• POLICIES AND PROCEDURES                                                         Policies & Procedures

    Homework Practice:

    Although I do not give language development "homework" in worksheet format, I strongly encourage you to stimulate language development in the home environment by enriching language through daily life experiences.  You can find home strategies and daily activity ideas on my "Home Strategies and Ideas" page or on my "Parent Resources Links" page.  

    I do strongly encourage speech practice for articulation for at least 7-10 minutes per day five days a week to target specific skills/sounds.  This can be done for a few minutes in the morning, evening, or even in the car.  Practicing speech sounds does not have to interfere with homework, playtime, or family time.  I have included some ideas for speech development on my "Home Strategies and Ideas" page.  Please be on the lookout for your child's speech folder with activities for articulation.  I offer parent training for articulation several times each year.  If you are interested in attending a training, please contact me at the number or email provided on this web page.  If you are unable to attend one of the dates, I will be happy to meet with you at a different time.    

    With today’s busy household schedules, it is my hope you will feel comforted knowing that speech-language "homework" occurs naturally on a daily basis in everything you do with your child. Remember, our goal is not to add extra work for you and your child, but rather to enrich speech-language development through context and real life experiences.  Below you may find some answers to questions you may have; however, if your questions are not answered, please do not hesitate to call or email me anytime.   


    What if I am concerned about my child's speech development?

    If you have concerns about your child's speech development (sound production, stuttering or voice problems), please contact your child's teacher so that a speech referral can be made at that time.  Once a referral is received by our speech department, we will contact you within 7-10 days to discuss your concerns and initiate next steps to address any possible needs your child may have in speech development.  Next steps may include some or all of the following:

    • Parent meeting to docuement and address concerns
    • Classroom strategies
    • Parent training
    • Home program
    • Parent resources
    • Response to Intervention (please see below)
    • Referral for formal evaluation to determine the need for formalized speech services through an Individalized Education Program (IEP) (please see below)


    What if I am concerned about my child's language development?


    If you have concerns about your child's language development (receptive or expressive language), please contact your child's teacher so that a consultation can be made with one of our speech pathologists.  Once a consultation request has been made by a parent or teacher, your concerns will be addressed to meet any possible needs your child may have in language development.  Next steps may include some or all of the following:

    • Classroom strategies/interventions
    • Parent training
    • Home program
    • Parent resources
    • Parent meeting to docuement and address concerns through the Student Study Team (SST) process
    • Referral for formal evaluation to determine the need for formalized speech services through an Individalized Education Program (IEP) (please see below)


    What is RTI?

    Response To Intervention (RTI) is a general education function in which general education teachers implement research based interventions and/or materials for a child.  Special education may provide RTI services to student's on a limited basis if appropriate and available at the site.  Sessions are short and often provided within a small group of students.  Following 8-10 weeks (or up to 30 sessions for speech), further recommendations may be made by the student study team and/or speech pathologist.  RTI is often an appropriate model for many children demonstrating articulation, voice, and/or fluency concerns.


    What is an SST?

    A Student Study or Success Team (SST) is a general educaion function and may be part of the referral process when there are documented concerns and interventions that have been implemented with little or no success.  A Student Study Team includes the parent(s)/guardian(s), the current teacher(s) or a team of teachers and an administrator.  The purpose of the SST is to determine a child's areas of strengths and/or weaknesses, possible areas of concern and any strategies that have been implemented.  In addition, the SST assists the parent and teacher with developing an appropriate intervention plan to best meet a child's needs.  These interventions may include teaching the student strategies, implementing research based teaching practices and/or materials and providing accommodations for the student (for example, preferential seating, visuals, etc.). Although the special education team does not usually attend SST meetings, teachers may frequently consult with specialists to help develop a successful plan for students.  The SST may recommend 8-10 weeks of intervention within the general education setting with a follow-up meeting if necessary to determine if formal assessment for special education is appropriate.  While it is the responsibility of the SST to exhaust all regular education interventions, the SST is also responsible for referring children for assessment if the need is demonstrated following implementation of regular education interventions.


    What is a formal assessment?

