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Lompoc Unified School District

Trusting Relationships + High Expectations = Every Student Achieves

Special Education

Special Education Services

We are committed to creating an inclusive, supportive, and empowering learning environment for all students. We offer a combination of educational and related services as determined on an individual basis to meet the unique needs of the student, from early childhood through transition. Our goal is to ensure every student has access to the resources, support, and opportunities they need to succeed and reach their fullest potential. All special education programs within our district are aligned to the Local Control Accountability Plan (LCAP) goals to ensure all students have access to a challenging curriculum, cultivate social-emotional development, and prepare students with the knowledge and skills for success beyond high school graduation. 

Eligibility Criteria 

A student, ages 3 through 22, having one or more of the following fourteen federally defined disabling conditions that adversely affect his or her educational performance may be eligible to receive special education services:

  • Autism
  • Deaf-Blindness
  • Deafness
  • Established Medical Disability (birth to five years old only)
  • Hearing Impairment (Hard of Hearing)
  • Intellectually Disabled
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Serious Emotional Disability 
  • Specific Learning Disability
  • Speech and Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment

Eligibility for special education services is determined through an assessment process that identifies one or more impairments that prevent a student from accessing his or her education. A student may be performing significantly below the district's standards and additional services may be necessary for the student to access their education. 

Referral for Evaluation for Special Education Services 

Important procedural steps are required for a student to be identified for special education services, including starting with a Student Study Team (SST) meeting. For parents who suspect their student has difficulties in school, best practice is to provide various levels of intervention to students struggling academically or behaviorally. Parents are encouraged to start by discussing their concerns with their student’s classroom teacher and try to address them together. If concerns persist, parents can ask the student’s teacher to participate in a Student Success Team (SST). Each school has an SST, usually consisting of the student’s teacher, the parent, and other professionals, who review interventions available to the child and make intervention recommendations prior to assessing for Special Education. Based on the success of the interventions, the SST may ultimately recommend students for additional assessments. 

Parents who want their student to be evaluated for special education services, must make a referral in writing to their student’s school or the LUSD Special Education department. The referral should: 

  • Describe the concerns about your student’s development, learning, and/or behavior.
  • State that you are requesting a special education evaluation.
  • List any services your child has received or is currently receiving.
  • Include your child's full legal name and date of birth.
  • Include your name, address, and a telephone number where you can be reached.
  • State your preferred language, if it is not English.

Services 

Special education for eligible students provides necessary specially-designed instruction, aids, and services, as determined by the Individualized Education Program (IEP) team.  Children with disabilities younger than three are served by an IFSP (Individualized Family Service Plan). Special education services can include:

  • Modified curriculum
  • Behavior plans
  • Speech and language instruction
  • Various accommodations
  • Adapted physical education
  • Occupational therapy
  • Educationally-related mental health services
  • Consultation with various school specialists

Extended School Year (ESY) services are offered to students with an Individualized Education Program (IEP) indicating the need for services beyond the school year. ESY determination is made by the IEP team,  based on criteria such as regression, recoupment, critical skill areas, and the nature/severity of the disability.

Transportation

LUSD provides transportation to students eligible for special education services with transportation needs outlined in their Individual Education Program (IEP). Transportation needs are determined by the IEP team, typically consisting of parents, teachers, school administrators, and other relevant professionals. The team assesses student's unique needs and considers factors such as the severity of disabilities, medical requirements, and the current educational setting.

 

 

 

