# data[].attributes.attachment_link.title
FAQs for School Closures LAC Charter SELPA 4.3.2020

# data[].attributes.attachment_link.title
PWN for School Closure- Covid-19 - General (4662109_1)

# data[].attributes.attachment_link.title
Letter for Full School Closure - General (4662159_1)

# data[].attributes.attachment_link.title
Distance Learning - Health Services & School Nursing (CA Dept of Education)

# data[].attributes.attachment_link.title
04.17.20 Agenda - SELPA Guidance LAC Charter SELPA

# data[].attributes.attachment_link.title
Confidentiality and Google Classroom FFF

# data[].attributes.attachment_link.title
Interventions for Online Therapy with Children and Youth

# data[].attributes.attachment_link.title
OCR Announces Notification of Enforcement Discretion for Telehealth Remote Communications During the COVID-19 Nationwi

# data[].attributes.headline
Inclusion Specialist Service Delivery Guidelines

# data[].attributes.subject
Inclusion Specialist Service Delivery Guidelines

# data[].attributes.attachment_link.title
Inclusion Specialist Services Delivery Guidelines 1_new (1)

# data[].attributes.attachment_link.title
Related Services Delivery Guidelines 1_new (1)

# data[].attributes.headline
Resource Specialist Teachers Service Delivery

# data[].attributes.subject
Resource Specialist Teachers Service Delivery

# data[].attributes.attachment_link.title
SAIL Services Delivery Guidelines 1_new (1)

# data[].attributes.attachment_link.title
DIS Counseling Letter & Telehealth Consent Form

# data[].attributes.attachment_link.title
Telehealth Treatment Consent form DV Schools

# data[].attributes.attachment_link.title
ISANA Virtual Service Informed Consent Form

# data[].attributes.attachment_link.title
PWN (English) re School District Closure (1)

# data[].attributes.attachment_link.title
Interventions for Online Therapy with Children and Youth

# data[].attributes.attachment_link.title
Guiding Questions When Contacting Parents.Guardians 4.1.2020

# data[].attributes.attachment_link.title
Special Education Distance Learning Resources

# data[].attributes.attachment_link.description
In this moment of crisis, our responsibility for each and every student has never been greater. That's why we're providing resources that can help schools address students with disabilities' needs when planning distance learning.

# data[].attributes.attachment_link.description
Improving the health and happiness of the world, one educator at a time.

# data[].attributes.attachment_link.title
Copy of Elementary Family_Student Guidance  for Learning at Home 

# data[].attributes.attachment_link.title
Copy of Elementary ONLINE Learning Guidance for Teachers and Administrators

# data[].attributes.attachment_link.title
Copy of Secondary Family_Student Guidance OLAH (2)

# data[].attributes.attachment_link.title
Copy of Secondary ONLINE Learning Guidance for Schools (1)

# data[].attributes.attachment_link.readable_text
Coronavirus (COVID-19) Main Web Page

Providing In-Person Specialized Supports and Services to Students with Disabilities

New Guidance (Posted 30-Sept-2020)
Is a Local Educational Agency (LEA) permitted to offer in-person supports and services to small groups of students with disabilities? Does the CDPH guidance related to cohorts apply to students age 18-22 participating in post-secondary programs that are provided through the K-12 school setting?
Yes. LEAs may serve small cohorts of students with disabilities ages 18-22 consistent with the CDPH guidance.
Does an LEA need to have received an elementary school waiver through the local public health office before offering in-person supports and services to small groups, consistent with the CDPH guidance related to cohorts?
No. The August 25, 2020 CDPH FAQ states "[t]he Cohorting Guidance applies to schools that cannot reopen for in-person instruction pursuant to the July 17 Framework, including elementary schools in those jurisdictions that have not received an elementary school waiver through the local public health office. Under these circumstances, school officials should develop and implement plans in collaboration with local health officials and school-based staff (including, if applicable, organized labor), but are not required to receive express approval from the local health department. They are, however, required to adhere to any applicable, more restrictive local public health directive. "

Distance Learning
Are there new requirements related to Individualized Education Programs (IEP) and distance learning?
Yes. On June 29, 2020, Governor Newsom signed the 2020 Budget Act and accompanying budget-implementing legislation, including Senate Bill (SB) 98 (Chapter 24, Statutes of 2020). SB 98 included notable changes related to special education and distance learning. The CDE posted related guidance on the CDE website at https://www.cde.ca.gov/sp/se/lr/om071520.asp.

