Special Education

The Compton Special Education Local Plan Area (SELPA)
Office of Special Education

The COMPTON Unified School District (CUSD) and Special Education Local Plan Area (SELPA) provides a continuum of supports to students with disabilities who reside within the boundaries of Compton. We partner with various other local agencies as well as with the Los Angeles County Office of Education (LACOE). The information on this site is intended to provide parents and providers access to staff information and resources.


Students become eligible for Special Education services through a formalized evaluation process. Anyone who suspects that a student has a disability and is in need of special education services may make a formal written request to begin the evaluation process. Requests will receive a response within 15 days of the district’s receipt of the request. If recommended, an assessment plan will be sent to parents/guardians for their consent. Once the District receives the signed assessment plan, the District will have 60 days to complete the assessments and hold an Individualized Education Program (IEP) meeting to determine if a student is eligible for special education and requires services. Students may be found eligible in one or more of 13 categories per the California Education Code.

  1. Autism
  2. Deaf-Blindness
  3. Deafness
  4. Emotional Disturbance
  5. Hard of Hearing
  6. Intellectual Disability
  7. Multiple Disabilities
  8. Orthopedic Impairment
  9. Other Health Impairment
  10. Specific Learning Disability
  11. Speech Language Impairment
  12. Traumatic Brain Injury
  13. Visual Impairment

Parent Information

If a student is struggling in school and has not been identified as a student with a disability, a Student Success Team (SST) meeting may be held to determine appropriate action to support the student’s areas of need. Team members, including the student’s parent(s), will discuss specific interventions that may support the student without the need for special education services. The SST members may determine that the most appropriate action is a formal assessment to determine if the student qualifies for special education supports and services.

Least Restrictive Environment

If a student is eligible for special education services, the IEP team will annually review the continuum of placement options and services based on the student’s proposed goals and objectives. Many students’ educational needs can be met in the general education setting with special education supports and services. Some students, with more unique needs, require a more restrictive environment to support their IEP goals and objectives in order for them to make educational progress.

Dr. Helen Rodgriguez
Executive Director of SPED/SELPA
[email protected]
Ext. 46560

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