Appendix

(A) Sample Letter – Referral for Assessment

Yolanda Bleu
Address
City, State, Zip Code
Telephone Number

Date

Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code

Re: Max Bleu

Dear Mr. Verde:

I am writing to refer my son, Max, for assessment to determine if he is eligible for special education services and support. He is not progressing in school. He is seven years old and attends Harvey Milk Elementary School (child’s school of attendance).

(If you believe that your child may be eligible in particular categories, especially Other Health Impairment, Emotional Disturbance or Autism, you should specifically say so and ask that the assessment address those conditions. A standard special educational assessment looks at cognition, psychological processing and academic achievement, none of which may be deficient in a student qualifying in one of the above three categories.)

(If you have specialized knowledge or know specific tests, you might add:)

I request that the Local Unified School District (your District) conduct the following evaluations of my son:

(1) A psychological evaluation to determine his learning potential, using instruments designed for non-oral children such as the Leiter International Performance Scale-Third Edition or the Hiskey Nebraska Test of Learning Aptitude;

(2) An evaluation by a non-oral communications specialist. To my knowledge, the district does not have on staff any experts in this field. I have been recommended to Barbara Blanco, Ph.D. in non-oral communication, and unless the district has a comparable expert, I am requesting that you contract with Dr. Blanco to do the non-oral communication evaluation of my son;

(3) An occupational therapy assessment.

In every request for initial assessment, you should include a paragraph requesting that your child also be evaluated under the provisions of Section 504 of the Rehabilitation Act of 1973 (Section 504) for any “disabling condition” which would require service accommodations and/or services that will allow the child to benefit from public education to the extent that students without disabilities do. (However, do not agree to substitute a Section 504 assessment for a special education assessment.) Such a paragraph might read as follows:

I also request that my son be evaluated under Section 504 of the Rehabilitation Act of 1973, pursuant to title 34 C.F.R. Sec. 104.35, for the presence of any educational service need which may require any accommodation or program modification not available under special education or if my child is not found eligible for special education. I also request that the Section 504 Coordinator for Local Unified School District be present at the initial IEP meeting to discuss the results and recommendations of the Section 504 Evaluation.

I look forward to receiving an assessment plan in 15 days pursuant to Education Code Sec. 56321(a). I hope that these evaluations can be completed promptly. Thereafter, we can have an IEP meeting to discuss the results of these evaluations and plan for John’s continued education. Please ensure that I get copies of the assessment reports one week before the IEP meeting.  Thank you.

Sincerely yours,

Yolanda Bleu

(B) Sample Letter - Request for Records

Vena Gourdji- Hernández
Address
City, State, Zip Code
Telephone Number

Date

Stephen Punonbayong
Director of Special Education
Local Unified School District
Address City, State, Zip Code

Dear Mr. Punonbayong:

I am the parent of Sanjay Gourdji-Hernández, who is currently enrolled at the Fred Korematsu Elementary School in the fifth grade. An IEP meeting has been scheduled for Sanjay on April 7.

I would like to arrange a time to review my son’s educational records (both his special education file and cumulative file) at his school within the next five business days, as required by Cal. Ed. Code Secs. 49069 & 56504. I would like to obtain copies of some of his records at that time.

OR

I am writing to request that you make and send to me (OR make and have available for me to pick-up) copies of Sanjay’s educational records within the next five business days pursuant to Cal. Ed. Code Secs. 49069 and 56504. I would like copies of both his cumulative file and his special education file.

I cannot afford to pay for the copies of his records; doing so would effectively prevent me from receiving copies of these records. I will call you soon to make arrangements to pick up the records. (OR — Please send the records to my home address.)

Thank you for your cooperation.

Sincerely,
Vena Gourdji-Hernández

(C) Sample Letter - Independent Educational Evaluation Reimbursement

Yolanda Bleu
Address
City, State, Zip Code
Telephone Number

Date

Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code

Re: Max Bleu

Dear Mr. Verde:

As you recall, I recently obtained an independent educational assessment of Max from Dr. Sharon Smith, pursuant to Cal. Ed. Code Sec. 56329(b), because I disagreed with the results of the educational assessments provided by the school district.  No due process proceeding has been initiated by the district to demonstrate that its assessments of Max are appropriate pursuant to Cal. Ed. Code Sec. 56329(c). 

This is to request reimbursement for the cost to me of Dr. Smith’s assessment.  Enclosed please find a copy of Dr. Smith’s invoice.  Please remit this amount to me at the address above.

Thank you for your attention to this matter.

Sincerely yours,

Yolanda Bleu

(D) Sample Letter – Request for Independent Educational Evaluation

Yolanda Bleu
Address
City, CA Zip Code
Telephone Number

Date

Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code

Re: Max Bleu

Dear Mr. Verde:

We have just received the psychological evaluation of our son, Max, which was completed by district personnel. We disagree with the findings and recommendations of this evaluation.  Because of our disagreement with the results of the district’s evaluation, we would like to obtain an independent assessment at public expense pursuant to Cal. Ed. Code Sec. 56329(b).

[If you believe an independent evaluation is needed, you should give a brief description of current functioning and suspected disability of your child in this request letter. You should, but you do not have to, state your reasons for disagreeing with the results of the school district’s evaluations of your child, such as:

1. Theschool district’s evaluation was not done by someone who was qualified to perform the evaluation because… (explain why the person who conducted the evaluation for the school district was not qualified and what qualifications are necessary to conduct this kind of evaluation;
2. The evaluation did not provide enough information on which to base services or placement recommendations at the IEP meeting;
3. The school district results are at odds with other testing done on your child, so clarification is needed. 

Federal regulations require that you respond to our request “without unnecessary delay”.  34 C.F.R. Sec. 300.502.]

We look forward to working with you to collaboratively agree on a qualified independent assessor and begin to move ahead with the independent assessment.

Sincerely yours,

Yolanda Bleu

(E) Sample Letter - Independent Educational Evaluation Advance Notice of Intent to Seek Reimbursement

Yolanda Bleu
Address
City, CA Zip Code
Telephone Number

Date

Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code

Re: Max Bleu

Dear Mr. Verde:

We have just received the psychological evaluation of our son, Max, which was completed by district personnel. We disagree with this evaluation.  Since we believe it is inadequate and does not show an accurate picture of our son’s educational functioning, we plan to obtain an independent assessment at public expense.  After the independent assessment is completed, we will submit bills for the assessor’s services to you for reimbursement. Further, we would like to

postpone the upcoming IEP meeting for __ weeks so that the independent assessment is available for the team’s review.

