Special Services

The Corcoran Joint Unified School District's Special Service Department provides individualized support for students with exceptional needs, ensuring they can meaningfully participate in all school activities and make progress towards independence. The key responsibilities of the department include:

Managing special education programs
Ensuring legal compliance for Title IX, IDEA, and Section 504
Health Care Coordination, Home Hospital Instruction, Individual Health Plans, Hearing and Vision Screening
Providing Mental Health support and services including referrals to appropriate agencies.

The department delivers support services in the areas of Special Education, Section 504, Health, Mental Wellness, PBIS, and Student Success Teams, to meet each student's needs.

Title IX

Corcoran Joint Unified School District is committed to providing educational programs, activities and services that are free from unlawful discrimination based on actual or perceived legally protected characteristics, or association with a person or group with one or more of such characteristics, including sex, sexual orientation, gender, gender identity, and gender expression, as required by Title IX of the Education Amendments of 1972. The District's general nondiscrimination/ harassment policy can be reviewed at Board Policy No. 0410. (Title IX of the Education Amendments of 1972 (20 U.S.C. Section 1681 et seq.) and related regulations (34 C.F.R. Part 106)

What is Title IX?

Title IX is a federal law passed in 1972 to ensure students and employees in educational settings are treated equally and fairly, with a right to learn and work in an environment that is free from unlawful discrimination. It prohibits discrimination, harassment, exclusion, denial, limitation or separation on the basis or actual or perceived sex, sexual orientation, gender, or gender identity or expression. It applies to both male and female students in any educational institution receiving federal funding.

What procedures must a school have in place to prevent sexual harassment and sexual violence and resolve complaints?

Every School Must Have And Distribute A Policy Against Sex Discrimination

Title IX requires that each school publish a policy that it does not discriminate on the basis of sex in its education programs and activities. This notice must be widely distributed and available on an on-going basis.
The policy must state that inquiries concerning Title IX may be referred to the school’s Title IX coordinator or to Office of Civil Rights (OCR).

School districts must notify all students and employees of the name or title and contact information of the Title IX coordinator. The coordinator’s responsibilities include overseeing all complaints of sex discrimination and identifying and addressing any patterns or systemic problems that arise during the review of such complaints, compliance with Title IX and subsequent revisions.

Corcoran Joint Unified School District Title IX Coordinator

Helen Copeland, Director of Special Services

helencopeland@corcoranunified.com 559-992-8880

Corcoran Joint Unified School District Title IX Information

Every School Must Have And Make Known Procedures For Students To File Complaints Of Sex Discrimination.

Title IX requires schools to adopt and publish grievance procedures for students to file complaints of sex discrimination, including complaints of sexual harassment or sexual violence. All procedures must provide for prompt and equitable resolution of sex discrimination complaints.

Student Rights Under Title IX

Federal Title IX of the Education Amendments of 1972 (“Title IX”), implemented at 34 C.F.R. § 106.31, subd. (a), provides that no person shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any academic, extracurricular, research, occupational training, or other education program or activity operated by a recipient which receives federal financial assistance. Title IX requires school districts to take immediate and appropriate action to investigate when it knows or reasonably should know of a possible Title IX violation.

Student Rights Pursuant to Education Code Section 221.8

a. You have the right to fair and equitable treatment and you shall not be discriminated against based on your sex.

b. You have the right to be provided with an equitable opportunity to participate in all academic extracurricular activities, including athletics.

c. You have the right to inquire of the athletic director of your school as to the athletic opportunities offered by the school.

d. You have the right to apply for athletic scholarships.

e. You have the right to receive equitable treatment and benefits in the provision of all of the following:

Equipment and supplies.
Scheduling of games and practices.
Transportation and daily allowances.
Access to tutoring.
Coaching.
Locker rooms
Practice and competitive facilities.
Medical and training facilities and services.
Publicity.

f. You have the right to have access to a Title IX coordinator to answer questions regarding gender equity laws.

g. You have the right to contact the State Department of Education and the California Interscholastic Federation to access information on gender equity laws.

h. You have the right to file a confidential discrimination complaint with the United States Office of Civil Rights or the State Department of Education if you believe you have been discriminated against or if you believe you have received unequal treatment on the basis of your sex.

i. You have the right to pursue civil remedies if you have been discriminated against.

j. You have the right to be protected against retaliation if you file a discrimination complaint. Retaliation is prohibited under 34 CFR 106.2.

