Assessment Process

The special education assessment process is to determine whether or not your student is eligible for special education services and if so, what special education services are most appropriate for your student.

There are five (5) basic steps in the special education process:

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Referral for Assessment

  1. Referrals for assessment for special education services can come from a variety of sources. Parents or guardians, teachers, other school personnel, and community members, or the Student Success Team (SST) at your student’s school site may refer your student for assessment for special education services. The district is required to document that the student’s educational needs cannot be successfully met through a multi-tiered system of support and adjustment of the general education program before they make a referral for Special Education.

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Determination of Assessment

  1. Campbell Union School District (CUSD) will respond to any referral for an assessment within fifteen (15) calendar days, not counting school vacations greater than five (5) days (i.e. summer and winter recess), of the receipt of the referral for assessment.
  2. CUSD personnel review all of the available evidence for a student upon receipt of the referral for assessment. This includes student grades, attendance, academic performance as measured by statewide and district-wide assessments, and other information as appropriate. A school psychologist or SST team determines whether or not an assessment is appropriate after an analysis of student information.
  3. If the CUSD team determines that an assessment of your student is not appropriate, you will receive a written notice of this decision within the fifteen calendar (15) day time period. If the team determines that an assessment is appropriate, you will receive an Assessment Plan.
  4. An Assessment Plan describes the types and purposes of the assessments which may be used to determine your student’s eligibility for special education services. Before your student can be assessed, you must consent to the assessment by signing the Assessment Plan. You have at least fifteen calendar (15) days from the receipt of the Assessment Plan to consent to and sign it. The school has sixty calendar (60) days, not counting school vacations greater than five (5) days, of the receipt of your signed Assessment Plan to complete the assessment and hold an Individualized Education Program (IEP) meeting.

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Assessment to Determine Eligibility

  1. An assessment involves gathering information about your student to determine whether your student has a disability and if, as a result of the disability, your student requires special education and related services.  Assessments may include individual testing, observation of the student at school, interviews with the parent(s), student and school personnel who work with the student, and review of school records, reports and work samples.
  2. Eligibility for special education services is the result of following a systematic process that carefully evaluates and identifies one or more learning impairments that interfere with a student receiving educational benefit. Eligibility is determined by the IEP team. The assessment process and IEP team seek to determine the answer to the following questions.
    • Does the student meet the eligibility criteria as an individual with a disability?
    • Does the severity of the disability have an adverse effect on the student’s educational performance?
    • Does the student require special education and related services to receive educational benefit?
    • Have other factors, such as attendance, lack of appropriate instruction and/or interventions or limited English proficiency impacted academic progress?
  3. Children who have a disability and meet specific eligibility criteria according to the laws and regulations outlined by the California Education Code and federal Individuals with Disabilities Education Act (IDEA) may qualify for special education under one of thirteen (13) areas.

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Development and Implementation of IEP

Developing and Implementing an Individualized Education Program (IEP), if eligible...

  1. After your student has been assessed, an Individualized Education Program (IEP) meeting will be held. The IEP meeting must be held at a time and place convenient for both you and the school’s representatives. The school must provide you with written notice of the IEP meeting within a reasonable time prior to the meeting. This notice will include: the date, time, and place of the meeting; the reason for the meeting; who will be at the meeting; and a statement of the right of participants to electronically record the meeting with 24 hours notice. If you are unable to attend the meeting, you may request the school to reschedule.
  2. At this meeting, the IEP team will discuss the assessment results and determine if your student is eligible for special education services. If your student is eligible, an IEP will also be developed during the meeting.
  3. IEP Team Members
    • The student’s parent or guardian, and/or your representative
    • A school administrator or qualified representative who is knowledgeable about program options appropriate for your student
    • Your student’s present teacher. If a student does not presently have a teacher, a teacher with the most recent and complete knowledge of the student and who has observed the student’s educational performance will participate as an IEP team member. If a teacher with the most recent and complete knowledge of the student is not available, the teacher on the IEP team will be a teacher appropriately qualified to teach a student of his or her age.
    • The person(s) who assessed your student or someone familiar with those assessment procedures
    • Other persons, such as your student, whom you or the school wish to invite
  4. An IEP is the written plan that describes a student’s abilities and needs, and the goals, accommodations/modifications, and services designed to meet the student’s unique needs. Your student’s IEP must be reviewed and, if necessary, revised once a year or more often upon request. If your student is found to be eligible for special education services, the IEP will contain:
    • Annual goals focusing on your student’s current level of performance
    • The services that your student will receive
    • When services will begin, how often they will be provided, and for how long
    • The instructional program(s) where these services will be delivered
    • The amount of time your student will spend in general education. If your student is not educated completely in general education, it should state why.
    • How the school will measure your student’s progress
  5. You will receive a copy of the IEP at or shortly after the IEP meeting. If you do not attend the IEP meeting, a copy will be sent to you. You have the right to agree or disagree with any part of the IEP, but written consent from the parent/guardian is required in order for a student to receive special education services.

