Special Education

At Temecula Valley Charter School, we believe every student deserves access to a high-quality, inclusive education. Our Special Education program is designed to support students with mild to moderate disabilities through personalized services, family partnership, and collaborative instruction.

We provide both push-in and pull-out support, depending on the needs identified in each student’s Individualized Education Program (IEP), always striving to maintain placement in the Least Restrictive Environment.

 

Student Support Team

Our expert staff provides a full range of services to meet academic, behavioral, emotional, and language needs:

  • Dr. Tanisha Penick, School Psychologist
  • Dr. Tonia Stafford-McClure, School Psychologist
  • Kari van Eikhof, Licensed Marriage & Family Therapist
  • Ashley Stuppy, Speech & Language Pathologist
  • Livinia Snyder, Occupational Therapist
  • Sarah Price, Educational Specialist
  • Stephanie Henry, Educational Specialist

Speech & Language Services

Speech and Language services are offered for students whose communication needs impact their educational access. Services may include direct instruction, consultation, or collaboration with teachers and parents.

We provide support in the following areas:

  • Articulation: Difficulty producing sounds clearly
  • Phonology: Patterns of sound errors that affect clarity
  • Fluency: Stuttering or disrupted speech patterns
  • Voice Disorders: Unusual voice quality, volume, or pitch
  • Language Processing: Difficulty understanding or expressing language
  • Pragmatics (Social Communication): Challenges with conversational rules, tone, and expression

Referral Process

If you have concerns about your child’s academic or developmental progress:

  1. Start by talking with your child’s teacher.
  2. A Student Study Team (SST) meeting may be scheduled to discuss concerns and implement interventions.
  3. Your child may participate in school-based supports such as:
    • After-school Math Intervention
    • ROAR Literacy Support
    • Digital learning tools
  4. Progress is monitored over 12–18 weeks. If progress is limited, an evaluation for special education may be considered.

Early intervention is key. If the intervention works, we continue with what’s effective!

Child Find Responsibilities

As part of the Individuals with Disabilities Education Act (IDEA), TVCS is responsible for identifying, locating, and evaluating children ages birth–21 who may need special education services. This includes:

  • Children suspected of having disabilities, even if they advance from grade to grade
  • Homeless or highly mobile students
  • Wards of the state
  • Homeschooled children

We ensure:

  • Parent Communication: Families are informed about the availability of services and how to initiate referrals
  • Staff Awareness: TVCS staff are trained to recognize potential indicators of disability and understand the referral process

Helpful Family Resources

Explore these resources for additional guidance and support:

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