area
(510) 489-4100

www.centrodeservicios.org
Centro Legal de la Raza legal clinics for Alameda County tenants
(510) 437-1554

www.centrolegal.org
Community Resources for Independent Living housing assistance for seniors and people with disabilities
(510) 881-5743

www.crilhayward.org
East Bay Community Law Center legal assistance for low-income people
(510) 548-4040
www.ebclc.org Eviction Defense Center legal services in Alameda County
(510) 452-4541

www.evictiondefensecenteroakland.org
Family Violence Law Center (FVLC) survivors of violence and sexual assault
Hotline: (800) 947-8301

www.fvlc.org

FORECLOSURE, HOUSING AND TENANT COUNSELING RESOURCES
Additional counseling and legal and financial guidance related to foreclosure and tenancy ASIAN, Inc. support for first-time homebuyers, foreclosure intervention, default counseling
(415) 928-5910

www.asianinc.org
Causa Justa :: Just Cause tenant rights hotline and clinic, unlawful detainers, legal referrals
Tenants Rights Clinic: (510) TENANTS (510) 836-2687
www.cjjc.org Community Housing Development Corporation car loans and grants for working people, first-time homebuyer support, down payment assistance, foreclosure, loan modification
(510) 412-9290
www.communityhdc.org Housing and Economic Rights Advocates foreclosure prevention, housing discrimination
(510) 271-8443 ext. 300
www.heraca.org Oakland Housing Assistance Center info-line about Oakland-funded housing programs including homebuying and rehab assistance
(510) 238-6182
Pacific Community Services rental and low-income homebuyer assistance in Pittsburg
(925) 439-1056
Project Sentinel
Tenant-Landlord Dispute Line: (408) 720-9888

Housing Discrimination: (888) 324-7468

Housing Counseling: (408) 470-3730

www.housing.org
Tenants Together
Tenant Rights Hotline: (888) 495-8020
www.tenantstogether.org
FORECLOSURE PREVENTION HOTLINES
Homeownership Preservation Foundation
(888) 995-HOPE (4673)
www.995hope.org Keep Your Home California
(888) 953-3722

www.keepyourhomecalifornia.org

FINANCIAL WELLNESS SUPPORT PROGRAMS
Rubicon Programs legal support, public benefits, employment support, re-entry support, financial education
Oakland Center: (510) 208-0912

Richmond Center: (510) 412-1725

Antioch Center: (925) 399-8990

Hayward Center: (510) 670-5700

Concord Center: (925) 671-4500
www.rubiconprograms.org Money Management International foreclosure, reverse-mortgage, pre-purchase counseling
(866) 531-3442
www.moneymanagement.org Operation Hope Oakland budgeting, debt reduction, credit report clearance, small business support
(510) 535-6700
www.operationhope.org

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Read about the Steps to Find Affordable Housing Find Contact Information for Organizations that Provide Affordable Housing or review a list of current openings for subsidized affordable housing waitlists. To start, you can click the green button below to view a digest of open waitlists in the B

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Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIP)

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November 2017A resource collection compiled by and for Parent Centers.
Coordinated by the NE Parent Center Assistance & Collaboration Team/
Region 1 Parent Technical Assistance Center @ SPAN
in collaboration with NH Parent Information Center
Many, many thanks go out to the Development and Review Team!

Are you looking for training materials, videos, Powerpoint slideshows, or webinars on how to conduct a functional behavioral assessment (FBA) of a student with disabilities or how to use the results of the FBA to write a behavior intervention plan (BIP) for the student? You can connect with many such resources here! The collection of materials listed below has been reviewed and recommended by a working team of Parent Center staff from different regions of the country, coordinated by NE-PACT, the Region 1 Parent Technical Assistance Center, in collaboration with NH Parent Information Center.