SB 98, Section 66, amended Section 56345 of the Education Code ( EC) to require that Individualized Education Programs (IEP) include a description of the means by which the IEP will be provided under emergency conditions, in which instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days. This description must be included in the development of each initial IEP or addressed during the regularly scheduled revision of an IEP (e.g., annual IEP), and must take public health orders into account.
Where can I find more information about the requirements for distance learning and instructional time?
The CDE has established a webpage dedicated to providing guidance and resources for teachers and families in K-12 schools regarding high quality distance learning. The CDE's distance learning webpage can be accessed on the CDE's website at https://www.cde.ca.gov/ci/cr/dl/index.asp

In addition, the CDE has developed a frequently asked questions (FAQ) webpage addressing principal apportionment, instructional time, attendance accounting, attendance reporting and the Form J-13A for fiscal year (FY) 2020-21. The FAQ can be accessed on the CDE website at https://www.cde.ca.gov/fg/aa/pa/pafaqs.asp.
Do the requirements for distance learning and instructional minutes in the FY 2020-21 school year impact Specialized Academic Instruction on a student's IEP?
Specialized Academic Instruction (SAI) in a student's IEP (including minutes), like all aspects of the IEP, is determined by the IEP team. SAI is an instructional service and individualized based on student need. LEAs are required to implement IEPs.

Description of How the IEP Will be Provided Under Emergency Conditions
What are considered "emergency conditions"?
EC 46392 outlines what constitutes "emergency conditions" and includes: fire, flood, impassable roads, epidemic, earthquake, the imminence of a major safety hazard as determined by the local law enforcement agency, a strike involving transportation services to pupils provided by a non-school entity, and an order provided for in EC 41422.
Is the emergency conditions description part of the IEP or a separate document?
The description of the means by which the IEP will be provided under emergency conditions must be part of the IEP. SB 98 amended section 56345 of California Education Code, and added the requirement that an IEP include a description of the means by which the IEP will be provided under emergency conditions, effective July 1, 2020. It applies to the development of an initial IEP or the next regularly scheduled revision of the IEP (i.e. annual IEP) ( EC Section 56345(a)(9)(B)). Because all students must have an annual IEP, pursuant 34 C.F.R. 300.324(b)(1), all IEPs in the state should include this description by June 30, 2021.
Must the parent or student consent to the description required by EC 56345(a)(9)?
Yes. As a required component of the IEP, the description of the means by which the IEP will be provided under emergency conditions must be adopted by the IEP team at an IEP team meeting or through an amendment to the IEP. Parents/students are required members of the IEP team and thus will be involved in the development of this description through the IEP process. The LEA must obtain consent to the IEP consistent with applicable state and federal law.
How does the IEP requirement for a description of the means by which the IEP will be provided under emergency conditions impact the offer of a Free Appropriate Public Education (FAPE)?
The description of the means by which an IEP will be provided under emergency conditions is an element of the overall offer of FAPE, and should help an LEA to plan for how to address the needs of an individual student in an emergency.
What if the description of the means by which an IEP will be provided under emergency conditions inadequately addresses or anticipates the needs of the student in the event of an emergency?
IEP teams are required to meet when a student demonstrates a lack of expected progress (34 C.F.R. 300.324 (b)(1)(ii)). Additionally, the parent or the teacher may request an IEP meeting at any time ( EC 56343) to discuss and address any concerns with student access including a lack of resources, or ineffectiveness of the means by which the IEP is being provided under emergency conditions.

