Ana C. DiRago, Ph.D.
Licensed Psychologist

As a parent, you are the most important member of your child's educational team. Navigating the school system to get the right supports can feel overwhelming, but this document is designed to empower you with the knowledge you need.

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The Philosophy of School Supports

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The goal of supports and services is not to maximize a student's potential, but rather to provide them with a "Free and Appropriate Public Education" (FAPE). This means evening the playing field so that students with disabilities have an opportunity to make meaningful educational progress alongside their peers.

• Legally, "Appropriate" Doesn't Mean "Optimal." The key word in FAPE is "appropriate," not "optimal" or "best." The Supreme Court's decision in Board of Education of the Hendrick Hudson Central School District v. Rowley (1982) established that schools are required to provide an educational program from which a child can "benefit," not one that will "maximize their potential." While a student may be capable of more, the legal standard is a floor, not a ceiling.

• The "Even Playing Field" Analogy. This is a powerful and useful way to explain the concept. Accommodations, such as extended time on tests or a quiet testing environment, are designed to remove barriers that a disability creates. They do not give a student an advantage; they simply ensure that the student's disability does not prevent them from demonstrating what they know and can do.

• Focus on Access, Not Advantage. The core idea is to ensure access to the general education curriculum and to allow students to progress meaningfully. Supports are designed to counteract the effects of a disability, not to give a student with a disability an edge over their peers without disabilities.

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Hierarchy of Support

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Informal Accommodations

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Informal accommodations are adjustments made in the classroom by a teacher without a formal plan (like an SST plan, 504 Plan, or IEP). These are typically implemented at the teacher's discretion to support a student's learning.

• Purpose: To provide minor, flexible adjustments that can help a student overcome temporary or less significant barriers to learning.

• Examples:

  • Allowing a student to sit closer to the teacher.

  • Providing verbal reminders to stay on task.

  • Giving a student extra time to complete an assignment without a formal policy.

  • Breaking down large assignments into smaller chunks.

  • Providing a copy of notes.

• Who to Contact: You can directly speak with a student's classroom teacher(s) to request informal accommodations.

• Limitations:

  • Not legally binding: There is no legal requirement for teachers to provide or continue informal accommodations. They can be discontinued at any time.

  • Inconsistent: Implementation can vary significantly from teacher to teacher or even from year to year.

  • No "due process" rights: If informal accommodations are not working or are stopped, parents do not have the same formal dispute resolution options as they would with a 504 Plan or IEP.

  • Limited scope: Informal accommodations are generally not sufficient for students with significant learning challenges or diagnosed disabilities that substantially impact their education.

• Key Point: While informal accommodations can be helpful, they do not ensure consistent, legally protected support for a student with identified needs.

 

Student Study Teams (SSTs)

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A Student Study Team (SST) is a general education initiative designed to address academic, behavioral, or social-emotional concerns for students who are struggling in the general education environment. It's a proactive, problem-solving process that typically occurs before a formal referral for a 504 Plan or an IEP assessment. Learn more about the SST process here: https://www.cahelp.org/parents_students/services/id_referral_process/sst

• Purpose: The SST's primary goal is to provide interventions and supports within the general education classroom to help a student succeed. It's a collaborative effort involving teachers, parents, administrators, and sometimes other school personnel (e.g., school psychologist, counselor).

• Process:​

  1. Meeting: The SST meets to discuss the student's strengths and challenges, review existing data (grades, attendance, behavioral observations), and brainstorm strategies.

  2. Intervention Plan: The team develops an individualized intervention plan. This plan outlines specific strategies or "interventions" to be implemented in the classroom for a set period (e.g., 6-8 weeks). These interventions are often similar to informal accommodations but are more formalized and documented.

  3. Monitoring and Review: The team monitors the effectiveness of the interventions. After the specified period, the SST reconvenes to review progress.

  4. Next Steps: Based on the student's response to the interventions, the SST may:

     • Continue with the current interventions.

     • Adjust the interventions.

     • Determine that the interventions are successful, and no further action is needed.

     • Recommend a formal referral for a Section 504 evaluation or an IEP assessment. This is often the path taken if general education interventions through the SST are not sufficient to address the student's needs.

• Referral: A teacher or parent identifies a concern and refers the student to the SST.

• Who to Contact: If you wish to initiate an SST meeting, you should typically contact your student's teacher or the school principal. Many school websites also provide information on their SST process and who to contact.