We've divided the resources by TYPE of resource for easier reference, as follows:

Basic Good Reads on FBAs and BIPs

Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP)
A 2-page fact sheet from Parent to Parent of Georgia and the Georgia DOE, available in English, Spanish, Arabic, Chinese, Vietnamese, Korean, and Japanese. Scroll down the page until you see the title of this fact sheet (the list is roughly alphabetized). That's where you'll connect with the different language versions.
http://p2pga.org/index.php/reading-materials

____________________________________________________________

Positive Interventions for Students with Disabilities
Available in English and Spanish | This 2-page fact sheet of Advocates for Children of New York explains how schools create and use functional behavioral assessments to develop behavior intervention plans.

____________________________________________________________

What is a Functional Behavioral Assessment and How Is It Used? An Overview for Parents
Available in English and Spanish| A 3-page fact sheet from the PACER Center.

_____________________________________________________________________

Checklist for Behavior Support Plans
Available in English and Spanish | Excerpted from "Behavior Issues and Special Education" by the Matrix Parent Network. The checklist is on the last page of the document. Other parts of the document are state-specific.

_______________________________________________________________

Sample Letter | Requesting Functional Assessment of Behavior and Positive Behavior Support Plan
From Bridges 4 Kids, here is a sample letter that a parent might write to the school of his or her child, describing how the child's behavior is beginning to interfere with his or her learning and reaching IEP goals. The bulk of the sample letter is then devoted to requesting that the school conduct an FBA of the child's behavior and develop an appropriate behavior plan.
http://www.bridges4kids.org/IEP/FBAPBSsample.html

____________________________________________________________

Webinars, Presentations, and Videos

Using a Functional Behavioral Assessment to Understand Behavior
Online Video Module, available in English and Spanish | This 14-minute online captioned module is available at YouTube. From the Utah Parent Center.

____________________________________________________________

Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
Online Training Module | This module from the IRIS Center explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described.
http://iris.peabody.vanderbilt.edu/module/fba/

____________________________________________________________

Webpages

Behavior Assessment, Plans, and Positive Supports
Why is the student exhibiting this behavior? Behavioral assessments can help you answer that question-which, in turn, will help you provide appropriate positive behavior supports. Webpage at the Center for Parent Information and Resources, part of itsBehavior Suite.
https://www.parentcenterhub.org/behavassess/

_____________________________________________________________________

Resources for Parents
Available in English and Spanish | The webpage provides parents and guardians with suggestions and ideas for becoming actively involved with Positive Behavior Support at their child's school. The information is divided into two sections: Parent Involvement in Universal Intervention Planning, and Parent Involvement in the Development of Individualized Behavior Intervention Plans.

_____________________________________________________________________

Examples of Positive Behavior Support Plans
This webpage of the Association for Positive Behavior Support will connect you with a great deal of information about PBS at home, at school, and in independent living. It also includes six helpful examples of positive behavior support plans, each developed to address the behavior-related needs of a different child, youth, or adult.
http://www.apbs.org/new_apbs/families.html#pbs-plan-examples
_____________________________________________________________________

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.

_____________________________________________________________________

Which part of this Resource Collection would you like to visit now?

Return to the Intro page

Resource Collection | Positive Behavior Supports

Resource Collection | Functional Behavioral Assessment and Behavior Interventions Plans (you're here already)

Resource Collection | School Discipline

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A Resource Collection | Functional Behavioral Assessment and Behavior Intervention Plans

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November 2017A resource collection compiled by and for Parent Centers. Coordinated by the NE Parent Center Assistance & Collaboration Team/ Region 1 Parent Technical Assistance Center @ SPAN in collaboration with NH Parent Information CenterMany, many thanks go out to the Development and Review Team!

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FRN is a non-profit that provides transformative programs for kids with special needs and disabilities in Alameda County.

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Alliance Grievance Process in Member's Handbook

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Alliance Grievance Process in Member's Handbook

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Notice of Procedural Safeguards June 2022

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FRN هي منظمة غير ربح

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FRN هي منظمة غير ربحية تقدم برامج تحويلية للأطفال ذوي الاحتياجات الخاصة والإعاقات في مقاطعة ألاميدا.