HOW TO FILE A TITLE IX COMPLAINT:

Individuals who believe they have been discriminated against in violation of Title IX may file a complaint with the District or the Office for Civil Rights (OCR). If a crime is involved, such as sexual assault, individuals may also file a report with the local police department. A person may pursue one or all of these avenues at the same time.

Consistent with School Uniform Complaint Procedures Policy (“UCP”), a complaint alleging unlawful discrimination, harassment, intimidation, or bullying must be filed no later than six (6) months from the date when the alleged unlawful discrimination, harassment, intimidation, or bullying occurred or the complainant first obtained knowledge of it. The time for filing may be extended by School for good cause upon written request from the complainant. A report or complaint regarding sex discrimination as defined under Title IX is not subject to the six-month timeline in the UCP.

Corcoran Joint Unified Title IX Discrimination Complaint Form

BP 5145.71 Title IX Sexual Harassment Complaint Procedures

BP 5145.3 Nondiscrimination/Harassment

BP 0410 Nondiscrimination in District Programs and Activities

CDE Gender Equity/Title IX

US Department of Education Office of Civil Rights

Special Education Services

As a function of General Education, Special Education service is an integral part of the whole CJUSD education system and provides education that promotes maximum engagement, interaction, and learning between students with disabilities and those without, in a manner that is appropriate to the needs of both. The District provides a full continuum of program options to meet the educational and service needs of individuals with exceptional needs in the Least Restrictive Environment. (EDC 56040.1) The District provides Extensive Support to qualified students through the Kings County Office of Education.

ELIGIBILITY

Special Education Programs and related services are available for students identified through a comprehensive evaluation as requiring modification to their program to access education. These programs and services are provided to students who are deemed eligible under one of the following disability categories:

Autism
Deaf-blindness
Deafness
Emotional Disability
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment (including blindess)

For more information about the disabiling categories visit Understood

Special Education services are provided based on a student's individual needs. A team of educational professionals and parents meets to determine the specific needs of the student. Once those needs are identified, the team will consider factors that impact the students' educational needs, including those that may negatively impact the students' ability to access educational services. An Individual Education Program (IEP) is developed for the student. This program defines how the district will provide support and services to the student so that they are able to participate in an appropriate educational program. The Corcoran Joint Unified School District Special Education Department provides services as outlined in the Individuals with Disabilities Act (IDEA).

The Special Education FAQ's provide students, parents, school personnel, and other members of the community with a brief overview of special education. If you have specific questions, we encourage you to call the Special Services Department at (559) 992-8888.

Special Education FAQs

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:

Community Advisory Council

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.

Requesting Special Education Records

Section 504

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) 992-8880.

Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools

Health Services

Our district Health Services provides direct healthcare, health education and support for students' physical well-being within the school setting. Our Health Services team manages acute and chronic health conditions, conducts screenings, promotes immunization clinics and creates Individual Health Plans for students requiring specific support while at school. Students suffering long-term health complications or requiring recovery support may require Home Hospital Instruction (HHI). Eligibility for HHI is determined by the Health Services Coordinator with the input of the parent/guardian, teacher, school administrator and the student's medical practitioner.

CJUSD Certified School Nurses provide services such as:

Health Assessments for Special Education
Emergency Response
Immunization Assessment
Health Care Plans
Health Education
Health Screenings and Referrals
Hearing Screenings
Medication Administration
Treatments
Vision Screenings

Home Hospital Instruction

The District Health Services Coordinator coordinates the process of Home Hospital Instruction as prescribed by a student's physician. If you have questions regarding Home Hospital Instruction please contact the Health Services Coordinator Heather Alves at (559) 992-8880 ext 6232.

PBIS

Positive Behavior Intervention and Support (PBIS) is a framework that supports academic achievement and behavioral competence. We know that when good behavior and good teaching come together, our students will excel in their learning. This comprehensive and preventative approach to discipline decreases inappropriate student behaviors in the school settings by practively modeling and rewarding positive behaviors.

PBIS frameworks includes:

Prevention

This includes defining and teaching a common set of behavioral expectations throught the school setting, acknowledging and rewarding expected behavior and establishing and using consistent consequences for problem behaviors.

Multi-tiered support

All students receive school wide positive behavior isntruction
Secondary Interventions such as Behavior Academies and support that meets the needs of students who are at risk.
Third tier interventions focus on students who require more intensive support and are most chronically at risk of jeopardizing their academic placement and success.