Sincerely yours,

Yolanda Bleu

[If you believe an independent evaluation is necessary, add a description of your reasons for that belief. See box in Appendix D.]

(F) Patterns to Look For

All children exhibit some of the following behaviors at times. It is important to separate occasional from persistent behavior, and not to worry about an isolated incident which could be totally insignificant for the child as a whole.

In Infancy:

Trouble with nursing or sucking or digesting;
Absence of creeping or crawling;
Resistance to cuddling and body contact;
Delay in sitting, standing or walking;
Lack of response to sounds;
Excessive response to sounds;
Delay in learning to talk; and,
Trouble following movements with his eyes.

In Preschool Years:

Inability to follow directions;
Unusual quietness and inactivity;
Impulsive and uncontrolled behavior;
Excessive craving for sweets;
Excessive crying and undisturbed sleep;
Poor eating habits;
Poor sense of rhythm;
Uneven walk;
Constant interrupting and persistent chatter;
Fear of swings and slides;
Excessive repetition in speaking, questioning, or playing;
Tendency to become more upset with people around than when alone;
Frequent falls and tendency to bump into things;
Language problems as evidenced by delayed talking and garbled speaking;
Purposeless hyperactivity; and,
Tendency to be fearless, climbing counters and roofs with no concern.

In School Years:

Very poor handwriting;
Excessive activity which seems purposeless, restless and undirected;
Difficulty cutting with scissors and coloring inside lines;
Unusual inactivity characterized by daydreaming and inner distraction;
Inability to tie shoelaces, button clothes, or use hands well;
Clumsiness and awkwardness in throwing and catching balls;
Trouble in matching shapes and sizes: squares, circles, triangles;
Difficulty in skipping, hopping and jumping;
Confusion in discriminating between letters, words and numbers: “b” and “d”, “was” and “saw”, 6 and 9;
Trouble with game playing and following group rules;
No understanding of the difference between up and down, in and out, left and right, front and back;
Confused sense of time or distance;
Good verbal ability, but trouble in reading;
Emotional instability - explosions for no apparent reason;
Mechanical reading without comprehension;
Tendency to be extremely literal or humorless;
Difficulty in expressing ideas;
Excessive gullibility;
Erratic school work; and,
Extremely uneven performance in testing with some potential high, and some way below normal.

Copyright 1975
CANHC, Contra Costa West Chapter
P. O. Box 515, San Pablo, CA 94806
Reprinted with permission from CANHC.

(G) Learning Processes: A Diagnostic Framework

Copyright © 1998 Martha Lewis Kentfield

Process Definition Tests Which Give Information

Cognition/Intelligence
Ability to reason, to think abstractly, and to solve problems
Wechsler Tests: WISC-V, WAIS-IV, WPPSI-IV
Stanford-Binet: Fifth Edition
Differential Ability Scales II (DAS-II)
Bayley Scales of Infant Development- Third Edition
Verbal Intelligence
Ability to use cognitive processes which rely primarily on verbal language
Wechsler: Verbal Scales
Stanford-Binet: FE-Verbal Comprehension Factor (Fifth Edition)
DAS II: Verbal Ability
Nonverbal Intelligence
Ability to use cognitive processes which do not rely primarily on verbal
language.
Wechsler: Performance Scales
Stanford-Binet: FE – Nonverbal Reasoning/Visualization Factor
DAS II: Nonverbal Ability
Kaufman Assessment Battery for Children II (K-ABC-II): Nonverbal Scale
Leiter International Performance Scale- Third Edition
Raven’s Progressive Matrices
Matrix Analogies Test-Expanded Form

Language

Process Definition Tests Which Give Information

Receptive Verbal Language
Ability to understand incoming spoken language.
Wechsler: Verbal Scales
Test of Language Development-Fifth Edition (TOLD-5): Listening Composite

Process Definition Tests Which Give Information

Test of Auditory Comprehension of Language- Fourth Edition (TACL-4)
Clinical Evaluation of Language Fundamentals (CELF-5): Receptive Subtests
Peabody Picture Vocabulary Test- Fifth Edition Oral and Written Language Scales
(OWLS-II): Listening Comprehension
Expressive Verbal Language
Ability to convey ideas and relate information through oral language.
Wechsler: Verbal Scales
TOLD-5: Speaking Composite
CELF-5: Expressive Subtests
Woodcock-Johnson, IV- Tests of Cognitive Ability (WJ-IV COG): Oral
Language Cluster
Expressive Vocabulary Test (EVT-3)
OWLS II: Oral Expression Speech Exam and Language Sample
Receptive Nonverbal Language
Ability to derive meaning from pictures, gestures, and facial expressions, and to interpret social situations without verbal clues.
Wechsler: Picture Completion, Picture Arrangement, Object Assembly
Stanford-Binet: FE - Absurdities
K-ABC: Gestalt Closure, Photo Series, Face Recognition
Observations of Behavior
Expressive Nonverbal Language
Ability to convey meaning through gestures, facial expressions, and drawings.
Goodenough-Harris Drawing Test Kinetic Family Drawing (ITPA-3): Manual Expression
Observations of behavior

Auditory Skills

Process Definition Tests Which Give Information

Auditory Ability to detect Wepman Auditory Discrimination Test

Process Definition Tests Which Give Information

Discrimination subtle likenesses and differences between speech sounds. 2nd Edition
Test of Auditory Perceptual Skills- Fourth Edition (TAPS-IV): Auditory Word Discrimination
Goldman-Fristoe-Woodcock Test of Auditory Discrimination
Auditory Analysis
Ability to break words into syllables and/or discrete sound components.
WJ-IV, Cognitive: Incomplete Words
Slingerland: Test 7, Echolalia
Auditory Analysis Task (plant = p-l-a-n-t)
Auditory Synthesis
Ability to combine supplied sounds or syllables into words (sound blending).
WJ-IV, Cognitive: Sound Blending
Mann-Suiter Sound Blending
Auditory Immediate Memory
Ability to retain information just heard for a short period of time (no storage involved).
Wechsler: Digit Span
Stanford-Binet: FE-Memory for Sentences, Memory for Digits K-ABC: Number Recall, Word Order
WJ-IV, Cognitive: Memory for Sentences, Memory for Words
Detroit Tests of Learning Aptitude- Fifth Edition (DTLA-5): Sentence
Imitation, Word Sequences, Story Sequences
Wide Range Assessment of Memory and Learning (WRAML-2): Verbal Scale
Auditory
Recent Memory
Ability to store and recall recently heard auditory material.
Slingerland: Tests 6, 8
Rey Auditory-Verbal Learning Test (WRAML-2): Verbal Learning, Verbal
Learning Recall, Story Memory Recall