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عملية التظلم لدى التحالف في دليل الأعضاء

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عملية التظلم لدى التحالف في دليل الأعضاء

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كيفية العثور على السكن

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كيفية العثور على السكن

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هل يجب أن يحصل الطفل على SST قبل الإحالة؟

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هل يجب أن يحصل الطفل على SST قبل الإحالة؟

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التقييم السلوكي الوظيفي وخطط التدخل السلوكي

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التقييم السلوكي الوظيفي وخطط التدخل السلوكي

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الطلاب المتشردون ذوو الإعاقة

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الطلاب المتشردون ذوو الإعاقة

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IDEA Special Education IEP Facilitation Parent Guide | CADRE

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These publications are part of a series on special education dispute resolution options. Other parent guides in this series include: mediation, written state complaints, due process complaints, expedited due process hearings and resolution meetings.

The PDFs can be downloaded and printed. If you have questions or comments about these resources, please contact CADRE.

The IEP Facilitation guides are in English, Spanish, Arabic, Chinese (Simplified), Hmong, Korean, Russian, Vietnamese, Burmese, Portuguese,
Japanese, and Somali.

Companion Videos
Overview of IEP Facilitation Preparing for IEP Facilitation
Tell us what you think of the document, please click here to take a short survey.(link is external)

To order copies of this publication, please fill out this order form.

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IDEA Special Education IEP Facilitation Parent Guide

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These publications are part of a series on special education dispute resolution options. Other parent guides in this series include: mediation, written state complaints, due process complaints, expedited due process hearings and resolution meetings. The PDFs can be downloaded and printed. If you have questions or comments about these resources, please contact CADRE.

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The California Department of Education (CDE) resolves special education complaints.

Who may file a complaint?

Anyone, including parents, students, teachers, and agency representatives, may file complaints. The person filing a complaint is the complainant. The complaint must meet requirements as explained in this document.

Why file a complaint?

A complaint is a formal request to the CDE to investigate allegations of noncompliance with special education laws, federal or state. CDE ensures public agencies meet the educational needs of students with disabilities.

What is a complaint?

A complaint is a written document, including:

1. Statements that the school district or public agency violated special education law within one year prior to the complaint being filed

2. Facts on which such statements are based

3. Signature and contact information for the complainant

4. Child's name, address, and school if alleging violations that are child specific

5. Proposed resolutions

The complainant may use the model complaint form (PDF) or write a letter to file the complaint.

Where is a complaint filed?

Send complaints by fax or mail to:

California Department of Education
Special Education Division
1430 N Street, Suite 2401
Sacramento, CA 95814-5901
Fax: 916-327-3704

How long is a complaint investigation?

Several timelines apply to the complaint investigation process:

1. Complaints must be filed within one year of the alleged violation

2. Complaint investigations are completed within 60 days of receipt in PSRS

3. The 60-day time limit may be extended under certain circumstances

What is a complaint investigation?

An investigator contacts the complainant and the school district or other public agency in the complaint. The investigator gathers facts about the allegations through:

1. Interviews

2. Reviews service logs and schedules

3. Reviews assessments

4. Reviews individualized education programs (IEPs)

5. Reviews IEP team meeting minutes

6. Reviews prior written notices

7. On-site investigations, as needed

What is in a complaint investigation report?

Based on documentation, the investigator prepares a complaint investigation report. The report contains:

1. Allegation summary

2. General investigation procedures

3. Applicable law and regulation

4. Findings of facts

5. Report conclusions (compliance or noncompliance)

6. Corrective actions and timelines, if applicable

The CDE sends copies of the investigation report to the complainant, the public agency, and the parent is different from the complainant.

What if there is noncompliance?

If the report includes corrective actions, the CDE may require the school district or public agency to:

1. Convene a new IEP meeting

2. Conduct further assessments

3. Submit plans outlining proposals to correct violations and prevent future ones

4. Initiate personnel training in the areas of violations

5. Provide compensatory education or reimbursement

6. Review and revise procedures and practices

7. Participate in monitoring and reporting activities

What if there is a disagreement with the report?