• Key Point: An SST can be a helpful step as a general education support system. It does not provide the same legal protections or guarantees of accommodations as a 504 Plan or an IEP.

 

504 Plan

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In California, formal, legally protected supports for students with disabilities are primarily provided through two legal frameworks in public schools: a Section 504 Plan or an Individualized Education Program (IEP). The determination of which plan is appropriate depends on the nature and extent of a student's disability and how it impacts their education.

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A Section 504 Plan is an individualized plan for students with disabilities who need accommodations within the general education classroom to access their education. Many students with a 504 Plan have a disability but do not need the intensity of Special Education in order to learn.

• Purpose: Ensures a student has the same access to the learning environment as their non-disabled peers by providing accommodations. It prevents discrimination based on disability.

• Eligibility: A student has a physical or mental impairment that substantially limits one or more "major life activities" (e.g., learning, concentrating, reading, thinking, speaking) and requires accommodation to participate fully in their education. Unlike IDEA (IEP), Section 504 does not require a student to need special education services; only that their disability impacts a major life activity and requires accommodations.

• Services: Focuses on accommodations (changes in how a student learns or accesses the curriculum, without changing what they learn). Examples include extended time on tests, preferential seating, use of assistive technology, or a quiet testing environment.

• Legal Basis: Section 504 of the Rehabilitation Act of 1973 (and often the Americans with Disabilities Act for private schools).

• Who to Contact: For a public school, address your letter to the school principal or the school's Section 504 Coordinator. For a private school, address your letter to the school principal, Head of School, or the school's designated Learning Support Coordinator/Special Services Coordinator.

 

Special Education or Individualized Education Program (IEP)

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Students who have a disability and who are showing significant struggles in their learning may qualify for the most individualized types of supports. Special Education is the most individualized type of support a struggling student can receive. The Special Ed staff is comprised of specialists with specific training on how to work with students with disabilities that significantly affect learning.

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• Purpose: Provides specialized instruction and related services to meet the unique educational needs of a student with a disability, enabling them to make meaningful educational progress.

• Eligibility: A student has one or more of the 13 specific disabilities listed in the Individuals with Disabilities Education Act (IDEA) and requires specialized instruction and/or related services to access the school program and benefit from the general education curriculum.

  • Two important considerations for eligibility:

    1. The student must have a disability. Learn more about the 13 disability categories.

    2. The disability must be adversely affecting their education at this point in time. Both must be true for the student to be eligible for Special Education services.

  • This means that there are some students with diagnosed disabilities that will not qualify because they are able to learn in the regular classroom. Unfortunately, this does not mean “learn to their highest potential”: the word adverse specifically means that they are achieving far below the “average” student.

  • This also means that there are some children who are failing who will not qualify. If the student’s education is “adversely affected” due to an issue that is not directly related to a disability, they may not meet criteria. For example, if a student is failing because they are truant from school, they may not qualify.

  • Important Note on "Adverse Effect": The law does not require that a student be failing to be eligible for an IEP. A student's educational performance can be "adversely affected" in many ways. This includes, but is not limited to, academic struggles. Significant challenges in social-emotional skills, communication, or behavior that prevent a child from accessing the curriculum and making meaningful progress can also be grounds for eligibility. This is why a comprehensive assessment is so crucial—it looks at the whole child, not just their grades.

• Services: Offers a comprehensive plan including academic and functional goals, special education services, accommodations, modifications (changes to what a student is expected to learn or know), and related services (e.g., speech therapy, occupational therapy, counseling). Within Special Education, students may access increasingly intensive levels of support as the team sees necessary.

  • If a student is diagnosed with a disability that does adversely affect their education, the team will create an Individualized Education Plan, or IEP. This document contains the specific accommodations and modifications to instruction that a student will need to access their education.

  • The IEP is based on two important principles:

    • Free and Appropriate Public Education (FAPE): Every student in the United States is entitled to a “free and appropriate public education”. This means that every child has a right to an education in a public school that is appropriate to his or her needs. The word “appropriate” specifically means that the child can access the curriculum and achieve at the average expected level for his or her age (nationally, not specific to the school).

    • Least Restrictive Environment (LRE): Every student in the United States has a right to be educated in an environment that is as close to a general education classroom as possible and still be FAPE. This is a very important protection. This is what prevents schools from simply isolating students with special needs or refusing them an education. The IEP team will work hard to serve a student’s needs in an environment that is as close to general education as possible.

