- Los Angeles Unified School District
- New SpEd Instruction
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Contact Us
Administrative CoordinatorTK - 12 Instruction
Lela Rondeau
213-241-8051
lela.rondeau@lausd.net
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Support and Services
- Access for All: Universal Design for Learning
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Access for All: Universal Design for Learning
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
- Accommodations, Modifications, and Instructional Supports
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Students with disabilities often benefit from tools and strategies that are designed to increase access to curriculum, instruction, and assessments.
For many students with disabilities, learning success is predicated on having appropriate adaptations, accommodations and modifications made to classroom instruction and other learning activities.
Sometimes a student may need to have changes made in class work or routines because of his or her disability. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window.
An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This sort of accommodation extends across assignments and content areas.
Modifications may involve changing the way that material is presented or the way that students respond to show their learning.
Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made.
Accommodations and Modifications
Differentiated Instruction
Accommodations Guide
Instructional Supports/Adaptations
Questioning Strategies
Outside Resources
- Common Core IEP Goal Stems
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Elementary K-5 Common Core Goal Stems
Foundational SkillsEnglish Language Arts
Secondary 6-12 Common Core Goal Stems
Foundational Skills
ELA K-5 Foundational Skills (6-12 as Appropriate)
English Language ArtsMath
Math Grade 6
- Dyslexia Awareness
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Dyslexia Awareness Webpage (click here to access)
Dyslexia is a language-based disability that is characterized by difficulties in learning how to read fluently.
In 2019, All District teachers and administrators received training regarding:
1. Understand meaning of Dyslexia and characteristics
2. How to support students with Dyslexia – tiered instruction, SSPT process, accommodations
3. Explore dyslexia resources in LAUSDIn addition, over 5700 teachers and 850 paraprofessionals have received in depth training on implementing a structured literacy approach to support struggling readers, including students with characteristics of Dyslexia.
- English Learners with Disabilities
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Students with disabilities have the same access to the current English Language Development (ELD) instruction and infrastructure at school sites as their nondisabled peers. The District provides services to ELs that are mandated by federal and state laws. These include, when necessary, ELD instruction and any necessary supports to provide ELs with access to the core curriculum. All schools inform parents during initial enrollment and annually of the instructional program options that are available to students, as well as of their right to apply for a Parental Exception Waiver from the EL Program. EL Program options information is provided orally and in writing, using language and materials designed to be readily understandable to the parent. To inform parents of the instructional program options, schools provide parents a copy of the Initial Notification of Enrollment in Instructional Programs for English Learners, Annual Assessment Results and Program Placement for English Learners Letter, Instructional Programs for English Learners parent brochure and video, and the Parent Notification of Reclassification Criteria.
All ELs, including those with disabilities, are assessed each year on their progress toward meeting the California English Language Development Standards. EL students are assessed annually either with the English Language Proficiency Assessments for California (ELPAC) or the Ventura County Comprehensive Alternate Language Assessment (VCCALPS). ELs with disabilities may be tested using the California Department of Education (CDE)-approved Testing Variations, Accommodations, and Modifications Matrix, which is updated annually. The Individualized Education Program (IEP) team documents in the student’s IEP any accommodations or modifications used both for assessments and for classroom ELD instruction.
As with all English learners, ELs with an Individualized Education Program (IEP) are expected to make progress in English language proficiency and academic content mastery. To attain this, the instructional programs for ELs with IEPs will include ELD as a component of their core instruction, as well as access to core content using Specially Designed Academic Instruction in English (SDAIE) and other research-based instructional methodologies appropriate for ELs with disabilities.
Resources
MMED Website for Instructional Resources - Multingual and Multicultural Education Department
CA ELD Standards
Presentation on IEP Goals for English Language Development in Welligent
2018 Master Plan for English Learners and Standard English Learners (English)
2018 Master Plan for English Learners and Standard English Learners (Spanish)
English Learner Instructional Approaches
English Learner Instructional Approaches: Modeling Metacognitive Strategies for English Learners
- Extended School Year (ESY)
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Extended School Year (ESY)
Special Education Service Center-Operations works collaboratively with many divisions within our District in order to make ESY possible and to ensure that students have access to the instructional programs outlined on their Individualized Education Programs.
ESY 2021 ADMINISTRATORS
ELEMENTARY
http://bit.ly/ESY2021-ElementaryAdministrators
SECONDARY
http://bit.ly/ESY2021-SecondaryAdministrators
ESY 2021 TEACHERS
ELEMENTARY
http://bit.ly/ESY2021-ElementaryTeachers - Intervening Early and Often: Multi-Tiered Systems of Support (MTSS)
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When students struggle, learning in school is difficult. Using a multi-tiered system of instructional services, supports, and strategies, all students can learn regardless of their disability.
