A Continuum of Services
A Continuum of Services & Graduation Pathways
The Fullerton Joint Union High School District is committed to educating students with disabilities in the Least Restrictive Environment (LRE). To the maximum extent appropriate, students with disabilities learn alongside their non-disabled peers. Educational programs and graduation pathways are tailored around each student's unique needs rather than fitting the student into a pre-set program.
High School Completion Pathways
FJUHSD provides three pathways to recognize student achievement upon completing high school:
- Standard High School Diploma
Earned by completing standard California state and FJUHSD graduation course requirements and core curriculum. - Alternate Pathway to a High School Diploma (New)
Designed for eligible students with extensive support needs (assessed via California Alternate Assessments). This pathway aligns with state Alternate Achievement Standards under CDE guidelines, unlocking post-graduation opportunities (including college coursework, vocational training, and competitive employment) while maintaining access to inclusive campus experiences and Adult Transition programming. - Certificate of Completion
Awarded to students who participate in specialized academic and functional life skills instruction, successfully completing their individualized IEP goals through age 22 without earning a traditional or alternate diploma.
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In order for students with disabilities to be appropriately educated in general education classes it may be necessary for their teacher to consult with special education personnel to receive guidance and support
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Related services assist students with disabilities to benefit from their education program. Some examples of Related Services: Speech and Language Services, Adapted Physical Education, Counseling, Physical and Occupational Therapy.
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The Resource Specialist Program (RSP) provides targeted instruction and support to students with disabilities who spend the majority of their school day in the general education classroom. The primary goal of RSP is to empower these students to succeed within the general education environment through flexible, individualized support tailored to each student's unique needs. To achieve this, RSP utilizes both "push-in" and "pull-out" service models. Under the push-in model, instruction and support are delivered directly within the general education classroom using a co-teaching approach, where both the general education teacher and the education specialist collaborate to meet student needs. When more intensive, small-group or individual support is required, students may also access services through a pull-out model in the Learning Resource Center (LRC).
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Depending on their needs, students with disabilities may be educated in general education classes for part of the school day and Specialized Academic Instruction (SAI) classes for the other part of the school day.
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Specialized Academic Instruction classes serve students who, because of their disabilities, cannot participate in general education classes for specific subjects. These classes are provided within the students regular school site. As appropriate, students enrolled in specialized academic instruction classes interact with their general education peers through academic, non-academic and extracurricular activities.
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PACE (Personalized Academic and Counseling Education): Supports students needing therapeutic and behavioral interventions.
FACE (Functional Academic Community Education): Focuses on functional academics, independent living skills, and community-based instruction.
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When no appropriate public education program is available, a student with disabilities may be placed in a certified non-public school under contract with the District.
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State residential schools provide comprehensive assessment and services for students with visual and/or hearing disabilities.
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Students with a verified medical or emotional condition which prevents them from attending school may receive services on a temporary basis in the home or hospital.