  • The IEP will contain specific goals with measurable outcomes. These goals are often written in a “special-ed” language. Ask your team to explain what these goals might look like in the classroom. You may also see testing accommodations for classroom as well as State testing. These may include additional time, questions read aloud, or a private room for testing. A student may have a Behavior Support Plan as part of their IEP. This document supports children with difficult behaviors to learn the skills they need to communicate in a more effective way.

• Legal Basis: Individuals with Disabilities Education Act (IDEA).

• Who to Contact: For a public school, address your letter to the school principal or the Special Education Administrator at the student's school or district. IEPs are not typically provided by private schools.

 

Public vs. Private School Supports

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The legal frameworks governing supports differ significantly between public and private schools in California.

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• Public Schools:

  • Are legally mandated to provide a Free Appropriate Public Education (FAPE) to all eligible students with disabilities under the Individuals with Disabilities Education Act (IDEA) through an IEP.

  • Are also bound by Section 504 of the Rehabilitation Act of 1973 (a civil rights law), which requires them to provide reasonable accommodations to prevent discrimination against students with disabilities, typically through a 504 Plan.

  • Public schools receive federal funding, which carries these obligations.

• Private Schools:

  • Generally, private schools in California are NOT directly subject to IDEA (and therefore are not required to provide IEPs).

  • However, most private schools do receive some form of federal financial assistance (even indirect, such as federal student aid programs for families), which means they ARE typically subject to Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA).

  • Under Section 504 and the ADA, private schools cannot discriminate against students with disabilities and must provide "reasonable accommodations" unless doing so would fundamentally alter the nature of their program or impose an undue burden.

  • What constitutes a "reasonable accommodation" in a private school can be less comprehensive than what is provided in a public school IEP. Private schools are generally not required to provide "special education" as defined by IDEA, but rather to ensure equal access through accommodations. Examples of common accommodations in private schools include extended time on tests, preferential seating, or access to assistive technology.

  • Some private schools choose to offer services similar to IEPs, but they might call them an "Instructional Services Plan" (ISP) or "Individual Service Plan." These plans are often developed by the school's learning support staff. The scope and services offered will vary greatly from one private school to another.

  • Public school districts still have a "Child Find" obligation to locate, identify, and evaluate all children with disabilities residing within their geographic boundaries, even if those children attend private schools. If the parents choose to keep their student in the private school, the public district is not obligated to pay for the private school tuition, but they are required to set aside a "proportionate share" of their federal IDEA funds to provide equitable services to parentally-placed private school students with disabilities. These services are often limited (e.g., speech therapy, consultation services) and are determined by the public school district in consultation with private school officials and parents, often outlined in an Individualized Service Plan (ISP) rather than a full IEP.

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Step-by-Step Guide to Securing Supports

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In every school, there is a process for requesting support services. This process protects students from being unfairly or inaccurately labeled and ensures that they get the right type of support in the fastest way possible.

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Step 1: Start with Communication and General Supports

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1. Talk to your student’s teacher. See if they share your concerns. If you have an opportunity for a parent-teacher conference – take it. The teacher can be your student’s best advocate when they have needs that aren’t being met. You can discuss initiating informal accommodations with the teacher at this stage.

2. Request a Student Study Team (SST) meeting. This team – which includes you, the parents – will discuss the strengths and challenges of your student and come up with possible interventions. Bring any documentation you have regarding your student's needs or suspected disability for the team to consider. Depending on the nature of the challenges, the team may wish to try some classroom interventions first, or a direct referral to the 504 team or Special Education assessment may be made.

3. Request a follow-up meeting 6-8 weeks later to learn about your student’s progress towards the goals set at the previous meeting. The team is likely to offer higher levels of intervention if your student is not responding or improving. In many public schools, your student may take part in a process called Response to Intervention (RTI), which is part of a larger multi-tiered system of support (MTSS). This is a framework that uses evidence-based interventions to help students before they are referred for special education. For many students, this process is sufficient to get the support they need to be successful in school. However, if you have met with the school, implemented supports and interventions, and your student continues to struggle, it may be time to request a higher level of support.

 

Step 2: Initiate a Formal Request for Evaluation (504 Plan or IEP)

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If general education supports (informal accommodations, SST, RTI) are not sufficient, or if you have an external evaluation report indicating significant needs, it is highly recommended that you do not rely solely on these initial steps for comprehensive or legally protected supports.