Process Definition Tests Which Give Information

Auditory Remote Memory
Ability to store and recall auditory material heard several months or years earlier.
Wechsler: Information, Similarities, Vocabulary, Comprehension
Stanford-Binet: FE - Vocabulary, Comprehension, Verbal Relations
WJ-IV, Achievement: Knowledge Cluster
Peabody Individual Achievement Test-
Revised: General Information (1997 Norms)

Visual Skills

Visual Discrimination
Ability to detect subtle likenesses and differences in visual stimuli such as symbols, pictures, and designs.
Wechsler: Performance Scale WJ-IV, Cognitive: Visual Matching, Cross Out
Motor Free Visual Perception Test- Fourth Edition (MVPT-4)
Slingerland: Test 4
Test of Visual Perceptual Skills- 4^th Edition  (TVPS-4): Visual Discrimination
Visual Analysis Ability to identify the parts of a visual stimulus and to differentiate figure from ground.
Wechsler: Performance Scale K-ABC-II: Gestalt Closure, Triangles, Matrix Analogies, Photo Series Slingerland: Tests 1, 2, 3, 8
Motor Free Visual Perception Test-Fourth Edition
Jordan Left-Right Reversal Test -Third Edition
Observations of word list and paragraph reading

Visual Skills

Process Definition Tests Which Give Information

Visual Skills

Visual Analysis/Synthesis
Ability to identify the parts of a visual stimulus and to combine visual elements into a whole.
Wechsler: Picture Arrangement, Block Design, Object Assembly K-ABC-II: Triangles, Photo Series
Raven’s Progressive Matrices
Stanford-Binet: FE-Pattern Analysis
Visual Immediate Memory
Ability to retain information just seen for a short period of time (no storage involved).
Wechsler: Coding
Stanford-Binet: FE-Bead Memory,
Memory for Objects
K-ABC-II: Hand Movements, Spatial Memory
WJ-IV, Cognitive: Picture Recognition
WRAML-2: Visual Scale
Visual Recent Memory
Ability to store and recall recently seen visual information.
Slingerland: Tests 3, 5
Ray-Osterrieth Complex Figure Drawing (ROCF)
Weekly spelling tests
WRAML-2: Visual Learning, Visual Learning Recall
Visual Remote Memory
Ability to store and recall visual information seen several months or years earlier.
Wechsler: Picture Completion, Object Assembly
Achievement tests: word recognition, oral reading, spelling
Visual-Spatial Orientation
Ability to perceive spatial relationships involving one’s own body and the environment.
Ability to organize and interpret spatial relationships on a two-dimensional level as in copying, writing or reading.
Slingerland Tests: 1, 2
Bender Visual-Motor Gestalt Test II
Jordan Left-Right Reversal Test- Third Edition
Wechsler: Block Design
Stanford-Binet: FE-Pattern Analysis
Observations of written work, reading, and behavior

Visual Skills

Visual Scanning Ability to investigate visual material in a systematic, organized way.
Slingerland: Tests 3, 4, 8
Motor Free Visual Perception Test- Fourth Edition
Jordan Left-Right Reversal Test- Third Edition
Observations of paragraph reading

Motor Skills

Fine Motor Coordination
Ability to control fine muscle movements, as in writing, drawing and cutting.
Wechsler: Coding, Mazes
Stanford-Binet: FE - Copying
Bender-Gestalt Developmental Test of Visual-Motor Integration - Sixth Edition (VMI-6)
Slingerland: Tests 1, 2, 5, 6
Observations of writing, drawing, cutting, and coloring
Fine Motor Coordination –Speech
Ability to coordinate articulatory movement patterns for speech.
Speech Exam
Slingerland: Echolalia
Tactile-Kinesthetic Discrimination
Ability to identify and interpret information gained through touch and movement.
Task: Examiner moves child’s fingers to form letters or numbers with eyes closed; child identifies.
Kinesthetic Memory
Ability to remember information gained through movement.
Task: Examiner teaches a new word through repeated writing; child reproduces later
Observation of motor patterns in writing
Gross Motor Coordination
Ability to coordinate large muscle movements as in running, walking, skipping and throwing.
Bruininks-Oseretsky Test of Motor Proficiency- Second Edition (BOT-2)
Observation of gross motor activities.

Motor Skills

Process Definition Tests Which Give Information

Modality Integration
Ability to transfer information from one sensory modality to another.
Ability to coordinate two or three modalities in the production of outgoing responses.
Slingerland Halstead-Reitan and Reitan-Indiana Neuropsychological Test Batteries
WJ-IV, Cognitive: Visual-Auditory Learning
WRAML-2: Sound Symbol
Comparisons of performance on academic tasks such as reading, copying, and dictated spelling.

Social and Emotional Adjustment Process Tests Which Give Information

Self-Concept and Relationships with Others
Projective Drawing Tests
Apperception Tests (CAT, TAT, Roberts)
Piers-Harris Children’s Self-Concept Scale (updated norms)
Sentence Completion Tests
Rorschach Psychodiagnostic Test
Millon Adolescent Personality Inventory
Social Maturity and Appropriateness of Behavior
Woodcock-Johnson Scales of Independent Behavior-Revised (SIB-R)
Vineland Adaptive Behavior Scale Developmental Profile III
Achenbach Child Behavior Checklist (CBCL/4-18)
Achenbach 1991 Teacher’s Report Form
Conners Parent & Teacher Rating Scales- Third Edition
Behavior Evaluation Scale-4 (BES-4)

Academic Skills and Achievement Process Definition Tests Which Give Information

Reading and Phonics Skills
Ability to decode unfamiliar words, to recognize familiar
Wechsler Individual Achievement Test (WIAT-III): Reading Composite
Woodcock-Johnson – Fourth Edition

Academic Skills and Achievement Process Definition Tests Which Give Information words, and to understand written material.

