Special Education Services
Special Education Services
Special Education Services
Special Education Services
Supporting every learner, every step of the way
Plumas Lake Elementary School District is committed to providing inclusive, individualized support that helps every student learn, grow, and thrive. Our Special Education team partners with students, families, teachers, and service providers to develop programs and services based on each student’s unique strengths and needs.
Our Approach
Special education includes individualized services and supports designed to meet the unique needs of eligible students with disabilities. These services may be provided in a variety of educational settings based on each student’s Individualized Education Program (IEP).
We believe all students are capable learners. Whenever appropriate, students receiving special education services learn alongside their peers in inclusive general education environments.
Programs and Services
The District provides specialized academic instruction and related services for eligible students from preschool through eighth grade. Services are determined by each student’s IEP team and may include:
- Specialized academic instruction
- Speech and language services
- School psychological services
- Occupational therapy
- Behavioral support
- Paraprofessional support
- Other services identified by the IEP team
Concerned About Your Child?
If you have concerns about your child’s academic progress, communication, behavior, development, or ability to participate successfully at school, begin by contacting your child’s teacher or school principal.
The school team will listen to your concerns, review available information, discuss current supports, and help determine appropriate next steps. A parent or guardian may also request an evaluation to determine whether their child may be eligible for special education services.
Elementary and Junior High Support
At the elementary level, students may receive specialized instruction through a learning-center model, classroom-based support, or other services identified in their IEP.
At the middle school level, specialists and paraprofessionals support students in general education classrooms whenever appropriate. Students may also receive targeted instruction, intervention, or reteaching based on their individual needs.
To contact us:
Rachel Zambrano
Rachel Zambrano
Coordinator of Special Education
2743 Plumas School Rd.
Plumas Lake, CA 95961
Phone: 530-743-4428
FAX: 530-743-1408
2743 Plumas School Rd.
Plumas Lake, CA 95961
Phone: 530-743-4428
FAX: 530-743-1408
If you have questions about your child’s current services, begin by contacting your child’s teacher, case manager, or school principal. For general questions about special education programs or processes, contact the District’s Special Education Office.
special Education Process
special Education Process
special Education Process
Step 1: Referral and Assessment Plan — 15-Day Timeline
A parent, guardian, teacher, or other member of the school team may request an evaluation when there is reason to believe that a student may have a disability and need special education services.
When an assessment is proposed, the District will provide the parent or guardian with a written assessment plan within 15 calendar days of receiving the referral. The 15-day timeline does not include days between regular school sessions or school vacations lasting more than five school days. A parent or guardian may agree in writing to extend the timeline.
The assessment plan explains the areas to be evaluated and the types of assessments that may be used. It is provided with a copy of the parent’s or guardian’s procedural safeguards. Parents or guardians have at least 15 calendar days after receiving the assessment plan to review, sign, and return it. The evaluation may begin as soon as the District receives written consent.
Step 2: Evaluation and IEP Meeting — 60-Day Timeline
After the District receives the signed assessment plan, qualified staff members complete a comprehensive evaluation in all areas related to the student’s suspected disability. The evaluation may include observations, interviews, record reviews, formal assessments, and information provided by the student’s family and school staff. No single assessment or source of information is used by itself to determine eligibility.
The District will complete the evaluation and hold an Individualized Education Program (IEP) meeting within 60 calendar days of receiving the parent’s or guardian’s written consent for assessment. The 60-day timeline does not include days between regular school sessions or school vacations lasting more than five schooldays. A parent or guardian may agree in writing to an extension.
At the IEP meeting, the team reviews the assessment results and determines whether the student is eligible for special education services. If the student is eligible, the team works together to develop an IEP based on the student’s strengths and educational needs.
Step 3: Eligibility and the IEP Meeting
When the evaluation is complete, an IEP meeting is held to review the results and determine whether the student is eligible for special education services. Parents and guardians are important members of the IEP team and are encouraged to participate, ask questions, and share information about their child.
If the student is eligible, the team develops an Individualized Education Program based on the student’s strengths and educational needs.
Step 4: Developing the IEP
The IEP is a written plan that describes the student’s current educational performance, annual goals, services, accommodations, supports, and educational placement. Services may begin after the parent or guardian provides the required consent.
The IEP team considers how the student can be educated with their nondisabled peers to the greatest extent appropriate.
