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.
Special Education Instructional & Professional Resources
Behavior Support Resources
Join the SPED Behavior Services Google Classroom! (code: gdhs7ol)
- Includes Safety Care Training Information
- Student Services Consult
- Behavior Modules: asynchronous training (ask your admin if you can complete for Prop G!)
- Tier 1, 2, & 3 Resources
- De-Escalation & Crisis Resources
- Crisis Resources for Schools and Families
- Behavior Training Request Form: request site-based all-staff training from BCBA team!
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.
- Progress Monitoring: Mathematics
- Progress Monitoring: Reading
- IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
- IEPs: Developing High-Quality Individualized Education Programs
"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 common 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
Before Meeting Planning
- IEP Calendar Sample
- IEP Planning Checklist
- Sample IEP Agenda for Annual
- Sample IEP Agenda for Initial/Triennial
- Writing Effective IEP Goals
- Interpretation/Translation Request ink
- Wright's Law IEP Pop-up Tool
- 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
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.
- DRDP Info Spring 2023
- Transition to Kindergarten Evaluation Procedures
- TK/K Recommendation IEPs
- TK Fliers
- Private School for TK/K Eligible Students
- AAC and PreK Intake
- SFUSD’s Early Start Team
- Visual Supports Folder
- ECSE Teacher Resources
- Request for Special Education Translation Form
- ECSE Continuum of Services Handout
- Percentage in and out of general education calculator
- PreK/TK BIS (coming soon)
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
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.
The 2020 EVIDENCE-BASED PRACTICES FOR AUTISM REPORT
National Clearinghouse on Autism Evidence & Practice
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.
FREE Stetson & Associates Inclusion Courses!
30 Powerful Ways to Accommodate
Instructional Accommodations and Curricular Modifications
IEP and Common Core State Standards
Improving Specialized Support Services in Inclusive Schools
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
Leadership: Skills for Success
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.
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.
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
New Teacher Orientation Slide Decks and Resources
SpEd 101 for Gen Ed Teachers: New Teacher Orientation 2021-2022
Building Strong Relationships to Serve Student Needs: An Introduction to Alternative Dispute Resolution
IEPs & Special Ed Overview for SPED Teachers
SpEd Universal Design for Learning
Collaborating with Paraeducators
Special Ed Fundamentals from the EDge Newsletter
This page was last updated on May 12, 2023