Resources 

  • Acronym

    Definition

    1:1

    One-to-One Aide

    2E

    Twice Exceptional

    504

    Section 504 of The Rehabilitation Act of 1973

    ABA

    Applied Behavior Analysis

    ADA

    Americans with Disabilities Act

    ADA

    Average Daily Attendance

    ADA

    American Diabetes Association

    ADD

    Attention Deficit Disorder

    ADHD

    Attention Deficit Hyperactivity Disorder

    ADI

    Autism Diagnostic Interview Revised

    ADOS

    Autism Diagnostic Observation Scale

    ADR

    Alternative Dispute Resolution

    ALJ

    Administrative Law Judge

    APE

    Adapted Physical Education

    ASD

    Autism Spectrum Disorder

    ASHA

    American Speech-Language-Hearing Association

    AT

    Assistive Technology

    AVT

    Auditory-Verbal Therapy

    AUT

    Autism

    AYP

    Average Yearly Progress

    BA

    Behavior Aide

    BASC

    Behavior Assessment Scale for Children

    BCBA

    Board Certified Behavior Analyst

    BD

    Behavior Disorder

    BER

    Behavior Emergency Report

    BICM

    Crisis Prevention Intervention

    BIP

    Behavior Intervention Plan

    BOP

    Burden Of Proof

    BSP

    Behavior Support Plan

    BTA

    Brief Test of Attention

    CAHSEE

    California High School Exit Exam

    CAN

    California Nurses Association

    CARS

    Childhood Autism Rating Scale

    CASA

    Court Appointed Special Advocate

    CASL

    Comprehensive Assessment of Spoken Language

    CASP

    California Association of School Psychologists

    CAS

    Cognitive Assessment System

    CCC-SLP

    Certificate of Clinical Competence for Speech Language Pathologist

    CCS

    California Children's Services

    CDE

    California Department of Education

    CHAT

    Checklist for Autism in Toddlers

    CI

    Cochlear Implant

    CMH

    County Department of Mental Health

    CFT

    Rey-Osterrieth Complex Figure Test

    CMS

    Children's Memo Scales

    COE

    County Office of Education

    CP

    Cerebral Palsy

    CPI

    Crisis Prevention Intervention

    CPS

    Child Protective Services

    CSHA

    California Speech Language Hearing Association

    CVLT

    California Verbal Learning Test

    CWA

    Child Welfare and Attendance

    DAP

    Draw-A-Person

    DD

    Developmental Delay

    DHH

    Deaf Hard of Hearing

    DIR

    Developmental, Individual Differences, Relationship-Based Approach

    DIS

    Designated Instructional Services

    D-KEFS

    Delis-Kaplan Executive Function System

    DMH

    Department of Mental Health

    DSM

    Diagnostic & Statistical Manual of Mental Disorders – 5th Edition

    DTT

    Discrete Trial Training

    ED

    Emotional Disturbance

    EHA

    Education for All Handicapped Children Act

    EIBT

    Early Intervention Behavior Therapy

    ERMHS

    Educationally Related Mental Health Services

    ESD

    Extended School Day

    ELL

    English Language Learner

    ESY

    Extended School Year

    FAA

    Functional Analysis Assessment

    FAPE

    Free Appropriate Public Education

    FBA

    Functional Behavior Assessment

    FERPA

    Family Educational Rights and Privacy Act

    GADS

    Gilliam Asperger's Disorder Scale

    GARS

    Gilliam Autism Rating Scale

    HHI

    Home/Hospital Instruction

    HI

    Hearing Impaired

    HIPAA

    Health Insurance Portability and Accountability Act

    HOH

    Hard of Hearing

    IA

    Instructional Aide

    IAES

    Interim Alternative Educational Setting

    ID

    Intellectual Disability

    IDEA

    Individuals with Disabilities Education Act of 2004

    IDT

    Inter-District Transfer

    IEE

    Independent Educational Evaluation

    IEP

    Individualized Education Program

    IFSP

    Individualized Family Services Plan

    IQ

    Intelligence Quotient

    ISP

    Individualized Services Plan

    ITP

    Individual Transition Plan

    IWEN

    Individual with Exceptional Needs

    K-ABC

    Kaufman Assessment Battery for Children

    LCI

    Licensed Children's Institution

    LD

    Learning Disability

    LEA

    Local Education Agency

    LEP

    Licensed Educational Psychologist

    LEP

    Limited English Proficient

    LRE

    Least Restrictive Environment

    MCHAT

    Modified Checklist for Autism in Toddlers

    MD

    Manifestation Determination

    MD

    Multiple Disabilities

    MH

    Mental Health

    MH

    Mildly Handicapped

    MR

    Mentally Retarded

    MTD

    Motion To Dismiss

    NASP

    National Association of School Psychologists

    NCLB

    No Child Left Behind Act

    NEPSY

    A Developmental Neuropsychological Assessment

    NOI

    Notice of Insufficiency

    NPA

    Non-Public Agency

    NPS

    Non-Public School

    OAH

    California Office of Administrative Hearings

    OCD

    Obsessive Compulsive Disorder

    OCR

    U.S. Office for Civil Rights

    ODD

    Oppositional Defiant Disorder

    OHI

    Other Health Impairment

    OI

    Orthopedic Impairment

    OSEP

    Office of Special Education Programs

    OSERS

    U.S. Office of Special Education and Rehabilitation Services

    OT

    Occupational Therapy

    OWLS

    Oral and Written Language Scale

    PBIS

    Positive Behavioral Interventions & Supports

    PDD

    Pervasive Developmental Disorder

    PDD-NOS

    Pervasive Developmental Disorder Not Otherwise Specified

    PECS

    Picture Exchange Communication System

    PENT

    Positive Environments, Network of Trainers

    PLOP

    Present Levels of Performance

    Pro-ACT

    Professional Assault Crisis Training

    PRT

    Pivotal Response Therapy

    PT

    Physical Therapy

    PWN

    Prior Written Notice

    RDI

    Relationship Development Intervention

    RSP

    Resource Specialist Program

    RTC

    Residential Treatment Center

    RTI

    Response to Intervention

    SAI

    Specialized Academic Instruction

    SARB

    Student Attendance Review Board

    SBE

    State Board of Education

    SDC

    Special Day Class

    SEA

    State Education Agency

    SELPA

    Special Education Local Plan Area

    SLD

    Specific Learning Disability

    SLI

    Speech Language Impairment

    SLP

    Speech and Language Pathologist

    SOL

    Statute of Limitations

    SST

    Student Study Team

    STAR

    Standardized Testing and Reporting

    TAPS

    Test of Auditory-Perceptual Skills

    TBI

    Traumatic Brain Injury

    TEACCH

    Treatment and Education of Autistic and Related Communication Handicapped Children

    TRO

    Temporary Restraining Order

    TVPS

    Test of Visual-Perceptual Skills

    USDOE

    United States Department of Education

    VI

    Visual Impairment

    VMI

    Beery Buktenica Developmental Test Of Visual-Motor Integration

    WJ

    Woodcock-Johnson Tests of Achievement or Cognition

    WIAT

    Wechsler Individual Achievement Test

    WISC

    Wechsler Intelligence Scale for Children

    WMS

    Wechsler Memory Scale

    WRAML2

    Wide Range Assessment of Memory and Learning