Students with Disabilities
Virtual IEP team meetings will continue for the 2020-2021 school year during virtual instruction. When in-person services commence, the District will continue with virtual IEP team meetings as an option for families.
IEP team meetings will continue as scheduled and parents with a registered mobile number will receive an automated text reminder 15 days before the scheduled date. During the school closure, virtual IEP team meetings will continue through Zoom. Training for virtual IEP team meetings is available to parents both in English and Spanish on the Division of Special Education website. To access your child's active IEP, please visit the Parent Portal, or learn how to register for the Parent Portal.
The first day of school is August 18, 2020. Students with disabilities will follow the same general schedule as the classmates at their schools. Distance learning will include live daily interactions in alignment with Senate Bill 98.
Students with disabilities may also participate in additional interventions throughout the school year, and learn in a variety of online learning environments including but not limited to: small-group instruction, whole-group instruction co-taught with a general education teacher, and collaborative learning groups. Learning may occur live (synchronous instruction) or independently (asynchronous instruction).
Special Day Program
Students receiving services through a special day class program will continue to receive instruction from a special day class teacher. Teachers will provide both synchronous (live) and asynchronous instruction to students.
Resource Specialist Program
Resource Specialist Teachers may provide services “pushing in” to synchronous classes and co-teaching, collaborating and/or consulting with the general education teachers during the scheduled planning time or office hours. Resource Specialist Teachers might also provide support to students in Zoom breakout rooms or in separate sessions between general education synchronous learning opportunities.
Students with disabilities on an alternate curriculum will have access to the Unique Learning System through their Schoology course. Students may also participate in a variety of online learning environments including but not limited to, live (synchronous) whole- and small-group instruction along with independent (asynchronous) instruction. For more information about support for alternate curriculum programs and students with moderate-severe disabilities, contact James Koontz, Coordinator of Moderate-Severe Programs at firstname.lastname@example.org or Tiffany Sepe, Specialist for Moderate-Severe Programs at email@example.com.
Early Childhood Special Education
The Early Childhood Special Education (ECSE) Family Site provides Distance Learning resources that are aligned to instructional synchronous and asynchronous activities for children and families along with quick links to additional information. ECSE teachers will support families during the first week of school in navigating the ECSE Family Site.
Special Education Paraprofessionals (including BII)
Special Education Paraprofessionals will participate in support and delivery of instruction through virtual class lessons. They will work with classroom teachers to provide supports for students.
Career Transition Centers
Students with disabilities participating in adult transition programs through a Career and Transition Center, including students in CATS and ProjectSearch, will be provided instruction that addresses academic, functional, independent living, and vocational skills through virtual instruction. These students also have access to the Unique Learning System through Schoology courses. Students may also participate in a variety of online learning environments including but not limited to live (synchronous) whole- and small-group instruction along with independent (asynchronous) instruction.
We continue the process of providing assistive technology to students. If your child’s IEP includes any communication equipment, assistive technology, or augmentative alternative communication device, and your child has not yet received it, please contact your school administration. You may also call 213-241-6701 or contact Kari Tapie @ firstname.lastname@example.org for support.
Low Incidence Mobility Equipment
If your child’s IEP included any low incidence equipment for mobility purposes, you will be contacted by a District specialist to determine if your child’s equipment can be safely used at home and/or if alternative methods of meeting mobility goals are available. If you have any questions, please contact the school site physical therapist or Lisa Test at lisa.test @lausd.net or Rosaura Sanchez at email@example.com.
Providers will be contacting parents during the first two weeks of school, as part of initial contact and to schedule service sessions. Providers will also collaborate with teachers and other service providers to coordinate schedules and services. Services will begin as soon as possible taking into account distance learning considerations. Services will be delivered synchronously (live) for the most part, unless mitigating circumstances apply. Services may be delivered asynchronously as necessary.
Maintaining consistent/routine service schedules is beneficial for both providers and students/parents. Providers are trying their best to ensure consistent schedules are maintained so that students can consistently be served. Related Services providers will schedule one office hour per week and the time of the scheduled office hour will be communicated to parents.
School psychologists will be contacting parents to schedule DIS counseling sessions during the first two weeks of school. They will also collaborate with teachers and other service providers to determine the best time for students to receive these services. School psychologists will be scheduling the DIS counseling services according to individual student IEPs taking into account distance learning considerations. Services will be delivered synchronously (live) for the most part, unless there are extenuating circumstances warranting asynchronous delivery of services.
Maintaining consistent/routine service schedules is beneficial for both providers and students/parents. Providers are trying their best to ensure consistent schedules are maintained so that students can consistently be served. School psychologists will schedule one office hour weekly to facilitate communication with parents and school staff. The time of the scheduled office hour will be communicated to parents.
Choose Your Language
For families: (213) 443-1300
For employees: (213) 241-2700
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