Calexico Unified School District

 

The Individuals with Disabilities Education Act (IDEA) requires the school, in conjunction with parents and other professionals, to develop an IEP for students with exceptional needs. This is to ensure that all children with disabilities have the opportunity to a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique need. The IEP will describe the level at which a child is performing and it will identify specific services or instruction the student will receive to address a student’s specific needs. The IEP and related special education programs are provided at no cost to families. Each year, the IEP is revised based on the student’s current needs and progress. A reevaluation must be initiated every three years or less in order to determine special education eligibility and a need for continuing services.

 

A student receiving Special education services will have an IEP addressing their specific educational and/or behavioral needs. Qualifying areas under IDEA include:

 

The District provides special education services and support to approximately 950 students with disabilities in every category of eligibility in a variety of settings utilizing school psychologists, special education teachers, school-based related service therapists, and paraprofessionals. All District school sites have full-time special education teachers and school psychologists. The following is a brief description of each level of support.

 

All District resource specialist programs operate as a pull-out model at each school site. The set-up and delivery of services is determined at the school site by the IEP team based on the needs of the individual students found to be eligible for services. Services are provided, as specified in the IEP, and include the following: instructional planning; reading; reading comprehension; math calculation; math reasoning and/or written expression; tutorial assistance. Students requiring help with behavior modification can also be served within this setting. Students are generally independent and age appropriate in the areas of self-help, social, behavioral and motor areas and only need academic or behavior support for a minimal amount of time. Resource programs are available at all District school sites.

 

Special Day Classes provide services to students with more intensive needs whose IEP requires attendance in the special education setting for a significant part of the school day. Students that require this level of support may have IQ scores that fall in the borderline to moderately deficient range. Their cognitive, academic, communication, social and/or motor skills may be significantly below that of their general education peers. The intensity of instruction and modification to curriculum is more than a resource specialist setting can provide. Learning will take these students longer, require more repetition, and there may be some things students are unable to learn. SDC students may also require related services in the areas of speech and language school based therapy, physical therapy or occupational therapy. Some SDC students may need further support in communication, self-help, and interpersonal skills. They often cannot navigate a school campus independently and may have behaviors that require further monitoring. The SDC classroom may be the least restrictive environment for students with moderate intellectual disabilities and emotional disabilities. Students within the SDC program will be included within the general education classroom to the maximum extent appropriate, as agreed on the student’s IEP to meet the needs of the individual with disabilities. SDC programs are located on the following CUSD campuses.

 

 

This program provides services to severely handicapped students ages 3-22.  

ICOE provides academic, recreation/leisure, community awareness,  and vocational training in two educational settings: center-based and community-based. The Center-Based Program is conducted at Imperial Valley Center for Exceptional Children (IVCEC).  The community-based programs are located on a regular school site; elementary and high school. The programs are using the Individual Critical Skills Model as their curriculum. The emphasis of these programs are to provide direct training and skill development in four domains. Individual skills are identified through interviews with parents and significant others, observations and input from a multi-educational programming team. The goals of this program include increased interaction and integration with non-disabled peers, development of specific skills necessary to function as independently as possible in the four domains, and finally to provide a basis for marketable skills.

Students that require this level of support may have IQ scores that fall in the severely deficient range. Their cognitive, academic, communication, social, motor, and daily living skills are significantly below that of their general education peers. These students often do not speak, they may not be mobile, and they may require help with daily living skills such as toileting and feeding. Some may have medical concerns that require monitoring by a paraprofessional. SH students may also require related services in the areas of speech and language therapy, physical therapy, and/or occupational therapy. Most students will require one-on-one assistance during the majority of the day. They often cannot navigate a school campus independently and may have behaviors that require constant monitoring by a paraprofessional. ICOE SH programs are located at the following District campuses.