Campbell Union High School District ensures that all students with exceptional needs are provided a free and appropriate public education and related services in the least restrictive environment. CUHSD coordinates with school districts within the Special Education Local Planning Area (SELPA) and the Santa Clara County Office of Education (SCCOE) to provide a continuum of services for students with special needs who are of high school age.
Least Restrictive Environment
To the maximum extent appropriate, students with disabilities are educated with students who are not disabled. This would include students attending their neighborhood school whenever possible.
Students who qualify for Specialized Academic Instruction may receive services based on student need. The IEP Team will develop an individual program in the Least Restrictive Environment.
Completing High School
The district provides three options for special needs students for completion of their high school program.
- Diploma – Students may earn a standard high school diploma upon meeting the district graduation requirements of 220 credits, which includes 2 years of math, one of which is the State required Algebra 1.
- Educational Achievement Certificate (EAC) – Special needs students who may be challenged by Algebra 1 may earn an EAC upon meeting all district requirements except for Algebra 1.
- Certificate of Completion (COC) – Students participating in the Life Skills program may earn a Certificate of Completion based upon completing their prescribed educational program as determined by their Individual Education Program (IEP).
Steps to be Taken if your Student is Struggling Academically
There are five basic steps to help struggling students and, if necessary, determine qualification for Specialized Academic Instruction. (Step 1 may be skipped in appropriate circumstances):
Step 1: Student/Teacher Conference
a. The first action at the high school level when a student is struggling academically is for the student to meet with the teacher. The teacher and student discuss the problem/concern, develop a strategy, accommodation or intervention that will address the problem/concern. The teacher and/or student will monitor the progress and make necessary changes as appropriate.
b. If this does not resolve the problem/concern, the parent, student and teacher shall meet to discuss next steps and/or additional accommodations. The teacher and/or student will monitor the progress and amend the plan as necessary. The teacher will inform the parent of the progress.
c. If the student requires additional ideas or help, the teacher will enlist the help of the Guidance Advisor. When a referral is made for a SST meeting, the teacher will complete a Student Success form to document the problem/concerns and the steps attempted with the results of the supports, interventions or accommodations.
d. The Student Success Team (SST) will meet to develop additional supports and categorical services that are available in the general education program. The SST includes the student, his/her parents, the guidance advisor, teachers and other school support staff as needed. The SST reviews the student’s strengths, areas of need, what interventions have been tried and their results, and then develops a comprehensive plan.
Step 2: Referral for Assessment
When a child is referred for an assessment for special education services, the school district will respond in writing within fifteen (15) days, not counting school vacations greater than five (5) days, of the receipt of a referral for assessment. A referral for assessment may be made by any person(s) familiar with the child, including, but not limited to, parents and teachers of the child. If the District determines that an assessment of your student is not appropriate, you will receive a written notice of this decision. If the District determines that an assessment is appropriate, you will receive an Assessment Plan.
An Assessment Plan describes the types and purposes of assessments which may be used to determine your child's eligibility for Specialized Academic Instruction. Before your child can be assessed, you must consent to the assessment by signing the Assessment Plan. You have at least fifteen (15) days from the receipt of the Assessment Plan to consent to and sign it. The school has sixty (60) days, not counting school vacations greater than five (5) days, of the receipt of your signed Assessment Plan to complete the assessment and hold an Individualized Education Program (IEP) meeting.
Step 3: Assessment
An assessment involves gathering information about your student to determine whether your student has a disability and, if he or she is eligible, the nature and extent of special education services that your child may need. Assessments may include individual testing, observation of the child at school, interviews with the child and school personnel who work with the child, and review of school records, reports and work samples.
Step 4: Determination of Eligibility
After your child has been assessed, an INDIVIDUALIZED EDUCATION PROGRAM (IEP) meeting will be held. The IEP meeting must be held at a time and place convenient for both you and the school's representatives. At this meeting, the IEP team will discuss the assessment results and determine whether your child is eligible for special education services. If your child is eligible, then an IEP will also be developed during the meeting. The IEP is the written plan that describes a child's abilities and needs, and the placement and services designed to meet the child's unique needs. Your child must have an IEP before he or she receives special education services. Your child's IEP must be implemented as soon as possible after the IEP meeting.
Step 5: IEP Review
If your child is receiving special education services, his or her IEP will be reviewed in an IEP meeting at least once a year to determine how well it is meeting his or her needs. In addition, every three years, your child will be reassessed and his/her IEP reviewed as part of an overall comprehensive reevaluation of your child's progress.
Executive Director of Special Education