Sutter County Superintendent of Schools

About

What is Special Education?

Specially designed instruction to meet the unique needs of Individuals With Exceptional Needs whose educational needs cannot be met with modification of the general instruction program; and Related services, which are needed to assist students with disabilities to benefit from specially designed instruction. Special education is an integral part of the total public education system. Other features of special education are:

That services be provided in a way that promotes maximum interaction between students with and without disabilities in a manner which is appropriate to the needs of both.
That services are provided at no cost to parents.
Special education provides a full range of program options to meet the educational and service requirements of individuals with exceptional needs in the least restrictive environment (LRE).

SCSOS Special Education

The Special Education Department provides a vital service in Sutter County by serving students from all school districts within Sutter County. Special education students who participate in SCSOS programs range in age from 3 through 22.

SCSOS provides necessary specially designed instruction and services as determined by the Individualized Education Program (IEP) for our special education students:

Special Day Classes for students with Extensive Support Needs, Autism, Medical Needs, and other needs as determined by the IEP team.
Resource special education services for small school districts located within Sutter County.
Support Services offered through SCSOS Special Education Department include: Behavioral Support, Nurses, Paraeducators, Psychologists, Speech Therapists, Transportation, and Deaf and Hard of Hearing Specialists

California Education Code 56031

“Special education,” in accordance with Section 1401(29) of Title 20 of the United States Code, means specially designed instruction, at no cost to the parent, to meet the unique needs of individuals with exceptional needs, including instruction conducted in the classroom, in the home, in hospitals and institutions, and other settings, and instruction in physical education.

(b) In accordance with Section 300.39 of Title 34 of the Code of Federal Regulations, special education includes each of the following, if the services otherwise meet the requirements of subdivision (a):

(1) Speech-language pathology services, or any other designated instruction and service or related service, pursuant to Section 56363, if the service is considered special education rather than a designated instruction and service or related service under state standards.

(2) Travel training.

(3) Vocational education.

(c) Transition services for individuals with exceptional needs may be special education, in accordance with Section 300.43(b) of Title 34 of the Code of Federal Regulations, if provided as specially designed instruction, or a related service, if required to assist an individual with exceptional needs to benefit from special education.

(d) Individuals with exceptional needs shall be grouped for instructional purposes according to their instructional needs.

Individual Education Program

What is an Individualized Education Plan (IEP)?

An Individualized Education Program (IEP) is a written plan developed for students with disabilities who qualify for special education services. The IEP outlines the student’s unique learning needs, educational goals, and the specific supports and services the school will provide to help the student succeed.

Developed by a team that includes educators, specialists, and the student’s family, the IEP is a legally binding document designed to ensure students receive a free and appropriate public education (FAPE) as required under the Individuals with Disabilities Education Act (IDEA).

Each IEP is personalized and may include:

Present levels of academic achievement and functional performance
Annual goals and benchmarks
Accommodations and modifications
Special education and related services
Placement and least restrictive environment (LRE)
Progress monitoring methods

IEPs are reviewed and updated at least once a year, serving as a roadmap for supporting the student’s growth and success in school.

An IEP meeting can take place at several key points in a student’s educational journey. These meetings are held to develop, review, and revise the student’s Individualized Education Program and ensure they are receiving appropriate services and supports. Here are the most common times when an IEP meeting may occur:

1. Initial IEP Meeting

Held after a student is evaluated and found eligible for special education services.
Must take place within 30 days of the eligibility determination.

2. Annual Review

Occurs at least once every 12 months to review progress, update goals, and revise services as needed.
Required by law even if no major changes are anticipated.

3. Triennial Review (Reevaluation)

Held at least every three years to determine continued eligibility and current service needs.
May occur sooner if requested by the parent or school team.

4. Upon Parent or Staff Request

A parent or school staff member may request an IEP meeting at any time if there are concerns about the student’s progress, needs, or services.