As explained at the end of each report, any party to the complaint may request reconsideration. The appeal process steps are:

1. Submit the reconsideration request no later than 35 calendar days after receiving the investigation report

2. Send a written request to the address found at the end of the investigation report

3. Identify the finding(s), conclusion(s), or corrective action(s) about which there is disagreement

4. Identify the findings of fact that are incorrect and/or the law that is misapplied

Within 35 calendar days of the receipt of that request, the CDE will:

1. Review the investigator's report

2. Review the evidence presented at the investigation

3. If necessary, gather and/or review additional information

4. Review the decision

5. Issue a final written investigation report

What happens if corrective actions are not completed?

The CDE ensures compliance by applying sanctions.

How do school districts or public agencies respond to a complaint?

1. Cooperate with the investigator and provide documentation as requested in a timely manner

2. Submit all documentation regarding the complaint

Failure to respond may result in a finding and remedy in favor of the complainant.

What are the responsibilities of the investigator?

1. Reviews the submitted complaint request

2. Contacts the complainant

Confirms allegations

Keeps accurate notes

3. Contacts the school district or public agency

Requests required materials for investigation

Arranges interviews with school staff, if necessary

Schedules dates and times for on-site visits, if necessary

4. Reviews pertinent documents

5. Conducts telephone, face-to-face, and/or on-site interviews with school staff, as necessary

6. Prepares an investigation report that addresses each alleged violation

What are the CDE's responsibilities in the complaint process?

1. Reviews the complaint and determines if all the required components are addressed, including contacting the public agency and complainant

2. Adheres to timelines

3. Sends investigation report copies as appropriate

4. Provides technical assistance to school districts and public agencies for corrective actions

5. Reconsiders investigation reports

6. Retains all documents

Law and regulation governing the complaint investigation process include:

Required State Complaint Procedures: Title 34, Code of Federal Regulations (CFR) Section 300.151

Minimum State Complaint Procedures: 34 CFR Section 300.152

Filing a Complaint: 34 CFR Section 300.153

State Complaint Timelines and Procedures: California Education Code sections 56043(p), and56500.2

State Investigation procedures: Title 5, California Code of Regulations sections 4660-4670

Last Reviewed: Wednesday, August 21, 2019

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The California Department of Education (CDE) resolves special education complaints. Anyone, including parents, students, teachers, and agency representatives, may file complaints. The person filing a complaint is the complainant. The complaint must meet requirements as explained in this document. A complaint is a formal request to the CDE to investigate allegations of noncompliance with special education laws, federal or state.

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At a glance

Dysgraphia refers to a challenge with writing.

It impacts skills like handwriting, typing, and spelling.

There are many ways people with dysgraphia can improve their writing skills.

Dysgraphia is a term that refers to trouble with writing. Many experts view dysgraphia as challenges with a set of skills known as transcription. These skills - handwriting, typing, and spelling - allow us to produce writing.

Trouble expressing your thoughts in writing isn't formally recognized as part of dysgraphia. That's a learning disability known as written expression disorder. But when people struggle with transcription, it can get in the way of thinking about ideas and how to convey them.

For example, people with dysgraphia may write more slowly than others. That can affect how well they express themselves in writing. Plus, they tend to have trouble with spelling because it's hard for them to form letters when they write.

Dysgraphia isn't a matter of intelligence. The challenges are often caused by trouble with motor skills. Those skills can improve with help. And people with dysgraphia may also be eligible to use accommodations at work or at school.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Charles A. MacArthur, PhD is a professor emeritus of special education. He researches writing instruction, self-regulated strategies, and assistive technology.

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Dysgraphia is a writing challenge that affects skills like handwriting, typing, and spelling. It's not technically a learning disability, but it can affect learning.

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Provisional Eligibility - Lanterman Act (Regional Center) 

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Provisional Eligibility - Lanterman Act (Regional Center) 

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices of Education, Charter School Administrators, Principals, and Nonpublic School Directors:

The purpose of this notice is to outline certain requirements under the Individuals with Disabilities Education Act pertaining to independent educational evaluations (IEE). A parent of a student with a disability has the right to obtain an IEE of the student at public expense if the parent disagrees with an evaluation obtained by the public agency, subject to the requirements of 34 Code of Federal Regulations (CFR) § 300.502.