Achievement (WJ-IV ACH): Reading Subtests
Kaufman Test of Educational Achievement (K-TEA-3): Reading Composite (1997 Norms)
Ekwall Reading Test
Informal survey of phonics skills
Spelling Skills Ability to encode words in written form. Use of spelling rules, visual recall, and auditory analysis skills in encoding words.
WIAT III: Spelling
K-TEA-3: Spelling (1997 Norms)
Wide Range Achievement Test-5 (WRAT-5): Spelling
Test of Written Spelling-5
Dictated Spelling Tasks
Handwriting Skills
Neatness, spatial organization, and knowledge of manuscript and/or cursive alphabets.
WIAT-III: Written Expression
Test of Written Language-Fourth Edition (TOWL-4)
Slingerland, Tests 1, 2, 5, 6
Alphabet Writing Task
Classroom Writing Samples
Written Language Skills
Ability to organize and relate ideas in written form.
Knowledge of written language mechanics skills.
WIAT- III: Writing Composite
Test of Written Language- Fourth Edition
Test of Early Written Language- Third Edition (TEWL-3)
WJ-IV, Achievement: Written Language Subtests
OWLS-II: Written Expression Scale
Mathematics Skills
Ability to perform arithmetic computations and to solve problems involving
Mathematical concepts and reasoning.
WIAT-III: Mathematics Composite
Key Math-Revised (1997 Norms)
WJ-IV, Achievement: Mathematics Subtests
K-TEA-3: Mathematics Composite (1997 Norms)
WRAT-5: Arithmetic

Academic Skills and Achievement Process Definition Tests Which Give Information

Hearing Pure Tone Audiometric Screening
Tympanometry
Keenness of vision
Snellen Vision Screening
Titmus Test
Physical Health and Development
Goldstein Childhood History Form (Revised)
Health & Developmental Interview
Neurodevelopmental Exam

(H) Sample Letter — Request for IEP Meeting

Wen Chao
Address
City, CA Zip Code
Telephone Number

Date

Rivka Bader-Auva’a
Director of Special Education
Local Unified School District
Address
City, CA Zip Code

Re: Erik Chao

Dear Dr. Banks-Auva’a:

I am the parent of Erik Chao, who is currently enrolled in 5th grade at César Chávez Elementary School in the special day class for students with learning disabilities.

I am requesting that an IEP meeting be held for my son as soon as possible, but no later than 30 days from now pursuant to Cal. Ed. Code Sec. 56343.5. He has been having some problems at school and has been suspended once. I think his program may need to be modified to address his individual needs. I am also requesting that a behavioral assessment be completed before the meeting and that I receive a copy of this assessment and all of Erik’s school records regarding the suspension prior to the IEP meeting.

Since I work in the afternoon, a morning IEP meeting would be convenient for me. If you have questions or need to discuss this letter further, please call me at work at (777) 555-5555. Thank you in advance for your prompt action regarding this request.

Sincerely,

Wen Chao

(I) Sample Letter – Compliance Complaint

Yasmine Alghazi
Address
City, CA Zip
Telephone Number

Date

Complaint Management and Mediation Unit
Special Education Division
California State Department of Education
1430 N Street
Sacramento, CA 95814

Dear Sir or Madam:

This is a special education compliance complaint. [5 C.C.R. Secs. 4600 and following.] I feel that Local Unified School District (LUSD) is not complying with federal and state special education laws.

My child’s name is Amir,  he is seven years old, and attends the César Chávez Elementary School. He has a developmental disability and has a physical disability as well, which requires him to use a mobility aid. I had the following problems with my District:

NOTE: Pick the problems that apply to your child’s situation. If you have a

different problem from those listed, describe the situation fully and include the part of the law that has been violated. Even if you do not know the law that has been violated, the CDE should match the correct law to your situation.

(1) I never consented to psychological assessments done by the District. (Failure to get written parental consent for assessment, 34 C.F.R. Sec. 300.300,  Cal. Ed. Code Sec. 56321(c).)

(2) When I asked the District for a copy of the tests done by the Psychologist, they refused to give me a copy. (Failure to provide parent with requested records, 34 C.F.R. Sec. 300.501; Cal. Ed. Code Sec. 56504.)

(3) At our recent IEP meeting, LUSD refused to write down in the IEP the need for, and frequency and duration of, physical therapy services (related services) even though the team agreed these services were needed. (Failure to provide frequency and duration of related service, 34 C.F.R. Sec. 300.320(a)(7); Cal. Ed. Code Sec. 56345(a)(7).

(4) Amir’s IEP states that he will have lunch and music class with nondisabled students, but the district has not provided these opportunities. (Failure to implement the IEP, 5 C.C.R. Sec. 4650(a)(7)(D); Failure to provide least restrictive environment; 34 C.F.R. Sec. 300.114-117.

(5) Amir’s IEP states that he is to receive speech therapy twice a week for 30 minutes, but LUSD says they do not have a speech therapist available. (Failure to provide free, appropriate public education (FAPE), 20 U.S.C. Sec. 1412(a)(1)(A);  Failure to implement the IEP; 5 C.C.R. Sec. 4650(a)(7)(D).

(6)  I believe Amir is in immediate physical danger [or that] his health, safety, and welfare is threatened because [explain the reasons for this belief]. (The CDE must investigate complaints of immediate physical danger or threats to students’ health, safety, or welfare, 5 C.C.R. Sec. 4650(a)(7)(C).)

In order to resolve this complaint, I am asking for the following remedies:

(1) Order the District to allow me access to my child’s records;

(2) Order the District to get my consent before future assessments;

(3) Order the District to allow Amir to have lunch and music class with nondisabled students as per his IEP;

(4) Order the District to modify the IEP to state that physical therapy three times per week, 30 minutes per week must be provided;

(5) Order the District to immediately begin the twice weekly speech therapy sessions specified in Amir’s IEP.

(6) Order the District to arrange to provide make up speech therapy sessions for all sessions my son missed while the speech therapist was unavailable;

(7) Investigate the dangerous situation and the health, safety, and welfare threats described in this letter and order the School District to take all necessary steps to ensure a safe and healthy educational environment is restored and maintained.

I have enclosed a copy of my child’s IEP and a letter to the District asking for ______________(whatever you have written to the School District about and asked them to address before you filed this Complaint).

Because my Complaint involves a matter which calls for direct State Department of Education intervention pursuant to Title 5 of the California Code of Regulations Sec. 4650(a)(7), I have not filed a formal Complaint with the Local District. Rather, I request direct state intervention in this matter.