Teachers and parents are encouraged to work together to ensure that a student is able to access instruction and that the delivery of instruction is effective. The student's IEP can be changed or amended at any time with agreement from both the parents and the LEA.
Does an LEA need to wait 10 days before implementing the description of how the IEP will be implemented under emergency conditions IEP?
No. If the LEA has good reason to believe that, due to emergency conditions as described in EC 46392, instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days, the LEA may implement the provisions outlined in the description before 10 school days have elapsed.
Should the description of the means by which the IEP will be provided under emergency conditions required by EC 56345(a)(9) include provisions for how the LEA will deliver feedback and information to parents regarding a student's learning progress during the emergency closure?
While EC 56345(a)(9) does not specifically require including plans for delivering feedback and information regarding a student's progress, communication and collaboration between the local educational agency (LEA) and parent are vital to ensure educational progress. In addition, EC Section 43504(g) requires that, during the 20-21 school year, each school shall regularly communicate with parents and guardians regarding a pupil's academic progress.

Special Education Assessments
Must LEAs continue to conduct special education assessments while providing distance learning?
Yes. The U.S. Department of Education (USDOE) has not waived the requirement for LEAs to conduct a full and individual initial evaluation for a student suspected of having a disability, nor has the USDOE waived requirements relating to triennial assessments. Additionally, 34 C.F.R. §§ 300.101(b) and 300.124(b) are still in effect and require that an IEP or individual family service plan (IFSP) is developed by the third birthday of a child participating in Part C programs and who will participate in Part B preschool-age programs. The USDOE has encouraged LEAs to work with parents to reach mutually agreeable extensions of time, as appropriate, if the LEA or parent feels additional time is needed.
Can special education assessments be conducted in-person at this time?
Yes. Current guidance from the California Department of Public Health and the CDE does not expressly prohibit in-person assessments. Further, the CDPH's "Cohort" Guidance of August 25, 2020 permits in-person instruction and services, including assessments, if done in compliance with the Guidance, or if an elementary school has received a waiver of the school closure mandate from its local public health officer in accordance with the July 17, 2020 Framework for re-opening schools.

As stated in the CDE's April 9 2020 updated special education guidance ( https://www.cde.ca.gov/ls/he/hn/specialedcovid19guidance.asp), any in-person services or supports should "seek to comply with federal, state, and local health official's guidance related to physical distancing, with the goal of keeping students, teachers and service providers safe and healthy as the primary consideration". Each LEA will need to monitor current health conditions and determine appropriate measures regarding in-person assessments. Some assessments, or components of assessments, may be conducted virtually, and, in some cases, existing data may be used. As with all assessments, the LEA can work together with parents to determine which assessments are necessary and appropriate in order to evaluate eligibility for special education services.
Are the special education timeline waiver provisions included in Section 8 of Senate Bill 117 (Chapter 3, Statutes of 2020) still in place?
No. On September 18, 2020, the Governor approved Senate Bill (SB) 820 (Chapter 110, Statutes of 2020). Section 56 of SB 820 rendered SB 117, Section 8 inoperative on July 1, 2020. LEAs must adhere to all state and federal special education timelines, including those related to assessments and access to educational records.

Supporting Social-Emotional Wellness
If students are unable to meaningfully engage in distance learning due to social-emotional and/or mental health needs, what support should the LEA provide? What are the state and federal mandates?
Students with disabilities are required to have educational programs that are designed to meet their specific individual needs. IEP teams are required to monitor students for educational progress and revise the IEP for any lack of expected progress toward the student's annual goals and in the general education curriculum (34 C.F.R 300.324 (b)(1)(ii)). Additionally, the IEP team for a student with disabilities whose behavior impedes learning is required to consider the use of positive behavioral interventions and supports (34 C.F.R 300.324 (a)(2)(i)).

In addition, EC 43503 (b) requires that distance learning include several components, including:

(3) Academic and other supports designed to address the needs of pupils who are not performing at grade level, or need support in other areas, such as . . . pupils with exceptional needs . . .

(4) Special education, related services, and any other services required by a pupil's individualized education program pursuant to Section 56341, including the requirements of subparagraph (A) of paragraph (9) of subdivision (a) of Section 56345, with accommodations necessary to ensure that individualized education program can be executed in a distance learning environment.