5. After a Major Change in Needs

If a student’s performance changes significantly due to health, behavioral, academic, or emotional reasons, an IEP meeting can be held to make necessary adjustments.

6. Transition Planning

Begins by the time a student enters high school (or earlier if appropriate) to plan for life after high school, including employment, education, and independent living.

Parent Rights

Parents of children with disabilities—and adult students (typically age 18 and older)—are granted specific rights under the Individuals with Disabilities Education Act (IDEA). These procedural safeguards ensure that students receive a free, appropriate public education (FAPE) and that families are actively involved in the special education process.

These rights include:

Right to Participate
Parents and adult students have the right to be involved in meetings related to identification, evaluation, placement, and IEP development.
Right to Informed Consent
Schools must obtain written consent before conducting evaluations or providing special education services for the first time.
Right to Prior Written Notice (PWN)
Schools must provide written notice before initiating or changing a student’s identification, evaluation, or educational placement.
Right to Access Records
Parents and adult students can review educational records and request corrections if they believe information is inaccurate.
Right to Independent Educational Evaluation (IEE)
If parents disagree with a school’s evaluation, they may request an independent evaluation at public expense.
Right to Dispute Resolution
Families can resolve disagreements through informal means, mediation, a due process hearing, or by filing a state complaint.
Right to Stay-Put
During a dispute, a student generally has the right to remain in their current placement until the issue is resolved.
Right to Transition Planning
By age 16 (or earlier), students are entitled to planning and services that support a smooth transition from school to adult life.

Procedural Safeguards Notice

Schools must provide a Procedural Safeguards Notice at least once a year and:

Upon initial referral or parent request for evaluation
When a due process complaint is filed
When a disciplinary change of placement occurs
Upon request by a parent

Curriculum

Students in our programs are exposed to a variety of curricula, which are tailored to the individual program and students' needs. Instruction is individualized based on each student's unique needs and guided by their IEP-driven program.

Standards-Based Curriculum (with Accommodations/Modifications)

This curriculum is used for students with mild to moderate disabilities. Is aligned with general education standards but delivered with accommodations (e.g., extended time, alternate formats) or modifications (e.g., simplified assignments). The goal is to keep students as close to grade-level content as possible.

Functional Skills Curriculum

Used for students with moderate to severe disabilities and focuses on practical, real-life skills such as money management, self-care, cooking, vocational tasks, and community navigation.

Curriculum is used to support independence and prepare students for adult life, particularly in postsecondary, employment, and independent living settings. The curriculum emphasizes functional academics, communication, social-emotional and behavioral development, and motor skills. These areas are targeted to help students achieve greater independence across key life domains, including vocational skills, community involvement, independent living, and recreation/leisure activities.

Life Skills Curriculum

Used for students with more significant support needs and overlaps with the functional skills curriculum. The curriculum emphasizes daily living skills, personal hygiene, social communication, safety awareness, and recreation/leisure. This curriculum enhances quality of life and promotes independence to the greatest extent possible.

Alternate Curriculum

Used for students who cannot access traditional content due to significant cognitive or physical disabilities. This curriculum may utilize tools such as visual schedules, communication devices, or tactile materials. The goal is to support access to learning through adapted means, such as a speech-generating device.

Vocational and Transition Curriculum

This program is designed for older students (high school and above) and covers job readiness, workplace behavior, resume writing, interview skills, and on-the-job training. To prepare students for employment and post-school success.

Health Services

The nursing department plays a critical role in supporting the health, safety, and well-being of students with disabilities, ensuring they can access and benefit from their educational program. School health services are available to students for traditional school health matters such as first aid, vision and hearing screening, as well as for specialized needs such as gastrostomy feeding, suctioning, tracheostomy care, and EPI-PEN. School nurses are available to assist and support students and classroom staff, ensuring a safe and healthy school day for each student and enhancing opportunities for students to reach their full potential.