I ask for immediate investigation and resolution, as my child cannot afford to wait for these services.

Thank you for your assistance.

Very truly yours,

Yasmine Alghazi

(J) Sample Requests for Mediation and/or Hearing (Complaint) and Request for Stay-Put

Blank forms for requesting mediation-only or for requesting a due process hearing are available at www.oah.dgs.ca.gov. Click on Special Education Division. Click on Forms. Click on Mediation and Due Process Hearing, if you are asking for a due process hearing, or click on Mediation, if you are only requesting Mediation. You may also phone the Office of Administrative Hearings (OAH) for forms at (916) 263-0880. FAX: (916) 376-6319.

Another important form on the OAH website is the “Continuance” form, which you would use if you need more time and want to try to postpone the date of a Hearing or Mediation. On the OAH website, under Special Education Division, you may also wish to click on and review OAH’s “Understanding Special Education Due Process Hearings”.  The OAH forms for requesting a Due Process Hearing or Mediation are preceded by informational pages which provide other useful information about these proceedings and about the information needed on the forms as well as a summary of the key federal laws regarding these proceedings (See Appendix N.)

So that your request for a Due Process Hearing, Mediation, or a continuance of a scheduled Hearing or Mediation are processed most efficiently, it is probably best to use one of OAH’s forms.  Appendices K through M are designed to assist you in preparing the necessary information to fill out and potentially add to the OAH forms.

(K) Request for Mediation and Due Process Hearing

OFFICE OF ADMINISTRATIVE HEARINGS STATE OF CALIFORNIA

SPECIAL EDUCATION DIVISION

INFORMATION SHEET FOR THE OPTIONAL FORM: REQUEST FOR DUE PROCESS HEARING AND MEDIATION REQUESTED ON BEHALF OF STUDENT

Attached is a form that you may use to request the Office of Administrative Hearings, also referred to as “OAH,” to schedule a due process hearing with the ability to request a mediation on behalf of a student. This request is also called a “complaint.” If you wish to request only a hearing please use the form “Request for Hearing Only.”

Please provide correct and complete information. Failure to provide complete and correct information may delay the opening of the case or cause your request to be returned.

As soon as the completed complaint has been processed you will be notified of the due process hearing date by OAH in the form of a Scheduling Order. A mediation date may be requested after receipt of the initial Scheduling Order by submitting a Request to Set Mediation. SFT may be accessed at https://www.applications.dgs.ca.gov/oah/oahsftweb.

Mediation and Due Process Hearings Under the Individuals with Disabilities Education Improvement Act of 2004

The Individuals with Disabilities Education Improvement Act of 2004, which is known as “IDEA,” provides for mediation and due process hearings to resolve special education disputes. The purpose of the IDEA is to help ensure that children with disabilities receive a free and appropriate public education that fits each child’s unique needs. A “free and appropriate public education” is usually referred to as a “FAPE”.

To have a due process hearing scheduled you must complete a complaint with all of the appropriate information provided.  The IDEA has very specific requirements regarding the information which must be included in a complaint.  The attached optional Request for Due Process Hearing and Mediation lists all of the necessary information.

If the information is incomplete, your request for a due process hearing may be delayed until the all of the necessary information has been provided, or the complaint will be returned to you.

Your request must be sent to all parties.

It is recommended that service of documents to OAH be made through the Secure e- File Transfer system, which is referred to as “SFT.” Additional information, and the SFT system, may be accessed through OAH’s website at https://www.dgs.ca.gov/OAH/Case-Types/Special-Education.

Please Read Before Filling Out Request for Due Process Hearing and Mediation – Excerpts From Applicable Federal Statutes

The Request for Mediation and Due Process Hearing (Complaint) shall include:

• “the name of the child, the address of the residence of the child (or available contact information in the case of a homeless child), and the name of the school the child is attending” (20 U.S.C. § 1415 (b)(7)(A)(ii)(I));”
• “a description of the nature of the problem of the child relating to such proposed initiation or change, including facts relating to such problem.” (20

U.S.C. § 1415(b)(7)(A)(ii)(III)) and

• “a proposed resolution of the problem to the extent known and available to the party at the time.” (20 U.S.C. § 1415 (b)(7)(A)(ii)(IV))
• “a party may not have a due process hearing until the party, or the attorney representing the party, files a notice that meets the requirements of subparagraph (A)(ii).” (20 U.S.C. § 1415 (b)(7)(B))”
• “[The complaint] shall be deemed to be sufficient unless the party receiving the notice notifies the hearing officer and the other party in writing that the receiving party believes the notice has not met the requirements of subsection (b)(7)(A).” (20 U.S.C. § 1415 (c)(2)(A))
• “…the hearing officer shall make a determination on the face of the notice whether the notification meets the requirements…and shall immediately notify the parties in writing of such determination.” (20 U.S.C. § 1415 (c)(2)(D))
• A party may amend its Complaint only if: (I) the other party consents in writing and a Resolution Session is held; or (II) if permitted by the Administrative Law Judge. (20 U.S.C. § 1415 (c)(2)(E)(i))
• “The applicable timeline for a due process hearing under this subchapter shall recommence at the time the party files an amended notice...” (20 U.S.C. § 1415(c)(2)(E)(ii))

(L) Parties to Be Named and Statements of the Problems and Proposed Resolutions

OFFICE OF ADMINISTRATIVE HEARINGS STATE OF CALIFORNIA

SPECIAL EDUCATION DIVISION

REQUEST FOR DUE PROCESS HEARING AND MEDIATION REQUESTED ON BEHALF OF STUDENT

Student’s Information:

Student’s first and last name:

Student’s birthdate:

Student’s main language:

Student’s address, including the street address, city and zip code:

Student’s grade level. For example, if student is in second grade, then write “second grade.”

Name of the school student goes to:

Student’s school district of residence:

Parent Information:

All of the information requested below is required if student is under 18 years of age.

For each parent to be included in this Request for Due Process Hearing and Mediation, please write the information in the space below. If the student has a legal guardian or an educational rights holder then please put their name and information under the Parent Number 1 section, and add either “legal guardian” or “educational rights holder” after their name.

FIRST PARENT INFORMATION:

First and last name for Parent Number 1:

Phone numbers for Parent Number 1: Cell Phone:

Work Phone:

Home Phone:

Home address for Parent Number 1, including the street address, city and zip code:

If an interpreter is needed for Parent Number 1, please state the language in the space below. For example, if Parent Number 1 needs a Spanish interpreter, please write “Spanish” in the space below.