Pursuant to 34 CFR § 300.502(b)(2), if a parent requests an IEE at public expense, the local educational agency (LEA) must, without unnecessary delay, either:

File a due process complaint to request a hearing to show that its evaluation is appropriate; or

Ensure that an IEE is provided at public expense, unless the LEA demonstrates in a hearing pursuant to 34 CFR § 300.507 through 300.513 that the evaluation obtained by the parent did not meet agency criteria.

If an IEE is at public expense, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner, must be the same as the criteria that the LEA uses when it initiates an evaluation, to the extent those criteria are consistent with the parent's right to an IEE (34 CFR § 300.502 (e)(1)). LEAs may not impose other conditions or timelines that are inconsistent with the LEA's criteria used to initiate its own evaluations and/or would deny the student's and parent's right to obtain an IEE at public expense. (34 CFR § 300.502 (e)(2)). LEAs should review current policies and practice related to IEEs to ensure compliance with the requirements of 34 CFR § 300.502.

If you have any questions regarding this subject, please contact the Special Education Division by email at SEDinfo@cde.ca.gov or the appropriate Focused Monitoring and Technical Assistance (FMTA) Consultant using the contact information provided on the California Department of Education FMTA Consultant Assignments by Region web page at https://www.cde.ca.gov/sp/se/qa/fmtacncnt.asp.

Sincerely,

Heather Calomese, Director
Special Education Division
Opportunities for All Branch

HC:jm

Last Reviewed: Wednesday, March 17, 2021

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices of Education, Charter School Administrators, Principals, and Nonpublic School Directors: The purpose of this notice is to outline certain requirements under the Individuals with Disabilities Education Act pertaining to independent educational evaluations (IEE).

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California Department of Education Guide for IEP Teams

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California Education Code ( EC) citations, including Code content, and Code of Federal Regulations ( CFR) citations have been updated to reflect changes since June 2017.

Preface

EC Section 41851.2 (Assembly Bill 876 [Canella], Chapter 283, Statutes of 1991), required the State Superintendent of Public Instruction (SSPI) to develop special education transportation guidelines for use by individualized education program (IEP) teams that clarify when special education services are required.

The State Board of Education, Advisory Commission on Special Education, Special Education Local Plan Area (SELPA) Administrators, Special Education Administrators of County Offices (SEACO), Protection & Advocacy, Inc., Team of Advocates for Special Kids (TASK), school districts, County Offices of Education (COE), transportation offices, California Department of Education staff and other interested parties provided valuable contributions to the development of the 1993 Guidelines For Use By Individualized Education Program (IEP) Teams When Determining Required Transportation Services.

The guidelines should be utilized to plan and implement transportation services to pupils that require this service to benefit from special education instruction and/or related services.

Introduction

EC Section 56040 states: "Every individual with exceptional needs who is eligible to receive special education instruction and related services under this part [ Part 30 ] shall receive that instruction and those services at no cost to his or her parents or, as appropriate, to him or her." Special education transportation is defined in federal regulation [34 CFR Section 300.34(c)(16 )] as a related service. Transportation is required to be provided as a related service if it is required to assist a child with a disability to benefit from special education. In addition, as required for any special education program, the service must be provided to meet the criteria for a free, appropriate public education as defined in federal regulation 34 CFR Section 300.17.

EC Section 41851.2 [(Assembly Bill (AB) 876 (Canella)], Chapter 283, Statutes of 1991), required that the SSPI develop special education transportation guidelines for use by IEP teams that clarify "when special education transportation services, as defined in [ EC] Section 41850, are required." EC 41850(d) defines "special education transportation" as:

(1) The transportation of severely disabled special day class pupils, and orthopedically impaired pupils who require a vehicle with a wheelchair lift, who received transportation in the prior fiscal year, as specified in their individualized education program.

(2) A vehicle that was used to transport special education pupils.