State Immunization/School Entry Health Guidelines

Click Here for Immunizations required for School

First grade health exam:

All children entering kindergarten and first grade are required by California law to have either a certificate of a CHDP health examination or a waiver of such on file at the school in which they enroll. The CHDP program collaborates with the State Department of Education to administer and monitor this requirement, and assists children and families in meeting the requirement by providing health assessments for eligible children. Forms may be acquired at your school nurse's office.

Click HERE to learn more about the Child Health and Disability Prevention (CHDP) program

Specialized Health Care Services and/or Medications During the School Day

We must receive your written request and a physician's written authorization prior to administering medication or providing a health service at school. Please ask your school nurse for authorization forms. The nurse will be glad to assist you in completing the forms and obtaining the authorization
All medications must be received at school in properly labeled containers from the pharmacy (name of medication, student name, dose, time, information must match authorization form) or in original, unopened containers in the case of "over-the-counter" medications. We cannot accept unlabeled medications.
Medications must always be in the hands of a responsible adult -- parents hand to bus driver or school personnel; school hands to bus driver or parent. Please DO NOT put medications in a lunchbox, pre-mix in foods or put into your child's backpack.
It is the parent's responsibility to provide any medication or supplies and equipment required for Specialized Physical Health Care Services during the school day.
Once proper authorization and any necessary medication and/or supplies and equipment are received, a school nurse will promptly train staff to administer the medication and/or provide the Specialized Physical Health Care Service. Training must be arranged prior to the student coming to school.
If any medical issues arise during the school year, please notify the school nurse immediately.

Additional Guidelines are in California Education Code Sections 49423, 49423.5 and 49480.

When to Keep Your Child Home from School

Most students with mild illnesses can safely attend school. However, a student may be too sick to attend if:

The student does not feel well enough to participate comfortably in the program's activities.
The staff cannot adequately care for the sick student without compromising the care of the other students.
The student has any of the following symptoms, until a health care provider determines that the student is well enough to attend and that the illness is not contagious:
- Fever (above 99° F. axillary or above 100.4° F. orally) without the use of fever-reducing medication, accompanied by behavioral changes and other signs or symptoms of illness (e.g., the student looks and acts sick)
- Signs or symptoms of possibly severe illness (e.g., persistent crying, extreme irritability, uncontrolled coughing, difficulty breathing, wheezing, lethargy)
- Diarrhea- Changes from the student's usual stool pattern-increased frequency of stools, looser or watery stools, stools that run out of the diaper, or inability of the student to get to the bathroom in time
- Vomiting more than once in the previous 24 hours
- Mouth sores with drooling
- Rash with a fever or behavioral change
The student has received any of the following diagnoses (partial list-contact school nurse for further information) from a health care provider, until treated and/or no longer contagious (medical release to return to school is required for some diagnoses):
- Infectious conjunctivitis (pinkeye) (with eye discharge)- until 24 hours after treatment started and improvement is noted
- Scabies, head lice, or other infestation- until 24 hours after treatment or in the case of head lice, the student is free of live lice
- Impetigo- until 24-48 hours after effective treatment is started and improvement is noted; no fever
- Strep throat, scarlet fever, or other strep infection- until 24 hours after treatment started (48 hours if the student cannot control oral secretions) and improvement is noted and the student is free of fever for 24 hours
- Pertussis- until 5-7 days after effective treatment started
- Tuberculosis (TB)- until a health care provider determines that the disease is not contagious
- Chicken Pox- usually about 6 days after the start of the rash, until all sores have crusted over
- Hepatitis A- until 7 days after the start of symptoms and until jaundice (if present) has disappeared and the student is able to participate in the school program
- Measles- until 5 days after the start of the rash
- Rubella (German measles)- until 7 days after the start of the rash and no symptoms
- Oral herpes (if student is drooling or lesions cannot be covered)- until lesions are dry and crusted

Board Agendas

Staff Room

Staff Directory

Local Plan