SECOND PARENT INFORMATION, TO BE COMPLETED ONLY IF THERE IS A SECOND PARENT:

First and last name for Parent Number 2:

Phone numbers for Parent Number 2: Cell Phone:

Work Phone:

Home Phone:

Home address for Parent Number 2, including the street address, city and zip code:

If an interpreter is needed for Parent Number 2, please state the language in the space below. For example, if Parent Number 2 needs a Spanish interpreter, please write “Spanish” in the space below.

Parties to be Named by Parents or Student Filing this Request

Only public agencies, such as those listed below, may be named. Do not list individual people who may work for a public agency. The parties to be named for this case must include at least one of the following:

• School district student currently attends, will attend, or did attend;
• Charter school student currently attends, will attend, or did attend;
• County office of education, or
• Other public agencies involved in any decision regarding the student.

Please provide the name and address of the public agency or agencies with whom you wish to schedule a due process hearing and mediation.

Identify the Specific Problems or Complaints:

Federal and state law require you to describe in detail the nature of the problem or problems you want included in this complaint. Simply describing a problem in general terms, such as “Student was denied FAPE for school year 2005-2006,” is not enough. You must include facts, dates, references to specific individual education program provisions – also known as “IEP” provisions -, etc. Failure to specifically describe the problem or problems to be included in this complaint may result in this case being closed. Closing a case is called a dismissal.

Describe the nature of the problem including all important facts. Provide details. You may add more if needed.

PROBLEM OR COMPLAINT NUMBER 1:

PROBLEM OR COMPLAINT NUMBER 2:

PROBLEM OR COMPLAINT NUMBER 3:

Proposed Resolution of Problems Stated Above

“Proposed Resolution of Problems” means how you want each of the problems described above to be solved. Federal law requires that you provide a solution to each of the problems described in this complaint to the extent you know the solution. You must describe the solution with as much detail as you can.

Describe the solution for each of the problems outlined above.

SOLUTION TO PROBLEM OR COMPLAINT NUMBER 1:

SOLUTION TO PROBLEM OR COMPLAINT NUMBER 2:

SOLUTION TO PROBLEM OR COMPLAINT NUMBER 3:

Signature of Party Requesting Due Process Hearing and Mediation

Print the name of the party requesting a due process hearing and mediation in the space below.

Print the email address for the party requesting a due process hearing and mediation in the space below.

The party requesting the due process hearing and mediation, or their representative, must sign and date in the space below.

STATEMENT OF SERVICE

Federal and state laws require you to send or deliver a copy of this Request to each of the named parties.  Additionally, you must send or deliver a copy to the Office of Administrative Hearings. Retain a copy for yourself.  Please indicate that you have sent copies of this Request by checking the appropriate box below.

I have provided a copy of this Request for Due Process Hearing and Mediation to all the named parties and to the Office of Administrative Hearings by:

First Class Mail to the person or agency named below at the address listed below. Please include the date the document was mailed to that person or agency.

Facsimile transmission, also referred to as fax, or email to the person or agency named below at the fax number or email listed below. Please include the date the document was faxed or emailed to that person or agency.

Messenger or overnight delivery such as UPS, FedEx, or other courier service to the person or agency named below using the service identified below. I have also attached a copy of the receipt.

Personal delivery to the person or agency listed below at the address shown below. I have included the name of the person who made the delivery and the date and time of the delivery.

Signature of person completing this statement

Print the name of the person completing this Statement of Service in the space below.

The person completing this Statement of Service must sign in the space below and write the date of the signature next to the signature.

By typing your name in the space below you are consenting to electronically signing this document.

(M) Due Process Request for Stay-Put

Parents may wish to include an additional page along with the completed Request for Mediation and Due Process Hearing Form, similar to the following, in order to request stay-put:

Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks Drive
Sacramento, CA 95833
Fax: (916) 376-6319

Pending the outcome of the Due Process proceeding I have requested, I am writing to request a stay-put order from the Hearing Office pursuant to 20 U.S.C. Sec. 1415(j), Cal. Ed. Code Sec. 56505(d), and 5 C.C.R. Sec. 3042(a).

My child’s last-agreed-upon special education program and placement is reflected by the attached IEP which specifies placement in/at:

and includes the following services and service frequencies:

The District has threatened to terminate [or change] [or has actually terminated or changed] my child’s last-agreed-upon program/placement as follows:

I respectfully request the Office of Administrative Hearings to immediately issue a stay-put order which restores my child’s program/placement to its status quo prior to the District’s unilateral [or threatened] actions pending the results of the Due Process Hearing.

Sincerely,

(N) Mediation and Due Process Hearings under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

The following paragraphs are taken from the information pages which precede OAH’s Request for Mediation and Due Process Hearing form.

IDEA provides for mediation and due process hearings to resolve disputes relating to the education of children with disabilities to ensure that each child receives a Free and Appropriate Public Education (FAPE) tailored to his/her unique needs.

The process is initiated by serving a completed Request for Due Process Hearing and Mediation (generally called a Complaint) on the persons or entities you name as parties to the proceeding.

You should be aware that the IDEA has very specific requirements regarding the information to be included on the request. If the information requested is incorrect, incomplete or not provided, your request for a due process hearing may be delayed until the request meets legal requirements.

Your request must be sent to all of the parties you have identified and a copy provided to the Office of Administrative Hearings.

If you need assistance in completing this form or have questions about the Due Process Hearing and Mediation process, assistance is available by contacting the Office of Administrative Hearings at the numbers identified below.

Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833
Tel. (916) 263-0880
Fax (916) 376-6319

The Request for Due Process Hearing and Mediation (Complaint) shall include:

“The name of the child, the address of the residence of the child (or available contact information in the case of a homeless child), and the name of the school the child is attending...” (20 U.S.C. Sec.1415(b)(7)(A)(ii)(I));

 “A description of the nature of the problem of the child relating to such proposed initiation or change, including facts relating to such problem. (20 U.S.C Sec. 1415 (b)(7)(A)(ii)(III)); and

“A proposed resolution of the problem to the extent known and available to the party at the time.” (20 U.S.C Sec. 1415 (b)(7)(A)(ii)(IV).)

Either party now has the right to challenge the sufficiency of any Complaint. (20 U S C. Sec. 1415 (c)(2)(A).)