EC 41850(b) defines "home-to-school transportation services" for pupils with exceptional needs as:

(5) The transportation of individuals with exceptional needs as specified in their individualized education programs, who do not receive special education transportation as defined in subdivision (d).

Examples that IEP teams may consider under EC 41850(b) include pupils with severe disabilities who are not placed in special day classes or otherwise enrolled in programs serving pupils with profound disabilities, pupils with orthopedic disabilities who do not use wheelchairs or require lifts, students beginning special education who did not receive transportation under an IEP in the prior fiscal year, pupils with other health impairments, learning disabilities or other cognitive disabilities, or pupils who live beyond reasonable distance to their school and would not, without transportation, have access to appropriate special education instruction and related services at no cost.

Considerations for Use by Local Education Agencies, Special Education Local Plan Areas, County Offices Of Education and/or Transportation Cooperatives

It is recommended that these issues and concepts be taken under consideration by all LEAs, SELPAs, COEs and/or transportation cooperatives that provide any special education transportation in preparation for organizing a transportation system and providing services that will allow for students' placement in the least restrictive environment while also allowing for the most cost-effective special education transportation system.

Transportation Policies

Each LEA providing special education is required to adopt policies for the programs and services it operates, consistent with agreements with other districts or county offices and/or agreements stated as part of the local plan for special education ( EC 56195.8 ). These policies describe how special education transportation is coordinated with regular home-to-school transportation and set forth criteria for meeting the transportation needs of pupils receiving special education [ EC 56195.8(b)(5)]. It is recommended these policies focus upon pupil needs as the primary consideration for determining transportation services and that these policies also address the needs of pupils who may be eligible for transportation services as required by the Federal Rehabilitation Act of 1973, Section 504.

Delivery of Services

Districts/SELPAs/COEs responsible for implementation of IEPs should be knowledgeable of transportation policies and/or procedures that address the responsibilities of the IEP team in regard to transportation and the delivery of services to eligible students in their least restrictive environment.

This includes consideration of services that are provided in the setting appropriate to the needs of the student at the pupil's neighborhood school, or within the district or SELPA; regional and/or magnet programs and services may also be appropriate to the needs of the pupil. Consideration should be taken regarding the effect that the location of a placement will have on the length of time that a student has to or from school each day. Placements should not be made solely on a "space available" basis. If a student is receiving services outside of his/her residence area, the placement should be reviewed at least annually in order to determine if a placement closer to the student's residence would be appropriate.

Location of Programs, Placement of Pupils

The efficiency of a transportation system for special education is partially dependent on the location of the program sites and the placements of students. A demographic and geographic review that analyzes the present locations of programs, program needs, and population served should take place. Program service regions with clearly defined service areas can then be established, using residence areas of the neighborhood schools. While this also involves the issue of available facilities, a mission statement and policies developed by the agency may promote the comprehensive commitment to all pupils and the acceptance of pupils with exceptional needs in a broad variety of settings.

Additional Policy Considerations

Other subjects that need policy and procedure directives may include control of pupil medicine transported between home and school on a vehicle; student suspension; physical intervention and management; authority to use special harnesses, vest, and belts; early closing of school due to inclement weather or other emergencies; authority to operate special equipment; when no adult is home to receive pupils; when and how to involve community emergency medical and/or law enforcement personnel; use of mobility aides; control and management of confidential information; use of bus aides; and other.

Coordination of Calendars and Schedules

Coordination of student attendance calendars at all school sites that provide special education services is necessary to fully utilize transportation services and to minimize the number of required days of transportation service.

In unified districts, multi-track districts, multi-district SELPAs, COEs and/or in transportation cooperatives, standardization of calendars should include the coordination of starting and ending dates of school years, bell schedules (starting and ending times), vacation/intersession breaks, staff development days (School Improvement Program, School Based Coordinated Program, other), minimum day schedules, etc. This coordination should be done so that all significant transportation implications are addressed and transportation resources are effectively utilized.