Pre-Referral Interventions
Pre-referral intervention processes are structured, organized methods that involve critical staff, typically an administrator, general education teacher, special education teacher, nurse, and at times, a school psychologist, and parents.Pre-referral intervention processes are structured, organized methods that involve critical staff, typically an administrator, general education teacher, special education teacher, nurse, and at times, school support staff, including school psychologist, pupil services and attendance counselor (PSA), psychiatric social worker (PSW), academic counselor, and parents. These team members review existing student records and make recommendations regarding academic and/or behavioral interventions and strategies that will support increased student functioning. They are processes the District requires to be used prior to consideration for special education services.
Response to Intervention (RTI)ļ¢ Core concepts of RTI
National and LAUSD MTSS Initiatives
The Individuals with Disabilities Education Act was reauthorized in 2004 to address the need to provide timely instructional intervention to students prior to referral for special education services. National and state organizations provide teachers and parents with valuable MTSS resources.Many national, state, and local organizations have organized around Multi-Tiered Systems of Support (MTSS) as a vehicle for early intervention and possible prevention of referral for special education services.
Outside ResourcesThe United States Department of Education provides support to schools and families seeking information on RTI. The Individuals with Disabilities Education Act (IDEA), reauthorized by Congress in 2004, outlines the intervention systems that must be in place in schools to prevent over-identification of students with learning disabilities. This Q&A document outlines key provisions of IDEA that pertain to RtI.
The National Center on Response to Intervention is an outstanding, comprehensive source for principals and teachers who are working to build an RtI framework in elementary, middle, or high school.
The IRIS Center at Vanderbilt University is a federally funded professional learning site for educators and schools in preparing teachers to support and serve struggling learners and students with disabilities. The site contains interactive learning modules with animated videos and hands-on learning activities for use during professional development:
Noted scholars in the field of special education instruction, Douglas Fuchs and Lynn S. Fuchs of Vanderbilt University, have published widely on the use of RTI as an effective strategy to prevent over-identification of students with learning disabilities. This article provides a research-based overview of RTI.
The International Reading Association has produced a wealth of resources for educators and families aimed at preventing reading failure.
The RTI Action Network, a program of the National Center for Learning Disabilities, outlines the essential tools for implementing and evaluating RtI programs in place at schools.
Multi-Tiered Literacy Intervention K-12
Early intervention in phonemic awareness, fluency and automaticity, reading comprehension, and the basics of written English is key to helping students meet or exceed grade level expectations in reading and writing.
LAUSD Resources and Weblinks (Tier 1)
PreK-12 Literacy/Language Arts website
Transitional Kindergarten resources
Amplify mClass Login for DIBELS Next/Now What Tools
Strategic/Targeted Literacy Intervention Resources (Tier 2)
Reading A-Z & RazKids Teacher Login
Voyager Learning VPORT Teacher/Admin Login
Focused Reading Intervention (FRI)
Intensive Literacy Intervention Resources (Tier 3)
Cambium Learning LANGUAGE! VPORT Teacher Login Page
Scholastic Read-180/System 44 Scholastic Achievement Manager Teacher Login Page
Multi-Tiered Math Intervention K-12
Early intervention in computation and problem solving is key to helping students meet or exceed grade level expectations in mathematics.
LAUSD Resources and Weblinks (Tier 1)
LAUSD Common Core Math website
Strategic/Targeted Literacy Intervention Resources (Tier 2)
Voyager Learning VPORT Teacher/Admin Login
ALEKS Intervention Resources and Teacher Login Page
Focused Math Intervention (FMI)
Explorations in Core Math
Intensive Literacy Intervention Resources (Tier 3)
TransMath
Outside Resources
The University of Oregon’s Center on Teaching and Learning has engaged in an extended research project into early learning in mathematics in kindergarten classes.
Math fluency is a critical step in preparing students to be successful with the Common Core State Standards in mathematics. Intervention Central has compiled assessment resources for teachers to use in assessing and tracking individualized math goals.
This resource from Public Broadcasting Service (PBS) station WGBH-Boston helps teachers and parents identify the root causes of students struggling to learn mathematics.
The Meadows Center for Preventing Educational Risk at the University of Texas at Austin has prepared an extensive array of Tier 2 math intervention modules for grades 3 and 4 math concepts.
- Intensive Diagnostic Education Centers (IDEC)
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Intensive Diagnostic Education Centers (IDEC) Overview
Mission Statement
IDEC will provide intensive, evidence-based reading interventions for students with disabilities to facilitate successful lifelong literacy.History and Goals
IDEC classes were established by the Division of Special Education through-out the District, to implement innovative evidence-based approaches to reading and writing for students with disabilities who have not responded to previous interventions.University partnerships have been established to encourage the sharing of best practice in the field of education. IDEC classrooms serve to be exemplars of literacy instruction for District and University personnel.
Our Teachers...
Provide evidence-based intervention in reading and writingAre selected based on their unique skills, knowledge, and experience
Use a structured literacy approach that is systematic, cumulative, and diagnostic
Collaborate with staff in partner schools to share effective strategies
Emphasize meta-cognitive strategies and differentiation of instruction for students
Monitor student progress regularly in order to target instruction
Participate in frequent training to enhance their instructional expertise and knowledge
Use interactive technology and web-based programs to support learning
Monitor student progress regularly in order to target instruction
Our Students...