The party filing the Complaint is not entitled to a due process hearing if the Complaint does not comply with 20 U.S.C. Sec. 1415(b)(7)(A). (20 U.S.C. Sec. 1415 (b)(7)(B).)

The determination of whether a Complaint is sufficient and in compliance with the requirements of 20 U S.C. Sec. 1415(b)(7)(A)  shall be made by an administrative law judge solely on the content of the Complaint. (20 U.S.C Sec. 1415(c)(2)(D).)

A party may amend its Complaint only if: (I) the other party consents in writing and a Resolution Session is held; or (II) if permitted by the Administrative Law Judge. (20 U.S C. Sec. 1415(c)(2)(E)(i).)

All timelines, including those for a Resolution Session, start over upon the filing of an amended Complaint. (20 U S C. Sec. 1415(c)(2)(E)(ii).)

(O) Indicators of Fully Inclusive Programs for Students with Disabilities

The following characteristics are indicators of fully inclusive programs for students with disabilities. They can serve as guidelines in planning for inclusion and also as a means for maintaining the integrity of the term, Inclusive or Supported Education.

Students are members of chronologically age-appropriate general education classrooms in their normal schools of attendance, or in magnet schools or schools of choice when these options exist for students without disabilities.

1. Students move with peers to subsequent grades in school.
2. No special class exists except as a place for enrichment activities for all students.
3. Disability type or severity of disability does not preclude involvement in full inclusion programs.
4. The special education and general education teachers collaborate to ensure:
   1. The student’s natural participation as a regular member of the class;
   2. The systematic instruction of the student’s IEP objectives; and
   3. The adaptation of core curriculum and/or materials to facilitate student participation and learning.
5. Effective instructional strategies (e.g., cooperative learning, activity based instruction, whole language) are supported and encouraged in the general education classroom.
6. The staff to student ratio for an itinerant special education teacher is equivalent to the special class ratio and aide support is at least the level it would be in a special class.
7. Supplemental instructional services (e.g. communication, mobility, adapted P.E.) are provided to students in classrooms and community settings through a transdisciplinary team approach.
8. Regularly scheduled collaborative planning meetings are held with general education staff, special education staff, parents and related service staff in attendance as indicated, in order to support initial and ongoing program development and monitoring.
9. There is always a certificated employee (special education teacher, resource specialist or other) assigned to supervise and assist any classified staff (e.g., paraprofessional) working with specific students in general education classrooms.
10. Special education students who are fully included are considered a part of the total class count for class size purposes.
11. General ability awareness is provided to staff, students and parents at the school site through formal or informal means, on an individualized basis. This is most effective when ability awareness is incorporated with general education curriculum.
12. Plans exist for transition of students to next classes and schools of attendance in inclusive situations.
13. Districts and SELPAs obtain any necessary waivers of the Education Code to implement supported education.
14. Supported education efforts are coordinated with school restructuring at the district and site level.

In summary, all students are members of the general education classroom, with some students requiring varying levels of support from special education. Hence the term, “Supported Education”. This term, though synonymous with “Full Inclusion”, is explicit in acknowledging the importance of providing support services within the regular classroom, when necessary to ensure a quality educational program.

PEERS 1992
With appreciation to Dr. Wayne Sailor, “Special Education in the Restructured School” Remedial and Special Education, 12, 6 (1991). 1992 DRAFT
Authors: Neary, T.; Halvorsen, A.; and Smithey, L. Inclusive Education, Sacramento, PEERS Project

(P) Assignment of Educational Decision-Making Authority California Education Code Section 56041.5

I, ________________________, having reached the age of 18 years, having never been determined to be incompetent for any purpose by a court of competent jurisdiction, and having received, at the age of majority, all educational decision making authority pursuant to California Education Code section 56041.5, hereby authorize my parent, _______________________, to make any and all decisions

for me regarding my entitlement to a Free Appropriate Public Special Education.

Such authority shall include, but is not limited to:

(1) Filing complaints with any public agency, such as the California Department of Education and U.S. Department of Education, Office for Civil Rights;

(2) Initiating and pursuing special education due process proceedings pursuant to California Education Code Sec. 56500, et seq. and any judicial appeals thereof;

(3) Attending IEP meetings and Due Process Mediations and pre-Due Process Mediations and signing IEP documents and mediation agreements with the same legal effect and authority as I would have absent this assignment;

(4) Authorizing or refusing to authorize assessments, services, or placements;

(5) Obtaining copies of any of my educational, psychological, medical, behavioral, or juvenile justice records, or any other materials and information related in any way to my special education, related services, supplementary aids and services, or transition services;

(6) Receiving information orally from any individual or agency (public or private) regarding my special education rights or services;

 (7) Exercising any other right or action on my behalf concerning my education with the same authority as I would have absent this assignment.

A photocopy or facsimile of this document shall have the same effect as the original.

Dated: _________________________________

Signed:_________________________________

(Q) Sample Letter - Ten-Day Notice of Parent Intent to Place Student in Non-Public School

W.C.
Address
City, CA Zip Code
Telephone Number

Date

Director of Special Education
Local Unified School District
Address
City, CA, Zip Code

Re:    TYESHA R. ROBINSON (Date of Birth – MM/DD/YR)
NOTICE OF INTENT TO PLACE AT FELDMANN ACADEMY

Dear Mr. __________:

My daughter, Tyesha, is currently attending Washington Middle School, and is having extreme difficulty in meeting her IEP goals and making academic gains, especially in the areas of math and writing. Her behavior in school has also worsened. It has become increasingly clear to me that her educational needs are not being met. Tyesha is falling farther and farther behind her classroom peers.  She is not benefiting from the specially designed instruction that is being given in her current public school program.

[Optional: I believe that the educational program and placement offered to her by the district at her most recent IEP is inadequate to meet her needs.]

Therefore, pursuant to Title 34 C.F.R. Sec. 300.148(d)(1)(ii), I am writing to notify you that I will be placing my child at the Feldmann Academy – a non-public school that serves students like Tyesha. Her first day at the Feldmann Academy will be ________.  [Please note that this date should not be sooner than 10 business days after the date this letter was received by the school district.] Once she is placed, I intend to seek reimbursement from the District for the costs of this appropriate specially designed instructional program.

Since the public schools are not meeting her educational needs, I believe that this non-public school placement should be at "public expense". I will submit an invoice from the Academy and proof of her attendance.