Length of School Day, Related Services, Extracurricular Events

It should be noted that the use of alternative starting times for all special education students at a site can lead to program compliance concerns. Pupils receiving special education and related services must be provided with an educational program in accordance with their IEP for at least the same length of time as the regular school day for their chronological peer group, unless otherwise stated in a student's IEP. In addition, there may be occasions where the needs of the pupil require receiving therapy or some other related service that cannot be provided during the "established" school day. If provisions for "early" or "late" transportation are made for pupils within the general education program due to extra curricular events, provisions for equal opportunity to these events for pupils with exceptional needs who require special transportation must also be made.

Use of Policy and Resource Information

An overview of all available transportation resources should be provided to all administrators, IEP team leaders/case managers or chairpersons and other IEP team members who are authorized to recommend the type of special education service and the location where the service will be provided.

Guidelines For Use By The Individualized Education Program (IEP) Team

Local Education Agency Rules and Policies

All pupils, including those receiving specialized instruction and services, are subject to the rules and policies governing regular transportation offerings within the local education agency, unless the specific needs of the eligible pupil or the location of the special education program/service dictate that special education transportation is required.

Primary Consideration: Pupil Needs

The specific needs of the pupil must be the primary consideration when an IEP team is determining any transportation needs. These may include, but are not limited to:

1. Medical diagnosis and health needs consideration of whether long bus rides could affect a certain pupil's health (duration, temperature control, need for services, health emergencies); general ability and/or strength to ambulate/wheel; approximate distance from school or the distance needed to walk or wheel oneself to the school; consideration of pupil needs in inclement or very hot weather, other.

2. Physical accessibility of curbs, sidewalks, streets, and public transportation systems.

3. Consideration of a pupil's capacity to arrive at school on time, to avoid getting lost, to avoid dangerous traffic situations, and to avoid other potentially dangerous or exploitative situations on the way to and from school.

4. Behavioral Intervention Plans [Education Code sections 56520-56525] specified by the pupil's IEP and consideration of how to implement such plans while a pupil is being transported.

5. Mid-day or other transportation needs as required on a pupil's IEP (for example, occupational or physical therapy or mental health services at another site, community based classes, etc.) must also be taken into consideration when the IEP team discusses a pupil's placement and transportation needs.

6. Extended school year services, pursuant to EC Section 56345(b)(3), should be another consideration of a pupil's need for transportation if considered necessary to provide a free appropriate public education as specified in a pupil's IEP.

Transportation Staff and IEP Team Meetings

Effective practice requires that procedures are developed for communication with transportation personnel and that transportation staff are present at IEP team meetings when the pupil needs the use of adaptive or assistive equipment, when school bus equipment is required to be modified, when the pupil exhibits severe behavioral difficulties and a behavior intervention plan is to be implemented, when the pupil is medically fragile and requires special assistance, and/or when the pupil has other unique needs.

Transportation Options

Considering the identified needs of the pupil, transportation options may include, but not be limited to: walking, riding the regular school bus, utilizing available public transportation (any out-of-pocket costs to the pupil or parents are reimbursed by the local education agency), riding a special bus from a pick up point, and portal-to-portal special education transportation via a school bus, taxi, reimbursed parent's driving with a parent's voluntary participation, or other mode as determined by the IEP team. When developing specific IEP goals and objectives related to the pupil's use of public transportation, the IEP team may wish to consider a blend of transportation services as the pupil's needs evolve. Specialized transportation, as a related service, must be written on the pupil's IEP with specificity and should be approved by the transportation administrator. It is recommended that services be described in sufficient enough detail to inform the parties of how, when and from where to where transportation will be provided and, where arrangements for the reimbursement of parents are required, the amount and frequency of reimbursement.

Suspension from the School Bus

Occasionally pupils receiving special education services are suspended from bus transportation ( EC 48900-48927 Suspension or Expulsion). The suspension of a pupil receiving special education services from California transportation can constitute a significant change of placement if the district: 1) has been transporting the student; 2) suspends the student from transportation as a disciplinary measure; and 3) does not provide another mode of transportation (Office of Civil Rights, Letter of Finding Complaint No. 04-89-1236, December 8, 1989).

