Teacher SpEd Resources

Galileo High School student Zahir in graduation cap and gown

Alternate Pathway to Diploma

Check out the slide deck and guidance below to learn about SFUSDs new Alternate Pathway to a Diploma for students with IEPs.

Slide Deck Guidance for IEP Teams

IEP Resources

See below for IEP resources for before, during, and after meeting planning, as well as guidelines for other common IEP topics. These can also be found on the SPED Landing Page.

Explore resources here

Special Education Instructional & Professional Resources

Evidence Based Practices & Interventions - The IRIS Center

The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

Featured Resources:

"For Special Educators: Let's start with all of the above before moving on to our can't-miss module on developing high-quality IEPs.You might also want to check out our interactive learning modules on accommodations for students with disabilities, assistive technology in the classroom, and related services. We also have some information briefs just for you, including those covering c ommon errors in the IEP process, monitoring student progress toward meeting IEP goals, and least-restrictive environments (LRE)."

The EDge Newsletter

The California Department of Education, Special Education Division, is excited to announce that The EDge newsletter will be accessible through the Supporting Inclusive Practices website: https://www.sipinclusion.org/newsletters/

Featured Issue: Special Education Fundamentals

IEP Resources

Before Meeting Planning

During Meeting

Procedural Safeguards (English)(Spanish)(Chinese)
SPED: IEP Goals
IEP Notes Template
CA Courts Quick Guide to the IEP (Including what to do when a parent won't sign the IEP)
New IEP Basics 2021 from Butte County - very concise slide deck

Resources for IEP Topics

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Dyslexia Resources

SFUSD Guidelines for Tier 3 Characteristics of Dyslexia Identification and Structured Literacy Intervention

Join the Tier 3 Literacy Specialist Office Hours at this Zoom Link

Mondays, 2:30pm - 3:30pm

Additional Dyslexia Resources

SFUSD Early Literacy RtI Planning and Assessments Page
SFUSD ELA Dyslexia Supports and Resources
CDE Dyslexia Guidelines: 2017
What is Dyslexia?
SPIRE and Wilson grade equivalency levels, these resources show how SPIRE and Wilson align with Common Core.

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Early ECSE

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English Language Learners with IEPs

California Practitioners' Guide for Educating English Learners with Disabilities(PDF; 6MB; Posted 01-Jul-2019)

A guide to identifying, assessing, supporting, and reclassifying English learners with disabilities as required by Assembly Bill 2785, Chapter 579, Statutes of 2016.

English Language Arts/English Language Development (ELA/ELD) Framework

Reclassification of English Learners with IEPs (Individual Education Plans)

If a student with an IEP does not meet one or more criteria, can the student be reclassified?

The Individualized Reclassification Process provides opportunities for ELs with IEPs to be considered for reclassification. The Individualized Reclassification (IR) is a process by which an English Learner student with an IEP may be reclassified by the Multilingual Pathways Department as a fluent English proficient student. Students with disabilities, including severe cognitive disabilities, should be provided the same opportunities to be reclassified as students without disabilities. The Individualized Reclassification process may be appropriate when the IEP team determines that an English Learner student with an IEP would benefit from reclassification, but the student’s disability prevents the student from meeting the standard reclassification criteria.

When does Individualized Reclassification happen?

Individualized Reclassification happens throughout the academic school year. As IEP teams hold meetings at various times during the fall and spring semesters students may be recommended upon completion of required documentation (IEP and Individualized Reclassification form).

How does an IEP team determine whether Individualized Reclassification is appropriate for an English Learner with an IEP?

During an IEP meeting (initial, annual, triennial or amendment) the IEP team discusses English language proficiency and progress towards reclassification. The IEP team considers recent measures of English language proficiency (ELPAC or alternate assessment if appropriate) and recent performance data for English basic skills. The IEP team can make a recommendation for individualized reclassification if the student does not meet standard criteria due to disability rather than limited English proficiency, and the student’s English language proficiency is commensurate with similarly disabled English proficient peers. The Multilingual Pathways Department will review each case and issue a determination of approved or not approved for EL reclassification.

How is a student reviewed for Individualized Reclassification?

After the IEP team makes the recommendation the Special Education case manager submits a request to initiate a review to the Multilingual Pathways Department. The four reclassification criteria are reviewed with consideration for the impact of the disability/disabilities on the four reclassification criteria.

Who should I contact if I have additional questions about Individualized Reclassification?

If you have additional questions or need more information about the Individualized Reclassification process, contact: reclassificationIEP@sfusd.edu.

Where can families and caregivers of English learners find information about how they can be supported during the IEP process?

Family Guide for English Learners with IEPs

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Autism Resources

Monarch Center for Autism | Free Autism Webinars

As mandatory Stay At Home orders impact the global education system, online learning is now more important than ever. Monarch Center for Autism is pleased to offer free monthly webinars, presented by experts, on autism-related topics including Behavior, Transition Planning, Mental Health, Visual Supports, Technology, and more. Details and registration are belowMonarch's online library contains more than 40 archived webinars. Please see a few examples below. CE Certificates are available for many of the webinars.

https://www.monarchcenterforautism.org/webinars

The 2020 EVIDENCE-BASED PRACTICES FOR AUTISM REPORT

National Clearinghouse on Autism Evidence & Practice

ncaep.fpg.unc.edu/research-resources

CAPTAIN - California Autism Professional Training and Information Network

CAPTAIN is a multiagency network developed to support the understanding and use of evidence based practices for individuals on the autism spectrum across California.

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Inclusion Resources

FREE Stetson & Associates Inclusion Courses!

30 Powerful Ways to Accommodate

Models of Support

Instructional Accommodations and Curricular Modifications

IEP and Common Core State Standards

Improving Specialized Support Services in Inclusive Schools

Collaborative Teaching 1

Collaborative Teaching 3

Teacher's Role in Supervising Paraeducators

Foundations for Differentiated Instruction

Side by Side: Teachers and Paraeducators in the Classroom

Finding Success in Teaching Math to Students with Disabilities

Inclusion Basics

Leadership: Skills for Success

inclusiveschools.org

Inclusive Practices Resources

SIP - NEW Resource for Creating Inclusive Organizations!!

SIP hosts and organizes a number of events for its grantees each year with the goal of building the capacities of our grantees to progress on the path of creating inclusive organizations. The events range from in-person trainings/workshops to webinars designed to ensure busy educators can access them from anywhere in California. All events are provided free of cost to our grantees and we do open our events when possible to other LEAs in order to promote the message of inclusion.

https://www.sipinclusion.org/what-we-do/events/

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Universal Design for Learning

CAST.org | Universal Design for Learning

Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all. Now endorsed by federal policy and that of many states and districts, UDL informs all of our work in educational research and design, professional learning, workforce development, and publishing.

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Synergy SIS/ Gradebook - Special Education Student Groups

IEP Student Group includes students who are receiving IEP services at the site. Case Managers at sites have access to IEP Student Groups in Teacher Portal.
IEP Student Groups are generated and maintained centrally whereas other Student Groups are created and maintained by the site.
[Teacher Portal] How to Use Your Student Group
[SIS Admin Portal] Adding Students to Student Groups
[SIS Admin Portal] Assigning a Teacher to a Student Group

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