I look forward to your response.  I would be very happy to hear of your willingness to offer assistance for Tyesha.

Sincerely,

Gloria Robinson

cc: IEP Team

(R) List of Internet Resources

Chapter 1 - Information on Basic Rights and Responsibilities

Families and Advocates Partnership for Education - www.fapeonline.org

Learning Disabilities of Association of America (LDA) - http://www.ldaamerica.org

LD Online – Understanding the IEP Process - www.ldonline.org/article/Understanding_the_IEP_process

National Dissemination Center for Children with Disabilities – Services for Preschoolers with Disabilities - www.nichcy.org/EDUCATECHILDREN/CHILDREN3-5/Pages/default.aspx

National Dissemination Center for Children with Disabilities – The Due Process Complaint - www.nichcy.org/EducateChildren/disputes/Pages/dueprocesscomplaint.aspx

Wrightslaw – Inclusion, Least Restrictive Environment (LRE), Mainstreaming - www.wrightslaw.com/info/lre.index.htm

Wrightslaw – Who is Eligible for Protections Under 504…But not Under IDEA - www.wrightslaw.com/info/sec504.who.protect.htm

Chapter 2 - Information on Evaluation/Assessments

PEER Information Brief – Section 504, the Americans with Disabilities Act, and Education Reform - www.fcsn.org/peer/ess/504ib.html

Great Schools – Special education evaluation: An overview - www.greatschools.org

Helium – Steps in seeking a special education assessment from your child’s school - www.helium.com/items/1012237-steps-in-seeking-a-specialeducation-assessment-from-your-childs-school

Chapter 3 - Information on Eligibility Criteria

Learning Disabilities Association of America – Eligibility: Determining Whether a Child is Eligible for Special Education Services - www.ldanatl.org/aboutld/parents/special_ed/eligibility.asp

Eligibility under IDEA for Other Health Impaired Children - www.sog.unc.edu/pubs/electronicversions/slb/slbsum02/article2.pdf

Chapter 4 - Information on IEP Process

Bright Futures Tool for Families – Individualized Education Program (IEP) Meeting Checklist - www.brightfutures.org/mentalhealth/pdf/families/mc/iep.pdf

CARSPlus – The Organization for Special Education - www.carsplus.org

The IEP Team Leaders - www.concordspedpac.org/TeamMembers.html

LD Online – IEP: The Process - www.ldonline.org/article/6277

Raven’s Guide to Special Education - www.seformmatrix.com/raven/raven4.htm

Chapter 5 - Information on Related Services

Families and Advocates Partnership for Education – Facts-On-Hand Related Services - www.fape.org/pubs/fape-33.pdf

Wisconsin Department of Public Instruction – Special Education in Plain Language - www.specialed.us/pl-07/pl07-bd.html

Chapter 6 – Information on Due Process/Compliance Procedures

California Department of Education – Special Education Dispute Resolution Process - www.cde.ca.gov/ls/cs/k3/dispute.asp

The National Center on Dispute Resolution in Special Education - www.directionservice.org/cadre

A Guide for California Parents - www.dredf.org/special_education/dueprocess.pdf

U.S. Department of Education – OCR Office of Civil Rights Overview - www.ed.gov/about/offices/list/ocr/index.html

U.S. Department of Education – OCR Case Processing Manual (CPM) - www.ed.gov/about/offices/list/ocr/docs/ocrcpm.html#I_3

U.S. Department of Education – OCR Complaint Processing Procedures www.ed.gov/about/offices/list/ocr/complaints-how.html

U.S. Department of Education – Questions & Answers on OCR’s

Complaint Process - www.ed.gov/about/offices/list/ocr/qa-complaints.html

Office of Administrative Hearings - www.oah.dgs.ca.gov

The Basic Special Education Process - www.law.stanford.edu/program/clinics/youtheducation/pdf/basic/special ed process.pdf

Chapter 9 – Information on Interagency Services (AB 3632)

California Department of Education – Announcements & Current Issues www.cde.ca.gov/sp/se/ac/

Chapter 10 – Information on Transition Services, Including Vocational Education

California Department of Education – Announcements & Current Issues - www.cde.ca.gov/sp/se/ac/

Chapter 11 – Information on District-Wide Assessments / Graduation Requirements

The Act – Services for Students with Disabilities - www.act.org/aap/disab/

California Department of Education – CMA Participation Criteria and Definition of Terms - www.cde.ca.gov/ta/tg/sr/participcriteria.asp

California Department of Education – Algebra/Graduation Requirement - www.cde.ca.gov/sp/se/fp/algebra1.asp

California Department of Education – Exemption for Eligible Students with Disabilities - www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp

California Department of Education – Assembly Bill 347 Questions & Answers - www.cde.ca.gov/ta/tg/hs/ab347qa.asp

College Board – Students with Disabilities - www.collegeboard.com/ssd

Chapter 14 – Information on the Rights of Students with Significant Health Conditions

Disability Rights Education & Defense Fund – Diabetes Care in California Public Schools www.dredf.org/diabetes

National Web Resources

United States Senate - http://www.senate.gov/

The White House - http://www.whitehouse.gov/

U.S. Department of Education - http://www.ed.gov/

United States House of Representatives - http://www.house.gov

PACER Center - http://www.pacer.org/

National Dissemination Center for Children with Disabilities (Spanish) -  http://nichcy.org/espanol/publicaciones/temasaz

Autism Speaks - http://www.autismspeaks.org/

Autism Society - http://www.autism-society.org/

California Web Resources

Community Alliance for Special Education (CASE) - http://www.caseadvocacy.org

Disability Rights California - http://www.disabilityrightsca.org

California Department of Education – Special Education Director’s Official Letters - http://www.cde.ca.gov/sp/se/lr/ofclmem.asp

California Department of Education – Clearinghouse of Multilingual Documents(CMD) - http://inet2.cde.ca.gov/cmd/translatedparentaldoc.aspx?docid=759-768

California Department of Education – NPS/A Certification Applications - http://www.cde.ca.gov/sp/se/ds/npsacrtapp.asp

California Department of Education - http://www.cde.ca.gov/index.asp

California Department of Education – Special Education - http://www.cde.ca.gov/sp/se/

California Statutes - http://www.leginfo.ca.gov/statute.html

California State Assembly - http://www.assembly.ca.gov/defaulttext.asp

California State Senate - http://senate.ca.gov/

California Law - http://www.leginfo.ca.gov/calaw.html