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Regardless of whether a student attends a public or private school, the next critical step is to submit a written request for a formal evaluation/discussion of accommodations. This creates a formal record and starts the legal timelines the school must follow (for public schools) or initiates a formal dialogue (for private schools).

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If your student attends a PUBLIC school:

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• Who to send it to: For a 504 Plan, address your letter to the school principal or the school's Section 504 Coordinator. For an IEP, address your letter to the school principal or the Special Education Administrator at the student's school or district.

• What to include: The student's full name, date of birth, and current grade. A clear statement requesting an evaluation for either a Section 504 Plan or an IEP. If you have an external psychoeducational evaluation report or other documentation of your student's needs, specifically mention that you are requesting this evaluation based on the findings of that report and include a copy. Briefly state concerns about how the student's challenges impact their learning and access to education (referencing areas identified in the report). Request a meeting to discuss the evaluation results and next steps. State that you will be bringing the provided documentation to the meeting. Request that all relevant school personnel who can make decisions about resources attend the meeting (e.g., principal, general education teacher, special education teacher, school psychologist, school nurse). Indicate if you plan to bring an advocate or attorney to the meeting (24-hour written notice is typically required in California if you plan to record the meeting). Include your contact information.

• Always keep a copy for your records. Send it via email (request a read receipt) or deliver it in person and ask for a date-stamped receipt. You may also send it certified mail.

 

If your student attends a PRIVATE school:

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• Who to send it to: Address your letter to the school principal, Head of School, or the school's designated Learning Support Coordinator/Special Services Coordinator.

• What to include: The student's full name, date of birth, and current grade. A clear statement requesting a meeting to discuss the student's needs and recommended accommodations to ensure their equal access to the school's program. If you have an external psychoeducational evaluation report or other documentation of your student's needs, specifically mention that you are requesting this discussion based on the findings of that report and include a copy. Refer to the school's obligations under Section 504 and/or the Americans with Disabilities Act (ADA) if applicable. Outline the specific accommodations you are seeking as listed in any available report. Request a clear plan detailing how these accommodations will be implemented, by whom, and in what settings. Include your contact information.

• Always keep a copy for your records. Send it via email (request a read receipt) or deliver it in person and ask for a date-stamped receipt. You may also send it certified mail.

• Consider contacting your public school district: Even if a student is in private school, parents have the right to request a Child Find evaluation from their local public school district. If a student is found eligible for special education under IDEA, the public school district must offer a FAPE in a public school setting. If parents decline this offer to keep their student in private school, the student may be eligible for "equitable services" through an Individualized Service Plan (ISP) from the public district. These services are typically limited, but it's worth exploring.

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Step 3: School's Response and Timelines

 

For Public Schools (IEP Evaluations under IDEA):​

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• Parents must provide written consent to the assessment plan.

• From the date parents sign the assessment plan, the school has 60 calendar days to complete the assessments and hold an IEP eligibility meeting to discuss the results and determine eligibility. (Note: Days between regular school sessions or school vacation in excess of five school days do not count in this timeline).

• Parents have the right to request a draft of the IEP several days before the meeting.

• Note: Many people believe that writing a letter will force the school to assess the child; this is not completely true. However, your letter does obligate the school to review your student’s file and determine if an assessment is necessary. If you submit this letter before going through initial communication steps (Step 1), your request may be rejected.

• Once the school receives a written request for an IEP assessment, they have 15 calendar days to provide parents with an assessment plan.

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For Public Schools (504 Plan Evaluations under Section 504):

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• Section 504 does not have specific federal timelines like IDEA. However, districts must complete the evaluation process within a reasonable period of time. In California, the timeline for conducting a special education evaluation (60 days) is often used as a guideline for Section 504 evaluations as well.

• The school should convene a 504 team meeting to review the student's information, including any psychoeducational report, and determine eligibility and appropriate accommodations.

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For Private Schools:

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• There are no specific federal or state timelines for private schools to respond to requests for accommodations. However, they should respond in a timely and reasonable manner.

• They should convene a meeting with relevant staff (e.g., learning support, teachers, administrators) to discuss the student's needs and the recommended accommodations.