A significant change in placement requires a meeting of the IEP team to review the pupil's IEP. During the period of any exclusion from bus transportation, pupils must be provided with an alternative form of transportation at no cost to the pupil or parent or guardian in order to be assured of having access to the required special education instruction and services ( EC 48915.5).

EC 48915.5(c) reads:

If an individual with exceptional needs is excluded from schoolbus transportation, the pupil is entitled to be provided with an alternative form of transportation at no cost to the pupil or parent or guardian provided that transportation is specified in the pupil's individualized education program. (AB 1859, Chapter 492, Statutes of 2002 as amended by AB 685, Chapter 56, Statutes of 2007.)

Summary

The LEA providing special education is required to adopt policies for the programs and services it operates, consistent with agreements with other districts or county offices stated as part of the local plan for special education. These policies describe how special education transportation is coordinated with regular home-to-school transportation and set forth criteria that are consistent with these Guidelines for meeting the transportation needs of pupils receiving special education.

These policies and an overview of all available transportation resources should be provided to all administrators, IEP team leaders/case managers/chairpersons and other IEP team members who are authorized to recommend the type of special education service and the location where the service will be provided.

The specific needs of the pupil must be the primary consideration when an IEP team is determining transportation services. It is often beneficial to have transportation staff present at IEP team meetings. The combination of planning and providing information to IEP teams maximizes appropriate placements and efficient cost-effective transportation systems.

Notice

The guidance in the Special Education Transportation Guidelines is not binding on local education agencies (LEAs) or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the Guidelines are exemplary and compliance is not mandatory. ( EC Section 33308.5)

Last Reviewed: Thursday, June 11, 2020

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California Education Code ( EC) citations, including Code content, and Code of Federal Regulations ( CFR) citations have been updated to reflect changes since June 2017. Preface EC Section 41851.2 (Assembly Bill 876 [Canella], Chapter 283, Statutes of 1991), required the State Superintendent of Public Instruction (SSPI) to develop special education transportation guidelines for use by individualized education program (IEP) teams that clarify when special education services are required.

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What Services or Programs does FRN offer?

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What Services or Programs does FRN offer?

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FRN offers a wide variety of trainings and resources for Alameda County families.

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Your life is busy. When you're shuttling your kids to therapy appointments or school, you don't always have time for a call. You'll be able to text a question, or get a quick update from our staff.

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Services & Programs - Family Resource Navigators

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Your life is busy. When you're shuttling your kids to therapy appointments or school, you don't always have time for a call. You'll be able to text a question, or get a quick update from our staff.

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Alameda Alliance Patient Transportation Information 

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Alameda Alliance Patient Transportation Information 

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الترفيه الاجتماعي والمخيم

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الترفيه الاجتماعي والمخيم

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معلومات نقل المرضى من تحالف ألاميدا

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معلومات نقل المرضى من تحالف ألاميدا

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الوصول إلى الإنترنت - الإعانات

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الوصول إلى الإنترنت - الإعانات

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ما هي الخدمات أو البرامج التي تقدمها FRN؟ تقدم FRN مجموعة متنوعة من التدريبات والموارد لعائلات مقاطعة ألاميدا

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ما هي الخدمات أو البرامج التي تقدمها FRN؟ تقدم FRN مجموعة متنوعة من التدريبات والموارد لعائلات مقاطعة ألاميدا

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مواصلات التعليم الخاص

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مواصلات التعليم الخاص

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سؤال وجواب على المواثيق

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سؤال وجواب على المواثيق

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عملية تقديم شكوى التعليم الخاص

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عملية تقديم شكوى التعليم الخاص

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تيسير برنامج التعليم الفردي (IEP).

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تيسير برنامج التعليم الفردي (IEP).

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التقييم التربوي المستقل (IEE)

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التقييم التربوي المستقل (IEE)

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 مظهر تقرير جلسة الاستماع

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 مظهر تقرير جلسة الاستماع

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فهم مستند IEP الخاص بطفلك

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فهم مستند IEP الخاص بطفلك

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الأهلية المؤقتة - قانون لانترمان (المركز الإقليمي)