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IEP Review

  1. After your student qualifies for and begins receiving special education services, his or her IEP will be reviewed in an IEP meeting at least once a year to determine how well it is meeting his or her needs. In addition, every three years, your student will be reassessed and his or her IEP reviewed as part of an overall comprehensive reevaluation of your student’s progress.
  2. It is important for parents to maintain regular contact with the educational professionals who work with their student. Also, in preparation for an annual review or reevaluation, parents should prepare by reviewing past IEPs and student records. As the parent is typically the only team member who sees the student at home, your input is critical in assessing student progress and achievement.
  3. If there are concerns that your student’s educational needs are not being met, either you or school personnel may request a reassessment or an IEP meeting to review the IEP at any time during the year. You may request an IEP meeting by sending a written request to the school. Once your request is received, the meeting must be held within thirty (30) calendar days, not counting school vacations greater than five (5) calendar days. You may request a reassessment by sending a written request to the school. The school must get your permission before it reassesses your student.

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Assessments for Private School Students

Local educational agencies are responsible for assessing students who may be eligible for special education and related services, including students who attend a private school. It is important to note that there are different services/supports available for students who are parentally placed in a private school versus students who attend a district program or are placed through the district in a specific program. There are also different processes regarding if the private school is located within the district of residence boundaries or outside of them.

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Within CUSD’s Boundaries

If your student attends a private school within CUSD’s boundaries...

  1. You can reach out to the special education office/submit a written request for assessment to the special education office clerical assistant. Please contact Annette Blanco, at 408-364-4200 ext 6258, or email 
  2. Upon review, the clerical assistant will provide you with the referral packet. Upon completion of the packet, the Special Education Department will forward your request to the appropriate assessment team.

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Within another School District

If your student attends a private school within another school district's boundaries...

You can reach out to the special education office/district in which the private school is located for an assessment

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Special Considerations

  1. If your student is between the ages of 3-5 years old and in a preschool program, the district of residence (the district in which your student would attend a public school) is responsible for the assessment
  2. It is the responsibility of the District of Location (the district in which the private school is located) to review annually an individual service plan (ISP) while the district of residence is responsible for offering an Individualized Education Plan (IEP) if your student is eligible for services and you enroll him/her in a public school.

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Assessments for Preschool Age Students

  1. To request an assessment for your preschooler age 3-5 (not TK or kindergarten eligible for the current school year), please complete the following items so that we can get the assessment process started:
    NOTE: It is the parents’ responsibility to check if their address belongs to the Campbell Union School District before completing the request.
    1. Request Preschool Assessment Request form and submit required documents (2 proofs of residency, birth certificate, immunizations, TB test**, parent photo ID) to District Office. Documents can be submitted via email to Adriana Valencia at 
    2. Complete online Registration for the current school year at and provide all required student documents as indicated in the online registration.
  2. The Special Education department clerk will forward your request to the Preschool assessment team. Once residency is confirmed, and you live within the Campbell Union School District, you will be contacted by a member of the preschool team to begin to gather more information about your student and to explain the evaluation process. A school psychologist or speech therapist will contact you to follow up on your request.

**TB test is not required to get the evaluation process started. However, if your student qualifies for our special education services, you will be required to provide proof of clearance before the student can actually start attending. So if you do not have it now just keep that in mind so you can get the process started.

If you have any questions, please contact Adriana Valencia at 408-364-4200 ext 6253 or at  

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Assessments for Campbell USD Students

Assessments for Campbell USD Students grades TK-8

  1. In Campbell Union School District (CUSD), our teaching staff is committed to providing a high quality learning experience in the classroom that is differentiated to support all learners. When necessary, the intervention process is implemented to meet diverse student needs. It acknowledges that the rate of learning, academic levels or behaviors, vary for all learners.  We are committed to educating students in the least restrictive environment as much as possible. The district is required to document that a student’s educational needs cannot be successfully met through a multi-tiered system of support (MTSS) and adjustment of the general education program before they make a referral for Special Education. Find out more information on how we support learning through MTSS.
  2. If your student is struggling, please begin discussing your concerns at the school with your student’s teacher, the principal, and/or through a Student Success Team (SST) meeting.
  3. You can also write a letter or verbally request an evaluation for special education services at any time. If you choose to write a letter, staff is available to assist in writing it. Please submit the letter to the principal at your student’s school. The following information is helpful, but not required, to include in the request:
    • Student’s name, age, grade, and school.
    • A short description telling about the areas you have concern over such as speech, reading, math, or behavior that impacts your child’s access to their education or socialization. 
    • Your contact information (address, phone number)

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Criteria Information

Special Education is specialized instruction provided for children from birth through age 22 who qualify according to the laws and regulations outlined by the state and federal government.

A student may qualify for special education services after an assessment has been conducted in accordance with Federal guidelines, has been found to have a disability, and who because of those impairments needs special education and related services in order to derive educational benefit from the curriculum. The following are the 13 Federal categories for special education eligibility:

  • Autism
  • Deaf-Blindness
  • Deafness
  • Hearing Impairment
  • Intellectual Disability
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Emotional Disturbance
  • Specific Learning Disability
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment

A full array of placement options exist to provide a continuum of services, based on the student’s identified needs.

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