• The private school is not obligated to provide services. In most cases, if a student is eligible for Special Education, parents have a difficult choice to make: work with the present school using the new information from the evaluation, or transfer to a public school to receive direct services. In some cases, the district may agree to provide some services at the private school site, though these may not be as comprehensive as they would be at the public school.

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Step 4: Participate Actively in the Meeting(s)

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• Review Any Reports: Be thoroughly familiar with the findings, diagnoses (if any), and especially any recommended accommodations. Highlight specific recommendations you want to discuss.

• Bring Documentation: Have a copy of any psychoeducational evaluation report or other relevant documentation with you to refer to during the meeting.

• Advocate for Your Student: Clearly articulate the student's strengths and challenges, and explain how recommended accommodations will help them access the curriculum and thrive.

• Discuss Each Recommended Accommodation: Go through each accommodation listed in any report. Discuss how it will be implemented, by whom, and in what settings.

• Ask Questions: Don't hesitate to ask for clarification on anything you don't understand.

• Take Notes: Keep detailed notes of the meeting, including who was present, what was discussed, decisions made, and any agreements or disagreements.

• Request a Copy of the Plan: Once a 504 Plan, IEP, or private school accommodation plan is developed, request a copy of the final, signed document for your records.

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Step 5: Ongoing Monitoring and Follow-Up

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• Monitor Implementation: After the plan is in place, regularly communicate with the student's teachers and school staff to ensure the accommodations are being consistently implemented.

• Document Concerns: If you observe that accommodations are not being provided or are not effective, document your concerns in writing (email is often best) to the relevant school personnel (e.g., teacher, case manager/learning support, principal/head of school).

• Request a Review Meeting: You have the right to request a review meeting for either a 504 Plan or an IEP at any time if you believe the plan needs to be adjusted or is not meeting the student's needs. For private schools, request a review if the accommodations aren't working. Send a new written request as outlined in Step 2. You must receive a response within 30 days for an IEP.

• Annual Review: Both 504 Plans and IEPs are typically reviewed at least once a year. A student will also be reevaluated every three years to determine continued eligibility and needs. Private school accommodation plans should also be reviewed periodically.

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Know Your Rights

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You have many rights as a parent when your student has needs that require school supports. You will be handed a booklet with your rights at every IEP meeting. The meeting facilitator will briefly review your rights. Here are a few that sometimes are glossed over:

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• You can bring an advocate. You have a right to bring anyone you wish to the meeting. The IEP team will consist of Special Ed staff, a general education teacher, parents, and the principal. Please let them know if you would like anyone else present.

• You do not have to sign immediately. The IEP process can be long and confusing. You do not have to sign the IEP right then. You can bring it home, think about it, review it with a friend, and decide later.

• You can request a follow-up IEP meeting at any time. The team will convene once each year to review the IEP goals. However, you have a right to request a meeting at any time to review your student’s progress. You must receive a response within 30 days.

• You can disagree. If you disagree with the assessment, you can request an Independent Educational Evaluation (IEE). If granted, your student will be evaluated by an outside professional of your choosing (within certain requirements) and another meeting will be held to consider the new results.

• You can agree to parts of the IEP but disagree with others. In this scenario, you may sign the IEP and indicate exactly which parts you agree with and where you disagree. For example, you may agree to the goals, but disagree with the diagnosis, or vice versa.

• The school cannot discriminate against your student. A private school cannot ask a student to leave a school solely based on his or her disability. At the same time, private schools are allowed to have specific requirements for admittance or attendance. If the student’s disability prevents them from meeting these requirements, they may be asked to find a school that is a better fit. Know your rights if the school has asked or suggested you go elsewhere.

 

Relevant Resources

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Here are some valuable resources for parents navigating school supports in California:

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• California Department of Education (CDE) Special Education Division:

  • Website: https://www.cde.ca.gov/sp/se/

  • This is the official state resource for special education laws, policies, and parent rights. Look for sections on "Family Involvement & Partnerships" and "Laws, Regulations, & Policies."

  • At a Glance: Your Rights in the Special Education Process: https://www.cde.ca.gov/sp/se/qa/pssummary.asp

• Disability Rights California (DRC):

  • Website: https://www.disabilityrightsca.org/

  • DRC is a non-profit organization that advocates for the rights of Californians with disabilities. They offer free legal advice, self-help materials, and information on educational rights.

