Special Education

The Santa Maria Joint Union High School District (SMJUHSD) seeks to identify, locate, and evaluate high school age students suspected of having a disability who may be eligible for special education services designed to meet their educational needs at no cost to families. This includes students that are highly mobile, migrant, experiencing homelessness, students that are wards of the state, and students attending private schools located within SMJUHSD boundaries.

The district is committed to providing eligible students with disabilities a free and appropriate public education consistent with federal and state laws at no cost to the families in the least restrictive environment. Based upon this assessment, the Individualized Education Plan (IEP) team meets to determine eligibility and discuss program options. To qualify as an individual with exceptional needs under the eligibility criteria, the assessment must demonstrate that the student's impairment adversely affects his/her educational performance and therefore requires special education. A full reevaluation of the special education student to determine continued eligibility must be conducted every three years. An IEP is a legal document that describes how the district will provide supports and services for a student with exceptional needs. Special Ed support and services are provided under the Individuals with Disabilities Education Act (IDEA 2004).

Special Education Process

Special Education Process (Spanish)

SBCSELPA is a joint powers agency that provides oversight, guidance, training, and support to member local education agencies (LEAs), parents, guardians, and the community related to identifying and providing compliant, best practice Individualized Education Plan (IEP) Services to students with disabilities.

SBCSELPA is a mandated agency by the California Department of Education that is responsible for implementation and oversight of the SBCSELPA Local Plan.  The SBCSELPA Local Plan ensures that individuals with disabilities receive a free and appropriate public education as per the Individuals with Disabilities Education Act PL 94-142 amended by PL 108-446 (Regulations 34CFR parts 300 and 301) and California Laws and Regulations (California Special Education Programs: A Composite of Laws Database).  SBCSELPA is governed by a Joint Powers Agency (JPA) board comprised of superintendents from Local Education Agencies (LEAs)/districts in Santa Barbara County SELPA and the Santa Barbara County Superintendent of Instruction. SBCSELPA encompasses the 20 school districts, Santa Barbara County Education Office, and four charter schools. 

Contact: 5385 Hollister Ave. Bldg.5, Santa Barbara, CA 93111, Phone: (805) 683-1424  Email: selpa@sbcselpa.org

Parentally Placed Private School Students are school-aged students (K-12) with disabilities enrolled in not-for-profit private schools. IDEA states that the school district in which a private school is located is responsible for locating and assessing students with disabilities that have been parentally placed in non-profit private schools.

The California Education Code states that, "a pupil shall be referred for special educational instruction and services only after the resources of the regular education program have been considered and, where appropriate, utilized." (E.C. 56303) Therefore, when a disability is suspected, the private school and/or the local school district may recommend a student be assessed for special education or recommend that the child be referred to a school student study team for consideration of regular education interventions before an assessment for special education is initiated. Parents of private school children are encouraged to work with the staff at their private school to assure that specialized regular education instruction is attempted prior to a decision that a child should be referred for a special education assessment.

Special Education records collected by the Santa Maria Joint Union High School District (SMJUHSD) related to the identification, evaluation, educational placement, or the provision of Special Education in the district, must be maintained under state and federal laws for a period of five (5) years after Special Education services have ended for the student. Special Education services end when the student is no longer eligible for services, graduates, completes his or her educational program at age 22, or moves from the district.

Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination/harassment on the basis of disability in any program or activity receiving federal financial assistance.  The district has specific responsibilities related to the provision of a "free appropriate public education" (FAPE) to school-age individuals with disabilities under Section 504 and the Individuals with Disabilities Education Act (IDEA).

To meet the criteria for Section 504 protections, a child must: Have a physical or mental impairment which substantially limits one or more major life activities; Have a record of such impairment; or be regarded as having such an impairment.

As a result of the Americans with Disabilities Act Amendments Act (ADAAA), there is a broader application of the definition of disability under the ADA and Section 504. The new law eliminated the consideration of ameliorative effects of mitigating measures when determining whether a student has a disability, though they remain relevant when evaluating students' needs for accommodations/services. This means more students may be eligible for Section 504 nondiscrimination protections whether or not they currently need Section 504 plan accommodations/services.

• Section 504 Handbook
• Section 504 Handbook (Spanish)
• Section 504 Brochure 
• Section 504 Brochure (Spanish)

The purpose of Parent and Family Engagement under Title I, Part A is to promote active engagement among local educational agencies (LEA) administrators, school staff, parents, parent advocacy organizations, parental involvement liaisons, community leaders, and others working to improve student achievement and academic success. Family Engagement is defined as the participation of parents in regular two-way and meaningful communication involving student academic learning and other school activities:

• Parents play an integral role in assisting their child’s learning.
• Parents are encouraged to be actively involved in their child’s education at school.
• Parents are full partners in their child’s education and are included, as appropriate, in decision making as well as being a part of the advisory committees to assist in the education of their child.
• Parent Liaisons serve as a link between the schools and parents, relay the needs of one to the other; educate teachers and staff on how to communicate and work effectively with parents as equal partners.

Special Education Department is determined to increase parent outreach to identify and potentially reduce or eliminate barriers, and any cultural or other concerns that parents may have about seeking out school personnel and reporting their concern about their child’s academic, behavioral, or social emotional needs. Engaging parents would strengthen community and school partnership and increase parent’s advocacy for their child’s education and.  Expanding parent’s knowledge of school and community resources will further build their capacity to navigate the school system and access resources.

This Handbook has been prepared for the parents of children with disabilities. We hope this handbook will help you understand more about the process of obtaining appropriate educational services for your child. Parents and educators are partners in planning for the exceptional needs of each child.

The questions answered in this booklet are the questions parents ask most often. 

• SBCSELPA Parent Handbook
• SBCSELPA Parent Handbook (Spanish)
• SELPA Parents Rights
• SELPA Parents Rights (Spanish)

Extended school year (ESY) services are special education and related services that are provided to a student with a disability beyond the regular school year in accordance with his/her IEP. The need for ESY services must be determined annually on an individual basis by the Individual Education Program (IEP) team.

An IEP team may determine ESY is necessary when: 

1. a student with disabilities demonstrates significant regression corresponding with limited recoupment of previously achieved skills.

2. a loss of critical skills for students accessing the alternate curriculum.

3. special circumstances or other factors that indicate the need for ESY services.

• Alpha Resource Center
• California Autism Professional Training and Information Network (CAPTAIN)
• Seeds of Partnership
• Department of Developmental Services
• Family Resource Centers Network of California (FRCNCA)
• Diagnostic Centers
• Puentes/Bridges