    A formal assessment occurs when the Student Study Team (SST) is considering special education services through an Individualized Education Program (IEP) for a student who is not responding to research based interventions within the general educaiton setting.  If the team determines a formal assessment is necessary, a referal is sent to the school psychologist or speech-language pathologist who will then contact you for written permission to assess.  A formalized assessment may include a psycho-educational evaluation by a school psychologist in the areas of:

    • Cognitive development
    • Visual processing
    • Audiotry processing
    • Visual-motor integration
    • Attention
    • Behavior
    • Autism

    A psycho-educational evaluation may also include:

    • Academic assessment by an academic specialist
    • Speech-language assessment by a speech-language pathologist
    • Fine motor and/or sensory integration assessment by an occupational therapist
    • Health and Development/Hearing and Vision Screening by a school nurse
    • Gross motor/adpated physical needs by an adaptive physical education specialist
    • Other: physical therapist, orthopedic specialist, deaf/hard of hearing specialist, vision specialist, autism specialist, behavioral specialist


    What is an Assessment Plan?

    An assessment plan is written parent permission to formally assess a student to determine eligibility for special education as a student with a disability.  A child may not be assessed for special education eligibility by the public school system without written parent permission.  Following receipt of a signed assessment plan, the assessment team has 60 days from the date of receipt to complete the assessment, write reports, and hold an IEP meeting with the parent.  If a parent does not agree with assessment, the assessment team may request a meeting with the parent(s)/guardian(s) to discuss their concerns.  At that time, the team may discuss the purpose and benefits of assessment and determine how the child's needs will be met.


    What is an IEP?

    Following an assessment, an Individualized Education Plan/Program (IEP) is developed whether a student qualifies for services or not.  An (IEP) is a legally binding, working document that is developed by team members, including the parent.  Children who are assessed and/or qualify for special education receive an IEP.  This paperwork documents a child's present levels of performance, current areas of strength and weakness, parent concerns, and a plan of action to address the students’ needs.  An IEP may not be implemented without written parent permission.  Team members may include several or all of the following depending on a child's needs: parents, current teacher, school psychologist, resource specialist, special day class teacher, speech-language pathologist, nurse, occupational therapist, physical therapist, adapted physical educator, site administrator, doctors, social worker, Applied Behavioral Analaysis (ABA) agencies and additional parent support.


    How long will an IEP be implemented once my child has qualified to receive services?

    An IEP is written for one full calendar year.  This means that every year, the IEP team is legally obligated to meet and discuss the students progress and determine the need for for the upcoming year.  No changes may be made to the IEP without team input and written parent permission.  The IEP does not expire unless the child has not been in public school for over one year OR the parent chooses to revoke consent to the IEP.  A student may only be dismissed if he/she no longer meets eligibility requirements as mandated by state and federal guidelines OR the parent requests dismissal from special education by revoking consent.  Formal testing is encouraged and often required to dismiss a student from special education.   


    How often will my child be re-assessed?

    Children receiving an IEP are required by law to be re-assessed every three years to determine current levels and need for continued services.  However, a child may be re-assessed earlier if requested by team members.


    What is LRE?

    Least Restrictive Environment (LRE) is the ultimate goal of both the SST and IEP processes.  LRE means a child participates in as much general education as possible while accessing the general education curriculum.  In other words, the goal of LRE is that a child participates with his/her same age peers as frequently as possible while still meeting the individual child's needs through the IEP process.


    QUESTIONS, COMMENTS, CONCERNS                                                                                                                           Questions, Comments, Concerns

    If you have any questions or concerns regarding your child's speech-language development, please contact your child's teacher.  All speech concerns regarding articulation, voice or fluency development must go through the "Speech-Only" referral process.  If you have concerns regarding your child's language development, your child's teacher will initiate the language referral process through a Student Study Team (SST).  You will be contacted by a team member to address your concerns.

    Please note, you are more than welcome to make an individual appointment with me before or after school if you have any questions, concerns, or general information you would like to discuss.  If you leave a message via phone or email, I will be happy to contact you within 24 hours to discuss your questions or concerns.

    For further information on Procedural Safeguards and/or the special education process: (Ctrl + Click)

    *For technical support of any kind visit our LES Webpage or the TVUSD Webpage for help!

    TVUSD Parent Resources: Special Education 


    Parent Rights-Notice of Procedural Safeguards


    Aviso de Garantias Procesales Y Derechos de los Padres


    Parent Handbook: A Resource Guide for Parents of Special Needs Students


    Manual Para Padres: Una Guia de Recursos para Padres de Estudiantes con Necesidades Especiales 


    Rights of Students with Disabilities