Goethe
International Charter School

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Students with Disabilities

The Referral Process: Child Find
If your child is not in a special education program and you suspect there is a disability, please contact your child’s teacher, or the Assistant Principal:

Scott Michaelson, Assistant Principal

 

Individualized Education Plan (IEP)
An IEP is specially designed to meet your child’s special education needs. A team that includes the parents/guardians, teachers, administrators, and other special education service providers develops this educational plan. It will include present level of educational performances, annual goals and objectives and indicate what services and/or special programs are needed to achieve the goals. An IEP is reviewed at least annually and can be changed or modified at the request of any member of the IEP Team.

After testing and other data have been collected, all members of the IEP team meet to present evaluation findings and to make recommendations regarding special education services. The child’s strengths and needs are identified and educational goals are established. If it is determined that services are needed, the appropriate educational placement and services are specified. 

Participating in the development of your child’s IEP should be viewed as the first step of your involvement in your child’s education program. To stay up-to-date with your child’s educational progress, you should maintain regular contact with your child’s teacher and other professionals involved in his or her program.


Assessment
The purpose of the assessment is to determine:

  • eligibility for special education services or the student’s continued eligibility for special education (reassessment).
  • the present levels of performance and educational needs of the child.
  • whether the child needs special education and related services, or in the case of reassessment, whether the child continues to need special education and related services.
  • additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general curriculum.

 

 Eligibility
 A student, ages 3 through 22, having one or more of the following thirteen federally-defined disabling conditions that adversely affect his or her educational performance, may be eligible to receive special education services:
 
  • Characteristics associated with autism
  • Deafness/Blindness
  • Emotional disturbance
  • Hearing impairment (Hard of hearing)
  • Intellectual disability
  • Multiple disabilities
  • Orthopedic impairment
  • Other health impairment
  • Specific learning disability
  • Speech or language impairment
  • Traumatic brain injury
  • Visual impairment

 

Service Delivery Options for Special Education Services
The Service Delivery Options listed below describe the primary settings where special education services are delivered. 

  • General Education  
  • Related Services
  • Resource Specialist Services 


The student assignment process varies depending upon the services required to meet a child’s educational needs and the amount of time the student spends in the general education setting. The IEP team determines the special education services.

General Education
Students who receive special education services in a general education classroom are provided with appropriate accommodations and modifications and/or supplementary aids and supports, as designated in their IEP. The IEP team determines the appropriateness of placement in general education based upon the educational benefits available to the student in a general education classroom, supplemented by appropriate aids and services as compared with the educational benefits of a separate class setting.

Related Services
Related Services are designed to provide specific, specialized interventions when necessary for a student to benefit from their instructional program. A credentialed or licensed specialist in either the general education or a separate education setting provides related services. Services may also be provided by a specifically trained instructional aide or other certificated staff under the direction of the specialist. Related services can include, but are not limited to, the following:

  • Speech and Language Services 
  • Resource Specialist Services
  • Adaptive Physical Education 
  • Occupational Therapy 
  • Physical Therapy
  • Assistive Technology 
  • Counseling and Mental Health Services 

 

Resource Specialist Provider (RSP)
A RSP is provided to students of any eligibility who are assigned to the general education classroom for the majority of the instructional day. This special education teacher provides services within the general education classroom and/or in separate education settings, both individually and in small groups. The RSP focus on accommodating students in the general education setting and/or providing direct Specialized Academic Instruction (SAI) to support a student in developing the skills necessary to be successful in the general education setting and access core curriculum.

Special Day Class (SDC)
GICS does not offer separate classes as a least restrictive setting. Separate classes provide services to students with more intensive needs who require 51% or more of their day in a separate special education classroom to meaningfully benefit from instruction. One of the major requirements of special education is that students are educated in the Least Restrictive Environment (LRE). Assignment to special classes, programs, schools or other reasons for a student to be removed from the general education environment, occurs when the nature and severity of the disability is such that education in general education classes, with or without the use of supplementary aides and/or services, cannot be achieved satisfactorily. The IEP team determines these decisions. If the student requires a separate class, GICS along with LAUSD will discuss a LRE setting option(s) that best suit the student’s academic and social needs.