Step 5: IEP Review and Continued Support
The IEP team meets at least annually to review the student’s progress, goals, services, and educational needs. A parent, guardian, or member of the school team may request an IEP meeting when concerns arise, or changes may need to be considered.
The team also reviews the need for reevaluation at least once every three years unless the parent or guardian and District agree that additional assessment is not necessary.
Who Participates in an IEP Meeting?
An IEP team generally includes:
- The student’s parent or guardian
- A general education teacher
- A special education teacher or service provider
- A District representative
- A person qualified to explain evaluation results
- Other specialists or individuals with knowledge of the student
- The student, when appropriate
Interpreter services are available when needed to support meaningful parent or guardian participation.
When a Student Is Not Eligible
An evaluation may determine that a student is not eligible for special education services. When this occurs, the school team and family can discuss other appropriate ways to support the student.
Depending on the student’s individual needs, support may include general education interventions, Multi-Tiered System of Supports, or consideration for a Section 504 Plan.
Our Special Education Team
Our multidisciplinary team works collaboratively with students, families, teachers, and school staff to support each student’s academic, social-emotional, communication, behavioral, and physical development.
Depending on a student’s individualized needs, the team may include education specialists, school psychologists, speech-language pathologists, behavior specialists, occupational therapists, paraprofessionals, administrators, and other service providers.
Family Resources
Family Resources
Family Resources
Special Education in California
The California Legislative Analyst’s Office offers four short animated videos explaining how special education services are provided, organized, and funded in California.
A series of four animated videos covering key aspects of special education in California. Click on the title below to view each video.
- What is Special Education Video?
- Who Receives Special Education Video?
- How is Special Education Organized Video?
- How is Special Education Funded Video?
SELPA Local Plan
The Special Education Local Plan Area (SELPA) Local Plan outlines how participating school districts work together to provide coordinated special education programs and services. It explains how eligible students with disabilities are identified, supported, and provided access to a free appropriate public education in accordance with state and federal requirements.
Procedural Safeguards
Procedural safeguards are presented at each IEP meeting, and upon request, Parents are encouraged to fully participate in the IEP process and to ask questions regarding procedural safeguards at any time.
Links to complete Procedural Safeguards are below. Additional languages can be found by visiting the SELPA website.
Click below to view in your Language:
Student Conduct and Safety
Our district is committed to maintaining a safe and supportive learning environment for all students and staff. District staff enforce standards of appropriate student conduct to ensure safety on campus.
Frequently Asked Questions
Frequently Asked Questions
Frequently Asked Questions
1. What should I do if I am concerned about my child’s progress?
Start by contacting your child’s teacher or school principal to discuss your concerns. The school team can review your child’s progress, identify appropriate supports, and help determine possible next steps.
Start by contacting your child’s teacher or school principal to discuss your concerns. The school team can review your child’s progress, identify appropriate supports, and help determine possible next steps.
2. How is a student referred for a special education evaluation?
A parent, guardian, teacher, or other member of the school team may request that a student be considered for an evaluation. The District will review the concerns and provide information about the evaluation process and required parent or guardian consent.
A parent, guardian, teacher, or other member of the school team may request that a student be considered for an evaluation. The District will review the concerns and provide information about the evaluation process and required parent or guardian consent.
3. What is an Individualized Education Program (IEP)?
An IEP is a written plan developed for a student who is eligible for special education services. It outlines the student’s strengths, learning needs, annual goals, services, accommodations, and educational placement.
An IEP is a written plan developed for a student who is eligible for special education services. It outlines the student’s strengths, learning needs, annual goals, services, accommodations, and educational placement.
4. Who participates in an IEP meeting?
The IEP team generally includes the student’s parent or guardian, general education teacher, special education teacher, a District representative, and someone qualified to explain evaluation results. Other specialists or individuals with knowledge of the student may also participate.
The IEP team generally includes the student’s parent or guardian, general education teacher, special education teacher, a District representative, and someone qualified to explain evaluation results. Other specialists or individuals with knowledge of the student may also participate.
5. What is the difference between an IEP and a Section 504 Plan?
An IEP provides specialized instruction and related services for an eligible student under the Individuals with Disabilities Education Act. A Section 504 Plan provides accommodations and supports that help an eligible student access their education. The appropriate plan depends on the student’s individual needs and eligibility.
An IEP provides specialized instruction and related services for an eligible student under the Individuals with Disabilities Education Act. A Section 504 Plan provides accommodations and supports that help an eligible student access their education. The appropriate plan depends on the student’s individual needs and eligibility.
