WELCOME TO MT. DIABLO UNIFIED SCHOOL DISTRICT

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MT DIABLO UNIFIED SELPA

SPECIAL EDUCATION PROGRAMS

• DIS Services
• Resource Services
• Special Day Class (SDC)
• Mild/Moderate SDC
• Mod (erate) (Dyslexia Programs K-8)
• Extensive Support Needs
• Autism (AUT)
• Magnet
• Benchmark
• Strategic
• Intensive
• Social Emotional Educational Collaboratives (SEEC)
• Deaf and Hard of Hearing (DHH)
• County Programs
• Non Public Schools (NPS)
• Home Hospital or Home Instruction

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WHO CAN YOU CALL?

RELATED SERVICES

• Services provided in the district may include but are not limited to:
• Speech and Language Therapy
• Occupational Therapy
• Physical Therapy
• Adapted Physical Education
• Vision and Orientation

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• Services are provided only after assessment has been completed and the student demonstrates a need for the service
• Services may be provided in either group or individual formats
• Services may be provided in either push-in or pull-out models

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RELATED SERVICES

Speech and Language Therapy:

• Services to assess, diagnose, and treat speech, language, social communication, cognitive-communication disorders.
• Speech/Language Therapy license or credential is required. Services may be provided by SLPA, in conjunction with an Speech and Language Pathologist

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Occupational Therapy:

• Therapy to focus on adapting the environment, modifying the task, teaching the skill, and educating the client/family in order to increase participation in and performance of daily activities.
• Occupational Therapy license is required. Services may be provided by COTA , in conjunction with an Occupational Therapist.

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Counseling:

• Support to address educationally related issues that impede the student from accessing the curriculum such as school phobia, anxiety, depression or other mental health conditions.
• Counseling may be provided by a school psychologist or a Behavioral Health Specialist with a PPS credential and/or MFT/LCSW license.

RELATED SERVICES

Physical Therapy:

• Support to assist the student to adapt to the illnesses, or injuries that limit a student’s abilities to move and perform functional activities.
• A Physical Therapy License is Required

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Adapted Physical Education:

• Adapted Physical Education is the development, implementation, and monitoring an instructional program for a learner with a disability, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness.

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Vision and Orientation:

•  VI Specialists teach skills needed to access academic instruction in the school setting. This may or may not include braille instruction.
• Orientation and Mobility Specialists develop or teach the skills needed to travel safely and independently within your home and in the community.
• VI or O&M credential is required

RESOURCE (RS)

• Maybe a separate classroom (Pull-out)
• Maybe provided in general education classroom (Push-in)
• Direct, specialized academic instruction
• Class size limit is 28 students per caseload.
• One assistant- usually 5 hours
• A student may be in resource services for up to 50% of the school day per the IEP.
• Mild/Moderate Support Needs

SPECIAL DAY CLASSES

*All students in SDC classes have opportunities to mainstream in general education per IEP.

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AUTISM PROGRAMS

*All students in SDC classes have opportunities to mainstream in general education per IEP.

STUDENT SUPPORT NEEDS

Magnet-

• Average or above average cognitive ability
• Working at above grade level academically
• No significant behavior problems that pose risk to the safety of self or others for at least one year
• Demonstrated success in general education setting with 70% or more of the day.

Benchmark

• Advanced repertoire of verbal and communication skills
• May display challenging behavior related to social skills
• Working slightly below or at grade level
• Social Skills Support needed in the areas of conversation skills, perspective taking, “Theory of Mind” problem solving and friendship.

STUDENT SUPPORT NEEDS

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Strategic

• Established functional communication
• May display challenging behaviors that interfere with the student’s learning or the learning of others in regular classroom settings
• Working below grade level but making steady progress or has splinter skills in academics

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Intensive

• Minimal or no functional communication
• Challenging behaviors that impede access to general education
• Functional/Life Skills curriculum and Dynamic Coursework
• Entry level social skills
• Far below grade level academic skills.

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SOCIAL EMOTIONAL EDUCATIONAL COLLABORATIVE (SEEC)

• Special education classes with mental health support for elementary, middle and high school students who exhibit serious emotional, behavioral and mental health problems
•  The intent of the SEEC is to help students learn how to:
• Increase personal resources for coping and creating successful relationships at school, home, and in the community
• Decrease maladaptive symptoms that interfere with functioning
• Develop coping strategies to maintain in the least restrictive setting to meet educational and mental health needs
• Increase independence
• Transition to a less restrictive educational setting
• Class size is limited to 9 students (elementary) and 11 students (middle and high schools)
• Typically staffed with a teacher and two assistants.
• One therapist for each 9 students

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DEAF AND HARD OF HEARING (DHH)

• Specialized classrooms are staffed with a teacher of the Deaf and Instructional Assistants that specialize in sign language.
• Mainstreamed students in the program have Instructional assistants present in classrooms, along with interpreters as required in individual IEPs.
• Audiologists may provide testing and related services.
• Low-Incident equipment (i.e. FM systems, hearing aids, etc.), Assistive Technology, and Augmentative Communication Devices may be utilized for student needs.
• Class size is limited to 9 students (elementary and 11 students (middle and high schools).

COUNTY OPERATED PROGRAMS

Small Specialized Programs for students, generally for students with extensive needs

More commonly used by smaller districts who do not have our own continuum of services

Mauzy School in Alamo serves students with significant, complex physical needs

Marchus School in Concord serves students with significant mental health needs

Turner and Liberty and Heritage serve students with extensive support needs- generally autism and/or ID.

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NON PUBLIC SCHOOLS (NPS)

• Nonpublic Schools are private, nonsectarian and certified by the state of California to provide special education services to students based on their Individualized Education Plan (IEP).
• These schools provide an environment to help youth that are struggling academically, behaviorally and socially that the public school is not able to appropriately serve safely!
• State education code requires that ALL public resources be used before students are placed into non-public schools.

HOME AND HOSPITAL INSTRUCTION

The most restrictive of settings, as no peer interaction is involved

Should be considered a short term program with a goal of returning students to special education