Further, an LEA's learning continuity and attendance plan required for the 20-21 school year must outline what additional supports will be provided for pupils with exceptional needs served across the full continuum of placements during the period in which distance learning is provided (EC 43509(a)(1)(A), (e), (f)(1)(B)(vi)).
What is the LEA's responsibility to provide educationally related mental health services (ERMHS) services in the IEP while the LEA is providing distance learning?
Supporting social-emotional and mental health needs of students is critical during this time. EC 43503 (b)(4) requires that distance learning include "special education, related services, and any other services required by a pupil's individualized education program pursuant to Section 56341, including the requirements of subparagraph (A) of paragraph (9) of subdivision (a) of Section 56345, with accommodations necessary to ensure that individualized education program can be executed in a distance learning environment." Therefore, the LEA should ensure that the IEP, including ERMHS when required by the IEP, can be executed in a distance learning environment. With that said, LEA's may not be able to provide all services in the same manner that they are typically provided during this COVID-19 pandemic.

According to the United States Department of Education (USDOE) Office of Special Education Program's (OSEP) March 21, 2020 guidance, "[T]hese exceptional circumstances may affect how all educational and related services and supports are provided . . . the provision of [free and appropriate public education (FAPE)] may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically . . . schools may not be able to provide all services in the same manner that they are typically provided . . . federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency." To review OSEP's March 21, 2020 guidance titled " Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities", visit the USDOE website at https://bit.ly/2VdoJn6.

Updated Resources
Has the USDOE issued additional guidance since April 2020? Are there updated resources to support parents, students, families, and LEAs during this time?

Highlighting and sharing best practices from LEAs and educators across the state

Discussing critical parent partnerships and outlining resources for parents of students with disabilities

Addressing critical transitions in special education via distance learning: preschool to K-12 and post-secondary transition

Addressing the behavioral and mental health needs of students

Highlighting strategies to serve students with disabilities that have unique, extensive support needs

The CDE has also been working with Special Education Local Plan Area leads within the state System of Support to develop targeted resources for distance learning. Those resources can be accessed on the following websites:

Earlier Guidance

09-Apr-2020

The United States is currently experiencing a pandemic emergency due to the threat of novel coronavirus (COVID-19). On March 13, 2020, Governor Newsom signed Executive Order N-26-20 requiring the California Department of Education (CDE) to issue guidance on several topics, including ensuring students with disabilities (SWD) receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law. Initial guidance on services to students with disabilities was provided on March 20, 2020.

The following guidance provides additional information based on questions received by the CDE in recent weeks. We will continue to update the guidance on this web page as necessary in response to any guidance from the U.S. Department of Education or waivers of any laws or regulations pertaining to special education services.

1. Must all Individualized Education Programs (IEPs) be amended to reflect the change to distance learning?

No, not all IEPs will need to be amended. In response to the Governor's Executive Order, schools are physically closed, and local educational agencies (LEAs) are to provide educational services through alternative options such as distance learning. Under this unique circumstance, in the CDE's view it is not necessary for an LEA to convene an IEP team meeting, or propose an IEP amendment without a team meeting, for every student, solely for the purpose of discussing the need to provide services away from school, because that change must necessarily occur due to the COVID-19 pandemic. Similarly, in the CDE's view, it is not necessary for an LEA to obtain the parent's written consent to provide previously agreed-upon services, away from school. The IEP that was in effect at the time of physical school closure remains in effect, and LEAs should, to the greatest extent possible, continue to provide the services called for in those IEPs in alternative ways.

According to the United States Department of Education (USDOE) Office of Special Education Program's (OSEP) March 21, 2020 guidance, "[T]hese exceptional circumstances may affect how all educational and related services and supports are provided . . . the provision of [free and appropriate public education (FAPE)] may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically . . . schools may not be able to provide all services in the same manner that they are typically provided . . . federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency." To review OSEP's March 21, 2020 guidance titled " Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities", visit the USDOE website at https://bit.ly/2VdoJn6.

However, there may be instances when amending the IEP to reflect the change to distance learning might be necessary and/or appropriate. LEAs may convene an IEP team meeting, or propose an IEP amendment without a team meeting, particularly where it is deemed necessary to address unique circumstances related to alternative service delivery. ( See 20 USC 1414 (d)(4)(A); 20 USC 1414 (d)(3)(D); 34 C.F.R. § 300.324.) Parents too may request an IEP meeting or propose an IEP amendment, pursuant to Education Code § 56343, subdivision (c). Some LEAs and parents have agreed to amend the IEP by incorporating a distance learning plan outlining the special education and related services being provided to the student during the temporary, emergency situation created by the COVID-19 pandemic.