  • Special Education Rights and Responsibilities: https://www.disabilityrightsca.org/publications/special-education-rights-and-responsibilities-manual

  • Private School and Special Education: https://www.disabilityrightsca.org/publications/fact-sheet-private-school-and-special-education

  • Special Education Law and Advocacy: https://www.disabilityrightsca.org/what-we-do/education/special-education-law-and-advocacy

• Parent Training and Information Centers (PTICs) in California:

  • Website: https://www.parentcenterhub.org/california/

  • These federally funded centers provide free training, information, and support to parents of children with disabilities. They can help you understand special education laws, your rights, and how to advocate effectively. Find the PTI serving your county on their website.

• Understanding Special Education:

  • 504 Plan vs. Special Education: What's the Difference? https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans

  • At a Glance: Your Rights in the 504 Plan Process: https://www.understood.org/en/articles/your-childs-rights-in-the-504-plan-process

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Sample Letters for Requesting School Supports

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When requesting formal school supports, it's crucial to put your request in writing. Here are sample letters that you can adapt to your specific situation. Remember to customize these letters with your information and the specific details of your student's needs and any evaluations you have.​

 

Sample Letter 1: Requesting a Section 504 Evaluation (Public or Private School)

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[Your Name(s)] [Your Address] [Your Phone Number] [Your Email Address]

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[Date]

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[Principal's Name / Head of School's Name / 504 Coordinator's Name] [School Name] [School Address]

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Subject: Request for Section 504 Evaluation and Accommodations for [Student's Full Name] - Date of Birth: [Student's DOB]

 

Dear [Mr./Ms./Dr. Last Name of Recipient],

 

I am writing to formally request an evaluation for a Section 504 Plan for my student, [Student's Full Name], who is currently in [Student's Grade Level] at [School Name].

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I am concerned about [Student's Name]'s ability to access the educational program effectively due to [briefly describe the student's challenges, e.g., "difficulties with attention and focus," "processing speed differences," "sensory sensitivities"]. These challenges appear to substantially limit [him/her/them] in major life activities such as learning, concentrating, and test-taking.

 

[Optional: If you have an external evaluation report, include this paragraph] I have attached a copy of a recent psychoeducational evaluation report for [Student's Name] conducted by [Your Name/Practice Name/Evaluator's Name and Title] on [Date of Evaluation Report]. This report details [Student's Name]'s unique learning profile and recommends specific accommodations to support [his/her/their] access to the curriculum.

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I believe a Section 504 Plan is necessary to ensure [Student's Name] receives appropriate reasonable accommodations and is not discriminated against on the basis of [his/her/their] disability, as required by Section 504 of the Rehabilitation Act of 1973 [and the Americans with Disabilities Act, if a private school].

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I kindly request that you initiate the Section 504 evaluation process for [Student's Name] and convene a meeting with the appropriate school personnel, including [Student's Name]'s teacher(s) and any relevant support staff (e.g., school psychologist, counselor, learning support specialist), to discuss the evaluation results and develop an accommodation plan.

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I look forward to hearing from you within [e.g., 10-15 business days] to schedule this meeting and discuss the next steps. Thank you for your time and attention to this important matter.

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Sincerely,

[Your Signature]

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Sample Letter 2: Requesting an Initial IEP Evaluation (Public School Only)

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[Your Name(s)] [Your Address] [Your Phone Number] [Your Email Address]

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[Date]

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[Principal's Name] OR [Special Education Administrator's Name] [School Name] OR [School District Name] [School Address / District Address]

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Subject: Request for Initial Special Education Evaluation for [Student's Full Name] - Date of Birth: [Student's DOB]

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Dear [Mr./Ms./Dr.. Last Name of Recipient],

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I am writing to formally request a comprehensive evaluation for special education services for my student, [Student's Full Name], who is currently in [Student's Grade Level] at [School Name].

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I am concerned about [Student's Name]'s educational progress and believe [he/she/they] may have a disability that impacts [his/her/their] ability to learn and make meaningful progress in the general education curriculum. Specifically, I am concerned about [briefly describe specific academic, social, emotional, or behavioral concerns, e.g., "significant difficulties with reading comprehension," "challenges with expressive language," "difficulty regulating emotions which impacts classroom participation"].

 

[Optional: If you have an external evaluation report, include this paragraph] I have attached a copy of a recent psychoeducational evaluation report for [Student's Name] conducted by [Your Name/Practice Name/Evaluator's Name and Title] on [Date of Evaluation Report]. This report identifies [mention specific diagnoses or areas of weakness, e.g., "a specific learning disability in reading," "significant challenges in executive functioning"] and recommends specialized instruction and related services.

