Special Services

 

How is my child referred to special education?

If you suspect that your child displays any condition that may require some intervention or special education programs and services, a referral can be made in the following manner:

• For students enrolled in Corcoran Unified School District, contact the school principal or teacher at your child’s school for a referral to the school’s Student Study Team.
• For students enrolled at private schools in grades K–12, please fill out the Child Find form and return it to the Special Services Department at the District Office.
• For children between the ages birth to three years old, contact the Kings County SELPA office at (559) 589-2504. Please complete the Kings County Office of Education Child Find form available on the KCOE website.

What is a Student Study Team?

A Student Study Team (SST) is a school-based, problem-solving group whose purpose is to discuss an individual student's strengths and needs and to determine interventions to best meet those needs. Interventions should be implemented for a period of time, and then the team should reconvene to discuss the student's progress.

The SST can include the parent, principal, other administrator, classroom teacher, psychologist, counselor, or special education teacher. Parent concerns and student needs are often successfully addressed through the SST process. If suggested interventions and strategies do not adequately address student needs, the SST and/or parent may request an assessment for Special Education or a Section 504 Plan.

How will my child be assessed for special education?

Upon receipt of your (parent) written request for assessment, arrangements will be made to have your child’s strengths and needs evaluated. This will be done through assessment and conferences held among those who work with your child. The participants in this assessment will include parents, teachers, psychologists, and nurses. It may also include counselors, therapists, and others. 

Please note, a school district is not permitted to evaluate a child for special education services without the written, informed consent of a parent or guardian.

What is an assessment plan?

An assessment plan is developed by the school staff and indicates in which areas the student is to be assessed. The assessment plan will include proposed areas of assessment and will indicate the title of the staff members who will conduct the assessments. The assessment team is typically made up of the school psychologist, special education teacher, and school nurse; however, other specialists can be included if additional areas of assessment are appropriate.

Once the district receives the signed assessment plan from the parent, it has 60 calendar days (not including breaks longer than 5 days) to complete the assessment and hold an IEP meeting.

What is an Individual Education Program (IEP) meeting?

After the assessment has been completed, the parent or guardian will be invited to attend an IEP meeting. The IEP team is made up of the parent or guardian, a school administrator, a teacher, and a member who is able to present and explain the results of the assessments. The parent or guardian is free to invite other persons to this meeting, such as a representative from an outside agency or a person who has had experience with IEPs. The date and time of the meeting are mutually set by all participants. At the IEP meeting, district staff will discuss the student's present levels of performance as well as the results of the current assessment. Parents are encouraged to ask questions, give input, and become fully informed as to their child’s strengths and challenges.

After the assessment information is presented and discussed, the members of the IEP team will determine the student’s eligibility for special education services in accordance with state and federal guidelines.  First, they must have a disability from a recognized category under the Individuals with Disabilities Education Act (IDEA); second, this disability must adversely affect their educational performance; and third, the student must require specially designed instruction or special education services to access the general education curriculum and make progress. The team will determine what goal areas would be appropriate and reasonable for the student to make progress, in light of the child's circumstances. The team will determine the appropriate services and placement to address these goals. Special education services are only provided if the parent signs, agreeing with the team's proposed plan, giving consent to the educational program. If, at the end of the meeting, you, as a parent, continue to have questions or concerns about the educational program, members of the team will help to clarify the plan.

What if my child is found ineligible for special education?

The district is obligated to follow the guidelines for student eligibility as set out by state and federal law. Special Education is designed to serve students with significant disabilities that impact their ability to access their education without specially designed academic instruction. If a student is not identified as needing significant support, the team will discuss available interventions for support and progress. Corcoran Joint Unified School District provides interventions through response to intervention programs as well as a multi-tiered system of support to address areas of need for a student.

What are my parental rights?

Parents are notified of their rights at various stages throughout the IEP process and at least annually. Parents’ rights include the right to be a participant in an IEP; the right to request an IEP meeting; the right to review assessment information; and the right to have their eligible child receive free and appropriate educational services in the least restrictive environment. Obtain a copy of your parent rights through the following links:

• Parental Rights and Procedural Safeguards - English
• Parental Rights and Procedural Safeguards - Spanish
• Medi-Cal Written Notification of Use of Benefits - English
• Medi-Cal Written Notification of Use of Benefits - Spanish

The Kings County Office of Education Community Advisory Council (CAC) is a dynamic and collaborative partnership of educators, parents, and community members, and policy makers with the intention of creating positive outcomes for the students of Kings County. The CAC will give families the knowledge and information necessary to become strong advocates for special needs students in Kings County. The CAC schedules guest speakers, workshops, and parent informational meetings throughout the year. The CAC calendar is located on the Kings County Office of Education website. 

Corcoran Unified School District works in conjunction with the Kings County SELPA to provide support and services to our special education students. A copy of the Kings County SELPA Plan located on the KCOE website.

If you would like to request your child’s special education records, please contact the Special Service Department at (559) 992-8880.

What is a Section 504 Plan?

