For students with disabilities, students will receive curriculum learning materials that are reflective of grade level standards. General learning resources may also be shared with students/families. Additionally, case managers and related service providers will be considering each student’s unique needs and goals and preparing a distance learning plan and options for each student. This plan will target each student’s IEP goals and unique learning needs.

The general curriculum has been prepared for many of our programs via the WSD distance learning platform. It looks different at each level. Special education teachers and related service providers will be able to accommodate those plans as appropriate for students. For resource and mild/moderate students, please work on materials which you can accommodate and differentiate as appropriate. For those classes and programs utilizing ULS, we are providing resources and materials to provide to students, which can be modified and tailored as appropriate to maintain engagement with learning and reinforce concepts that have been taught.

For Distance Learning Plans, we have created samples and a template to complete with student’s goals and appropriate home-based activities to support the goals. It is important that we keep track of the distance learning services and support we are providing aligned to each student’s IEP as well as a log of parent communications and services provided.

Special education teachers and related service providers will be considering each student’s unique needs and goals when working on their distance learning plans. Special education teachers and related service providers should be available to consult with parents during this time period and where appropriate provide distance learning options and guidance to students to discuss preferred method(s) of seeking support (ex: Class website, Class Dojo, google platforms, email, phone call, etc.).

The Legislature passed SB 117 and Executive Order N-26-20. Special Education: When determining whether an LEA has complied with required special education timelines, the California Department of Education (CDE) shall consider the days a school is closed due to COVID-19 as days between a student’s regular school session, up until the school reopens and the regular school session reconvenes. In general, for purposes of determining compliance with special education timelines, the CDE will consider the days of school site closure as days between the pupil’s regular school session, similar to school breaks in excess of five days planned in the instructional calendar (e.g. Winter break). For annual or triennial IEP reviews that fall on a day when the District is closed due to COVID-19, the CDE will take the exceptional circumstances causing the delay into consideration for purposes of LEA compliance monitoring.

During this school closure period, it may not be feasible to convene IEP meetings or conduct student assessments. When school resumes, we will work to reschedule missed IEPs and adjust timelines as appropriate.