Mandatory Parent Notices​​​​ 

 

2025-26 Notices

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Annual Mandatory Parent Notice - English

Annual Mandatory Parent Notice - Spanish​​​​​​

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Special Education Program (SPED)

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Each school district is part of a Special Education Local Plan Area (SELPA). The SELPA Director helps to ensure that each school district is adhering to legal requirements. The SELPA also coordinates with school districts for the delivery of services to provide consistent and equitable education to all Special Education students from school district to school district.  Hickman Community Charter District is a member of the Stanislaus SELPA.

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The Community Advisory Committee (CAC) is open to parents, caregivers, guardians, grandparents, and family members with children in general and special education, and educators and representatives of local agencies who are interested in quality education for the disabled.  

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View the SELPA Certification and Annual Budget and Service Plan. 

 

SELPA Office: 209-541-2944

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Special Education Department

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The Special Education Department is responsible for providing and coordinating the following district programs:

1. Special Education services,

2. Psychological and Counseling services.

 

The mission of the department is to provide quality services to students, staff and families. The department provides essential preventative and intervention services to all students in the district.​ No qualified person (student) with a disability is excluded from, denied benefits of, or subjected to discrimination in any course, program, service, or activity solely on the basis of disability.

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Student Study Team

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In the public school system, before referring a child for Special Education Services, the school district is required to provide various levels of intervention to students struggling academically or behaviorally. Each school has a team, usually consisting of the child’s teacher, the parent, and other professionals, who review interventions available to the child and make intervention recommendations prior to assessing for Special Education.

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If you suspect your child may have some difficulties in school you can seek help by discussing your concerns with your child’s teacher(s). You may find that the teacher shares your concerns and is trying to address them in the classroom setting. If your concerns continue, you should contact your child’s teacher again and ask that a Student Study Team meeting. Information regarding your child will be gathered by staff for that meeting.

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STUDENT STUDY TEAM (SST) PROCESS

 

Students experiencing academic and/or behavioral problems in the general education program may be referred for discussion to the Student Study Team by anyone having knowledge of their functioning, including: physicians, nurses, psychologists, social workers and parents. The referral will be reviewed by the Student Study Team at the local school site.

The Student Study Team is a regular education forum composed of personnel with varying specialties and experience chaired by the principal or designee of the school site. It is the intent of the SST to act as a resource when intervention assistance is sought. The SST may suggest regular program interventions within the classroom and/or support services available to all students.

 

The Student Study Team may include the following personnel:

● Assistant principal/Administrator/Designee
● School psychologist
● School counselor
● Community liaison
● Resource specialist teacher
● Reading specialist
● General education teacher
● Parents

 

You may be invited to attend the SST meeting, share information about your child’s school performance and talk about your concerns. The team may decide that modifications of the general education program are appropriate to address your child’s needs. If so, these modifications or interventions will be written and monitored. If these modifications/interventions are not successful, the SST may ultimately recommend additional assessment. Should this be necessary, you will be contacted in order to obtain your informed written consent.

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Individualized Education Plan (IEP)

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Special Education program placement and related services are determined by the IEP Team based on assessment results and appropriate goals and objectives.

 

The Individuals with Disabilities Act (IDEA) requires that the school, in conjunction with the parents and other professionals, develop an IEP for each student with a disability. The IEP will describe the level at which your child is performing and will identify specific services (e.g. remedial work, tutoring, special education classes) or instruction your child will receive to address his or her specific needs. The IEP and related special education programs are provided at no cost to families. Each year, the IEP is revised based on the child’s progress.

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AB1466 - Restraint and Seclusion

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As a school committed to ensuring the safety and well-being of all students, we adhere to the guidelines set forth in AB1466 regarding the use of restraint and seclusion. This legislation is designed to regulate and minimize these practices, ensuring they are used only when absolutely necessary and in the safest possible manner.

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The use of physical restraint and seclusion is a measure of last resort, employed only when a student's behavior poses an imminent threat of serious physical harm to themselves or others. Our staff is trained extensively in de-escalation techniques and positive behavior interventions to prevent situations from escalating to the point where restraint or seclusion becomes necessary. The goal is always to support students in a way that respects their dignity and promotes a positive and safe learning environment.

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Transparency and accountability are key components of our approach. Every incident involving restraint or seclusion is meticulously documented, capturing the circumstances leading to its use and the specific measures taken. Parents are notified immediately and provided with a detailed report to ensure they are fully informed and involved in decisions regarding their child's safety and well-being.

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In addition to immediate incident reporting, our school regularly reviews and analyzes the use of restraint and seclusion to identify any patterns and ensure compliance with the law. These reviews help us continually improve our practices and reduce the need for these measures. We also submit annual reports to the state education department as part of our commitment to transparency and accountability.

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By adhering to these stringent guidelines, we aim to protect the rights and dignity of our students, fostering a safer and more supportive school environment. Our focus remains on utilizing positive behavior interventions and ensuring that physical restraint is only used when absolutely necessary for the safety of the student and others in the classroom.

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View a complete list of CDE Restraint and Seclusion Data on this website.

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Maintenance, Operations, and Transportation

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Information for parents on facilities

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