Data Based Decision Making

Our district wide and site based PBIS teams regularly review discipline data to identify both positive and negative behavioral trends. This data allows the district to make decisions regarding resources and assistance.

For more information please see your child's school handbook.

Special Services Staff

Mental Wellness

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,Crisis Response.

Elizabeth Quevedo
School Psychologist, Elementary, Preschool
Bret Harte, John C. Fremont
Send Email

Natashia Lopez
School Psychologist, Elementary and Secondary
Mark Twain and John Muir Middle School
Send Email

Alyssa Reyes
School Psychologist, Secondary and Alternative
Corcoran High School and Kings Lake Education Center
Send Email

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.

CJUSD provides mindfulness lessons across all school campuses. These lessons focus on fostering thriving school communities by improving emotional regulation, focus and overal well being for the staff and students.

School Counselors coordinate monthly themed activity and promote social emotional well-being in social groups, behavior academy supports and Tier 2 SEL Support.

CJUSD collaborates with the The KIND Center, Kings Behavioral Health and Aspiranet Behavioral Health.

School Counselors

Tifani Carlson
School Counselor
Bret Harte Elementary
Send Email

Melissa Juarez
School Counselor
John C. Fremont Elementary
Send Email

Alfredo Alcantar
School Counselor
Mark Twain Elementary
Send Email

Ashley Williams
School Counselor
John Muir Middle School
Send Email

Gracie Flores
School Counselor
Corcoran High School and Kings Lake Education Center
Send Email

Sergio Zamudio
School Counselor
Corcoran High School and Kings Lake Education Center
Send Email

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, mental health 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
Send Email

Yoselin Perez Lopez, LMFT
Grades 6–12
Send Email

Behavior Support Paraprofessionals

Magnus Gonzales
Behavioral Support Paraprofessional
Send Email

Stephanie Ledesma
Behavioral Support Paraprofessional
Send Email

Kathleen Morales
Behavioral Support Paraprofessional
Send Email

Mental Wellness / Behavioral Health Resources

Bright Life Personalized support for California families. Kids ages 0–12 get free, expert coaching for sleep issues, worry, social skills, and more. Live, 1:1 video sessions, secure chat, on-demand content, and more.

998 Suicide Crisis Line If you need to talk, the 988 Lifeline is here.

Didi HirschTeen Line

Teen Line’s highly trained teen listeners provide support, resources and hope to any teen who is struggling.

Health Services Support

Jessica Nasemento, BSN, RN

School District Nurse

Send Email

Alma Martin Del Campo, LVN
Bret Harte Elementary
Send Email

Alessandra Price, LVN
John C. Fremont Elementary
Send Email

Dawn Aragon, LVN
Mark Twain Elementary
Send Email

Mariah Ramirez, LVN
John Muir Middle School
Send Email

Ana Alcantar, LVN
Corcoran High School
Send Email

Loraine Renteria, Health Clerk
Kings Lake Education Center
Send Email

Special Education Resources

Please refer to the following documents for more information on special education.

Health Services Resources

Mental Health/ Behavioral Health Resources

Bright Life Kids Personalized support for California families. Kids ages 0–12 get free, expert coaching for sleep issues, worry, social skills, and more. Live, 1:1 video sessions, secure chat, on-demand content, and more.

Trevor Project If you are thinking about harming yourself — get immediate crisis support. Connect to a crisis counselor 24/7, 365 days a year, from anywhere in the U.S via text, chat, or phone. The Trevor Project is 100% confidential and 100% free.

Parent Resources

Community Resources

"Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and who insists that they become the best that they can possibly be."
-Rita Pierson

Special Services & Health Services has a dedicated fax line.
Be sure to use the fax number (559) 414-0126. Thank you.

Logo Image

Logo Title

In This Section

Special Services

Special Education Services

Special Education FAQs

Community Advisory Council

Requesting Special Education Records

Section 504

Health Services

PBIS

Special Services Staff

Mental Wellness

Health Services Support

Special Education Resources

Health Services Resources

Parent Resources

Community Resources

"Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and who insists that they become the best that they can possibly be."
-Rita Pierson

Logo Image

Logo Title

Special Services

"Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and who insists that they become the best that they can possibly be." -Rita Pierson

"Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and who insists that they become the best that they can possibly be."
-Rita Pierson