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I understand that under the Individuals with Disabilities Education Act (IDEA) and California Education Code, I have the right to request a formal assessment to determine if [Student's Name] is eligible for special education. I am providing my written consent for this evaluation. I request that assessments be conducted in all areas of suspected disability, including but not limited to [list specific areas if known, e.g., academic achievement, processing speed, attention, social-emotional development].

I look forward to receiving a proposed assessment plan from the district within 15 calendar days, and to participating in the IEP team meeting that will be scheduled within 60 calendar days of my consent to the plan, to discuss the evaluation results and determine [Student's Name]'s eligibility and educational needs.

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Thank you for your prompt attention to this critical matter.

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Sincerely,

[Your Signature]

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Appendix: Glossary of Important Terms

 

• 504 Plan: A written plan that outlines accommodations and modifications for a student with a disability in a general education setting. The plan is based on Section 504 of the Rehabilitation Act of 1973, a civil rights law.

• Accommodations: Changes to how a student learns or accesses the curriculum. They do not change the content or expectations. Examples include extended time on tests, preferential seating, or the use of a calculator. (See also Modifications).

• Americans with Disabilities Act (ADA): A federal civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including schools.

• Adversely Affecting Education: The legal standard for IEP eligibility under IDEA. This means a student's disability impacts their ability to make meaningful educational progress. This is not limited to academic failure and can include social, emotional, or behavioral challenges.

• Assessment Plan: A written document provided by the school district that outlines the specific assessments (e.g., psychological, academic, speech-language) that will be conducted to determine a student's eligibility for special education.

• Child Find: A federal requirement under IDEA that mandates all public school districts to identify, locate, and evaluate all children with disabilities within their geographical boundaries, regardless of whether they attend public or private school.

• Due Process Hearing: A formal legal proceeding used to resolve disputes between parents and a school district regarding a student's special education. It involves an administrative law judge who hears evidence and makes a binding decision.

• Free and Appropriate Public Education (FAPE): The central promise of IDEA. It ensures that every eligible child with a disability receives an education at public expense that is designed to meet their unique needs and prepares them for further education, employment, and independent living.

• Independent Educational Evaluation (IEE): An evaluation of a student conducted by a qualified professional who is not employed by the school district. If a parent disagrees with the school district's assessment, they have the right to request an IEE at public expense.

• Individuals with Disabilities Education Act (IDEA): The primary federal law that governs how public schools provide special education and related services to students with disabilities. It lists 13 specific disability categories that can make a student eligible for an IEP.

• Individualized Education Program (IEP): A legally binding document that outlines a student's special education services, accommodations, and annual goals. It is developed and reviewed by a team of professionals and parents.

• Individualized Service Plan (ISP): A written plan developed by the public school district for a parentally-placed private school student who is eligible for special education. The ISP outlines the limited "equitable services" that the public school district will provide to the student at the private school site.

• Least Restrictive Environment (LRE): A principle of IDEA that requires school districts to educate students with disabilities with their non-disabled peers to the maximum extent appropriate. This means a student should be placed in a setting that is as close to the general education classroom as possible while still receiving FAPE.

• Modifications: Changes to what a student is expected to learn or know. They change the curriculum or the content itself. For example, a student might be given a different, less challenging assignment than their peers. (See also Accommodations).

• Psychoeducational Evaluation: A comprehensive assessment conducted by a school psychologist or a licensed psychologist to understand a student's cognitive, academic, and social-emotional functioning. The results are used to determine eligibility for special education and to inform the development of an IEP.

• Related Services: Services that a student with an IEP may need to benefit from their special education. Examples include speech-language therapy, occupational therapy, physical therapy, and counseling services.

• Response to Intervention (RTI): A multi-tiered system of support (MTSS) that provides early, evidence-based interventions to students who are struggling academically or behaviorally. It is a general education initiative often used before a formal special education referral.

• Section 504 of the Rehabilitation Act of 1973: A federal civil rights law that protects individuals from discrimination based on their disability. Public schools that receive federal funding are required to provide reasonable accommodations to students with disabilities under this law.

• Student Study Team (SST): A general education problem-solving team that includes teachers, administrators, and parents. The SST discusses student concerns and develops interventions to be implemented in the general education setting.

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