LCC Special Education
What is Special Education?
Special education programs are authorized by federal and state laws. These laws require that a free and appropriate public education (FAPE) shall be offered in the least restrictive environment to all students identified as handicapped. This right applies to students eligible for Special Education services as defined under the Individuals with Disabilities Education Improvement Act (IDEIA).
Referrals for Special Education Services
Who can refer?
Referrals can be made by teachers, parents, and appropriate professional persons, and from other members of the public.
When do you refer?
A pupil shall be referred for special education instruction and services only after the resources of the regular education program have been considered and, where appropriately utilized.
How do you refer?
All referrals must be made in writing. It is expected that the vast majority of referrals will originate at the site level as a result of the Student Assistance Process which ensures that the resources of the regular education program have been considered. Information regarding Child Find Referrals such as those from outside agencies or from parents of children not yet enrolled is available at (760) 753-6491.
Continuum of Service Options Offered at LCC
LCC provides a continuum of service options at our site. The following are summaries of LCC’s service options:
General Education: The general education setting.
Liaison/Consult: Collaborative and/or consult service provided by an Educational Specialist/Liaison which allows students to be in the general education setting while receiving support from their case managers.
Special Education Supported Content Area Classes: General education classes team taught with a General Education teacher and Educational Specialist. This service is not available in all content areas at our site.
Academic Support: Class taught by an Educational Specialist where students receive support on their IEP goals and receive elective credit.
Fundamentals: Content area courses taught by an Educational Specialist that are accommodated and taught in a small group setting that still address Common Core State Standards. These courses do not meet A-G college prep requirements; however they do meet diploma requirements.
Foundational: Content area courses taught by an Educational Specialist that are modified and/or curriculum is at least two years below grade level. These courses do not meet A-G college prep requirements.
Related Services: Related services are provided to students by appropriately qualified specialists/service provider as specified in by the IEP. A service provider may work with a student individually, in groups, and/or through consult. The service provider is a team member who supports the student’s goal areas specific to their area of expertise.
Specialized Programs offered at LCC
La Costa Canyon High School offers specialized programs as part of the continuum of special education services for students with Individual Education Program (IEP). The specialized programs are utilized for students who may require unique instructional strategies and small group instruction. These services include the following:
Functional Life Skills: Students who have moderate to severe disabilities attend a Functional Life Skills class. The program serves students from grades nine through twelve. Students who participate in this program work toward a certificate of achievement. Many students spend most of their instructional day in this classroom setting, but may be mainstreamed into general education classes for portions of their school day.
Transitional Academic Program (TAP): TAP is developed for students who require functional, social, vocational, and independent living skills which are necessary in preparation for a successful adult life. TAP provides a successful path for students on a certificate of completion track. Students in TAP are typically significantly below grade level in academics and adaptive behavior when compared to their same aged peers. Students in TAP participate regularly with community based learning and involvement with Workability job exploration which prepares them for successful independent life skills after for post-secondary outcomes. A student’s placement in the TAP program is made by an IEP team with the possibility of mainstreaming in general education and fundamental level courses.
Learning Academy (LA): Learning Academy program may be considered by an IEP team for special education students who benefit from the general education curriculum, but require direct instruction, additional adult assistance, and additional support in the following areas including pragmatic language and social skills deficit, school anxiety, and significant attention and executive functioning deficits. The Learning Center is available to eligible students throughout their school day. Students in the Learning Center will receive specialized individual and small group instruction to reinforcement the general education curriculum, pragmatic and social skills instruction, as well as instructional strategies to support note taking, test taking, assignment planning, and assignment completion. Learning Center students earn elective credits for completion of the course.
Seaside Program: The Seaside program’s foundation is to provide immediate and individualized supports to assist students who are primarily referred to the program based on their social and emotional needs, while also needing academic support. Within the Seaside program, the classrooms incorporate a behavioral modification system in the form of a Five Tier Level System that is managed through daily/weekly data collection. The goal of the behavior management system is to assist students in replacing or decreasing undesired behaviors with appropriate positive, or desired, behaviors. The Seaside program and its staff members are committed and trained to provide a safe and structured environment where all students are treated in a respectful and appropriate manner by all staff members. All Seaside program staff members are trained to respond to students’ behaviors within the framework of daily behavioral points and the Five Tiered Level System.