Are struggling readers who demonstrate significant difficulty word level reading
Are in grades 2-8 working on the Common Core State Standards
Often return to a less restrictive environment as determined by student data and the IEP team after receiving intensive literacy intervention
Are identified for IDEC through an application process by a school referral
Receive a battery of diagnostic reading assessments to determine their areas of strength and academic need
Become engaged learners who develop effective study skills that support their ongoing success in school
Develop compensatory skills including the use of assistive technology to increase classroom engagement, improve study skills and enhance ongoing success
IDEC Frequently Asked Questions
IDEC Brochure:» English
» Spanish
What is IDEC?
IDEC services are intended to provide direct, targeted reading instruction to students who have not responded to previous reading interventions. The goal is for students to become more efficient readers in order to successfully access the general education curriculum.
Where is IDEC located?
IDEC is located at 23 school sites throughout the district from grades K-12.Northeast:
Telfair Elementary School, Cohasset Elementary School, Madison Middle School, Mount Gleason Middle School
Northwest:
Sutter Middle School, Napa Elementary School
Central:
Norwood Elementary, Burbank Middle School, Clinton Middle School
East:
Belvedere Elementary School, Gates St Elementary, Hollenbeck Middle School, Nightingale Middle School
South:
De La torre Elementary, 135th Street Elementary School, White Middle School
West- Marvin Elementary, Ramona Elementary School, Virginia Road Elementary, Johnnie Cochran Middle School, Mann Middle SchoolHow long do students stay in IDEC?
Participation in IDEC is determined by student need. Generally, the service lasts for one semester to one year. Transition support is provided once services are discontinued to facilitate continuation of strategies learned.Can parents visit the Center?
Yes. Once a student is accepted to the IDEC program, parents are encouraged to schedule an appointment with an IDEC instructional team member in order to visit the Center and observe the structure and methodology of the program.What type of training does the IDEC staff have?
All teachers and staff are highly qualified and trained in evidence based literacy practices and strategies used by the centers.How many teachers and students will there be?
At elementary centers, IDEC services will be provided to 8-12 students with one teacher and two paraeducators throughout specific classes during the school day. At middle school centers, 8-12 students attend IDEC classes with 1 teacher and 2 paraprofessionals. Co-teaching models (two teachers and one paraeducator) are also implemented in designated centers.What programs will be used at the Center?
IDEC uses a toolbox approach with a variety of research based literacy practices and strategies.Will the student continue to receive DIS services?
Yes, all of the student’s DIS/related services will continue, in accordance with their IEP. The DIS/related service providers may be different if the student is not at his/her home school.Will transportation be available?
If the student is not at his/her home school, school to school transportation will be provided between the child’s current school of residence and the closest available IDEC Center. However, this is dependent on whether a bus route is available and ride time doesn’t exceed the maximum of 90 minutes each way.How long will the student be in the Center?
Intensive literacy instruction will be provided to students in daily 45-120 minute blocks while attending general education and/or special education classes for the remainder of the day. Length of time can also be assessed according to each student’s instructional need (and evaluated on a case by case basis).How will student’s progress be monitored?
Each student’s progress will be monitored weekly. In addition, an IEP meeting is held to discuss each student’s level of performance, goals and objectives and appropriate placement for the upcoming school semester or year.For further information, please email
idec@lausd.net
Videos
- Learning Centers and the Resource Specialist Program
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The Learning Center is a support for students with disabilities who participate in the general education program for most or all of the school day. Staff from the resource specialist program, in collaboration with general education teachers, can utilize the learning center to help students access the core curriculum.
A Learning Center is a designated classroom or set of classrooms where a diverse group of educators provides multi-leveled instructional support to students. Both general and special education teachers may provide instruction in the Learning Center. Students receiving special education services and students in general education may be served simultaneously in a Learning Center elective course when a general education teacher and a special education teacher co-teach the class and carry separate rosters.
The purpose of the secondary Learning Center is to provide students with disabilities with supplementary, direct instructional services in content, learning strategies, and progress monitoring in academics, transition, or social communication skills. Instruction in the Learning Center must be based on students’ needs in the general education program. It is not to supplant core instruction in the general education classroom.
- Multi-Tiered Math Intervention K-12
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Resources
LAUSD Common Core Math Website
The University of Oregon’s Center on Teaching and Learning has engaged in an extended research project into early learning in mathematics in kindergarten classes.
Math fluency is a critical step in preparing students to be successful with the Common Core State Standards in mathematics. Intervention Central has compiled assessment resources for teachers to use in assessing and tracking individualized math goals.
This resource from Public Broadcasting Service (PBS) station WGBH-Boston helps teachers and parents identify the root causes of students struggling to learn mathematics.
The Meadows Center for Preventing Educational Risk at the University of Texas at Austin has prepared an extensive array of Tier 2 math intervention modules for grades 3 and 4 math concepts.
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Los Angeles Unified School District ♦ Division of Special Education
333 South Beaudry Avenue, 17th Floor, Los Angeles, CA 90017