Parents, teachers, or other professionals may request an evaluation if they suspect a disability.
This can happen if the student shows academic or behavioral struggles that do not improve
despite general education interventions. In SDUSD, such requests often start at the school site.
Teachers might attempt small-group instruction or classroom accommodations first. If these
strategies do not help sufficiently, they (or the parents) will make a formal special education
referral.
SDUSD must typically present an assessment plan within 15 days of the request, and once the
parent consents, complete the evaluation within 60 days (excluding extended breaks). A
district case manager (often a school psychologist or special education teacher) coordinates
testing in all areas of suspected need—academic, speech, motor, behavior, etc. The results
guide whether the student qualifies for special education services.
IEP Timelines and Key Deadlines in SDUSD
Key Legal Deadlines
Action
Deadline
Notes
Assessment Plan Offered
15 days
From referral date; excludes school breaks > 5 days
Initial IEP Meeting
60 days
Once parent signs the assessment plan; excludes extended breaks
Annual Review IEP
1 year
Must be reviewed at least once every 12 months
Triennial Re-evaluation
3 years
Full reassessment unless parent & district agree otherwise
Eligibility Determination
An IEP team (including parents, educators, and specialists) convenes to determine if the child
meets eligibility criteria under one or more of the IDEA disability categories (e.g. autism,
specific learning disability, other health impairment).
The student must have a qualifying disability and require specialized instruction to benefit
from education. If found eligible, the student receives specialized instruction and/or related
services. If the student’s issues can be addressed with simple accommodations, a 504 Plan might
be considered instead.
IEP Eligibility Criteria
In addition to having one of the recognized disabilities (like autism or dyslexia), the student’s
disability must adversely affect educational performance to the extent that special education is
needed. For example, a child with ADHD might qualify under “Other Health Impairment” if attention
deficits significantly hinder learning, requiring specialized academic instruction.
Goal Setting
The team formulates measurable annual goals addressing both academic and functional needs
(e.g., social, behavioral, communication). Each goal should be specific, measurable, attainable,
results-oriented, and time-bound (SMART).
SDUSD staff typically develop these goals based on the student’s present levels of performance.
For instance, a reading goal might say: “By next annual IEP, the student will increase reading
comprehension to a 5th-grade level as measured by quarterly assessments.”
Service Decisions
Based on the child’s needs, the IEP specifies services such as speech therapy, occupational
therapy, counseling, etc., including their frequency (e.g., 30 minutes/week), duration (e.g.,
throughout the school year), and setting (pull-out, push-in, or separate classroom).
SDUSD must ensure qualified staff (speech-language pathologists, behavior specialists,
occupational therapists, etc.) provide these services. The IEP must be clearly written so
everyone knows who delivers each service, how often, and where it will occur.
Placement
The team decides the environment in which the child’s IEP can be implemented, ideally in the
least restrictive environment (LRE). This can range from a general education class with
accommodations to a specialized non-public school (NPS) if necessary.
SDUSD must document why a more restrictive setting (like a special day class or NPS) is needed
if the student cannot succeed with supports in a mainstream classroom. The placement decision
is typically made after services are discussed, ensuring the child’s unique needs drive the
environment choice.
Placement Options in SDUSD
Placement
Description
General Education w/ Supports
The student stays in a regular classroom, with push-in specialized instruction or accommodations.
Resource Specialist Program (RSP)
Part-day pull-out services for targeted academic support (a moderate level of special ed).
Special Day Class (SDC)
A self-contained class for most or all of the day on a general ed campus, for students needing more intensive instruction.
Separate Public School
A dedicated special education campus run by the district for students with more significant needs.
Non-Public School (NPS)
A private, specialized school contracted by SDUSD when public options cannot meet the student’s needs. Typically the most restrictive setting.
3.2 Common Services & Supports in SDUSD
Specialized Academic Instruction (SAI):
Small-group or individualized teaching by a credentialed special education teacher.
It can be push-in (in a general ed class) or pull-out (in a resource or SDC classroom),
depending on the student’s needs.
Speech/Language Therapy (SLP):
For students with communication challenges (articulation, language processing, social
pragmatics). Typically delivered by a speech-language pathologist in individual or small-group
sessions.
Occupational Therapy (OT):
Helps with fine motor skills, sensory processing, and daily living tasks. May address pencil
grip, handwriting, sensory breaks, and self-regulation strategies.
Counseling and Behavioral Interventions:
One-on-one counseling with a school counselor or psychologist, Behavior Intervention Plans (BIPs)
for students whose behaviors impede learning, or specialized social skills groups. In more
complex cases, a behavioral aide might be provided.
Assistive Technology:
Adaptive devices (e.g., text-to-speech software, communication devices for non-verbal students,
specialized keyboards) or software that facilitates access to the curriculum.
Additionally, SDUSD offers other related services (physical therapy, adapted PE, vision or hearing
services, etc.) when needed. The exact combination of services depends on the student’s unique
goals and challenges.
3.3 Monitoring an IEP
Progress Reports:
Parents should regularly review progress data to see if the child is meeting IEP goals.
SDUSD typically issues progress updates concurrent with report cards, though the frequency
can vary. If the child isn’t on track, an IEP meeting can be convened to adjust services
or strategies.
Annual Review:
At least once a year, the IEP team must reconvene to assess progress and decide if the plan
needs revisions. This is the “annual IEP.” Goals are updated, and any necessary changes in
placement or services are discussed.
Parental Input:
Parents can request an IEP meeting at any time if they have concerns or believe changes are
needed. They can also keep track of whether the school is implementing the IEP consistently
(e.g., ensuring that therapy sessions occur as scheduled). If issues arise, parents may first
contact the teacher or principal, and if not resolved, consider mediation or due process
options.
Common Parent Concerns & Legal Considerations
Procedural Safeguards: Parents have the right to participate as equal IEP team members.
If SDUSD “predetermines” decisions or fails to include parents, that can be a serious procedural
violation.
Meeting Timelines: Evaluations and IEP meetings must occur within legal deadlines.
Delays can lead to a denial of FAPE if they cause missed services or hamper the child’s progress.
Implementation Fidelity: If services in the IEP (like speech therapy) are frequently
missed, parents should document this and raise concerns. Substantial failure to implement the
IEP can be grounds for legal action or compensatory services.
Dispute Resolution: SDUSD offers Alternative Dispute Resolution (ADR) and mediation
before going to a formal due process hearing. Parents can invoke due process if disagreements
cannot be resolved.
In summary, parents who understand these procedures and services can better collaborate with SDUSD
to develop an IEP that truly meets their child’s needs. Collecting evidence of progress or lack
thereof, clearly communicating with school staff, and knowing procedural timelines are key to
ensuring the IEP remains effective and legally compliant.