A 504 Plan falls under Section 504 of the Rehabilitation Act, a civil rights law. Its focus is on providing students with disabilities equal access to education, ensuring they have the same learning opportunities as their peers. A 504 Plan is designed for students who have a disability that affects their ability to learn in a general education setting but does not require specialized instruction. Instead, a 504 Plan provides accommodations, like extended time on tests, that help support the student. 

For example, a 504 plan may include, but is not limited to:

Plans to make a school wheelchair-accessible 
Permission for your child to type assignments instead of writing them by hand
Permission for your child to have extended time when completing assignments and/or tests
Permission for your child to hand in assignments late due to an illness or hospital stay.

How is my child referred to Section 504?

If you suspect that your child has a mental or physical impairment that may limit a major life activity, a referral can be made by writing a letter to the school's principal or school resource teacher outlining specific concerns about a suspected disability that impacts a major life activity. The school principal or teacher at your child's school will schedule a Student Study Team meeting to discuss the concerns and requests. If the team determines that the student's needs may be met with a 504 Plan, the team will get signed parent consent for evaluation.

How will my child be evaluated for Section 504 eligibility?

At the Section 504 team meeting, all members of the team will come prepared to discuss your child's present performance in the school setting, such as academic, social, and behavioral. Data from the district's student information system will also be reviewed by the team. Using this information and any information you bring regarding your child, the team will determine if your child has or is suspected of having a mental or physical disability and, if so, whether or not that disability is impacting a major life activity as compared to his or her classroom/school peers. If your child is found eligible for Section 504, an accommodation/support plan will be created to allow your child to access the facilities and instruction of the school.

Once your child is eligible for a Section 504 plan, a meeting will be held once a year to determine if the accommodations and supports continue to meet your child's needs.

What if my child is found ineligible for a Section 504 plan?
It is important to recognize that a medical diagnosis of a mental or physical impairment does not automatically make your child eligible for a Section 504 plan. Many children with diagnosed conditions can access the environment and instruction of the classroom as do their classroom peers. If your child is not found to be eligible for a Section 504 plan, the school will still utilize the instructional techniques that have already been successful with your child and will continue to monitor his or her progress. 

If you have further questions about Section 504, feel free to contact the special services department at (559) 992-880

Helen Copeland
Director of Special Services
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Maria Sanchez-Rodriguez
District Mental Health Counselor
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Heather Alves, MSN, RN, PHN
Health Services Coordinator
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Jessica Nasemento, RN
School District Nurse

Dulce Sandoval
Special Education Secretary
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The district is staffed with School Psychologists, School Counselors, Mental Health Clinicians and Behavior Paraprofessionals.

School Psychologists- support Special Education, Section 504 and Student Success Teams

Elizabeth Quevedo
School Psychologist, Elementary, Preschool
Bret Harte, John C. Fremont
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Natashia Lopez
School Psychologist, Elementary and Secondary
Mark Twain and John Muir Middle School
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Alyssa Reyes
School Psychologist, Secondary and Alternative 
Corcoran High School and Kings Lake Education Center
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Under the leadership of the District Mental Health Counselor, school counselors and District Mental Health Clinicians provide social emotional and behavioral support for students across all school settings. 

School Counselors

Tifani Carlson
School Counselor
Bret Harte Elementary
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Melissa Juarez
School Counselor
John C. Fremont Elementary
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Alfredo Alcantar
School Counselor
Mark Twain Elementary
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Ashley Williams
School Counselor
John Muir Middle School
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Gracie Flores
School Counselor
Corcoran High School and Kings Lake Education Center
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Sergio Zamudio
School Counselor
Corcoran High School and Kings Lake Education Center
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District Mental Health Clinicians- Provide support and therapeutic services related to the educational setting for students who qualify.

The District Mental Health Clinicians (DMHC) work under the Federal Education Right to Privacy Act (FERPA)in the school based setting. This may include individual counseling, crisis intervention, screening for students, training for staff and administration and implementing schoolwide programs to increase student's self-awareness. The DMHC's collaborate with the school community and provide linkage to outside community resources. Their specific training emphasizes family systems and allows them to engage parents and caregivers in their treatment plans.

Melinda Ashford-Leonardo, LMFT
Grades Tk–5
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Yoselin Perez Lopez, LMFT
Grades 6–12
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Behavior Support Paraprofessionals

Magnus Gonzales
Behavioral Support Paraprofessional
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Stephanie Ledesma
Behavioral Support Paraprofessional
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Kathleen Morales
Behavioral Support Paraprofessional
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Jessica Nasemento, BSN, RN
District School Nurse
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Alma Martin Del Campo, LVN
Bret Harte Elementary
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Alessandra Price, LVN
John C. Fremont Elementary
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Dawn Aragon, LVN
Mark Twain Elementary
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Mariah Ramirez, LVN
John Muir Middle School
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Ana Alcantar, LVN
Corcoran High School 
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Loraine Renteria, Health Clerk
Kings Lake Education Center
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