At this time, LEAs should necessarily be focused on serving each and every student. OSEP's March 21, 2020 guidance clarifies that "ensuring compliance with the Individuals with Disabilities Education Act . . . should not prevent any school from offering educational programs through distance instruction." The CDE recognizes that due to the emergency situation created by the COVID-19 pandemic, it will take time for LEAs to determine their continuum of services during school site closures and provide information to parents and students about the services being offered. As such, communication and collaboration are vital. It is recommended that LEAs maintain regular communication with parents of students with disabilities about their efforts to transition to distance learning, plans to ensure access for all students, and to identify and address any immediate support needs when feasible.

2. Is an LEA precluded from providing services to students with disabilities in-person or in the home for the purpose of supporting the student in accessing the alternative options for learning being offered?

No. In some exceptional situations, LEAs may need to provide certain supports and services to individual students in-person in order to maintain students' mental/physical health and safety for the purpose of supporting the student in accessing the alternative options for learning being offered (e.g. distance learning). With that said, alternative service delivery options should seek to comply with federal, state, and local health official's guidance related to physical distancing, with the goal of keeping students, teachers and service providers safe and healthy as the primary consideration.

In such cases, service providers may be considered "Essential Critical Infrastructure Workers" under Executive Order N-33-20. To review the list of "Essential Critical Infrastructure Workers", see the California Coronavirus (COVID-19) Response website at https://covid19.ca.gov/img/EssentialCriticalInfrastructureWorkers.pdf.

For example, the list of essential workers in the healthcare/public health sector includes:

3. I'm a parent of a student with a disability and I have questions about my child's IEP. Where can I go for information and support?

Questions about your student's IEP and educational program in light of school site closures and the COVID-19 pandemic should be discussed with your school or district. Schools across the state are responding to the COVID-19 pandemic in different ways, specific to the school's regional context. The CDE encourages parents to reach out to their school or district office to have a conversation about the impact of the pandemic on their student's education and collaborative ways to support the student during this time.

Parents of students with disabilities may also reach out to California's parent organizations offering support and resources to families of students with disabilities. Information on parent organizations can be accessed on the CDE website at https://www.cde.ca.gov/sp/se/qa/caprntorg.asp.

In addition, the Understood.org website is an example of numerous state and national organizations offering practical advice and strategies for parents and caregivers during this crisis. A link to COVID-19 resources for parents and families developed by Understood can be accessed on the Understood.org website at https://www.understood.org/en/school-learning/coronavirus-latest-updates.

4. What should an LEA do if it has closed school sites due to COVID-19 and is unable to meet the obligation to have an IEP or an Individual Family Service Plan (IFSP) in effect for a child transitioning from Part C to Part B no later than the child's third birthday?

34 C.F.R. §§ 300.101(b) and 300.124(b) require that an IEP or IFSP is developed and is being implemented by the third birthday of a child participating in Part C programs and who will participate in Part B preschool programs. The U.S. Department of Education has not waived or exempted this requirement. Either an IEP or IFSP must be developed and implemented by the child's third birthday. To meet this obligation, teams may conduct meetings virtually via telephone, videoconference, or other means.

5. If IEP teams meet virtually while school sites are closed due to COVID-19, how should parent consent be obtained? Is verbal consent sufficient?

34 C.F.R. § 300.9(b) states that "consent" means in part ". . .the parent understands and agrees in writing. . .". Thus, verbal consent alone is not sufficient. However, the IDEA does not specify how written consent must be obtained. Therefore, LEAs that wish to utilize electronic or digital signatures for consent may do so if they choose. Options for electronic signatures or digital signatures could include but are not limited to use of applications such as HelloSign, DocuSign, Adobe Sign, as well as scanned copies or photographs of signed signature pages. For record keeping purposes, it is recommended that LEAs maintain documentation as proof of consent, including printed or mailed copies of signed documents.
For more information on general electronic signature requirements for public agencies in California, please refer to Government Code § 16.5, and Title 2 of the California Code of Regulations, §§ 22000 et seq.

March 20, 2020

The United States is currently experiencing a pandemic emergency due to the threat of novel coronavirus (COVID-19). On March 13, 2020, Governor Newsom signed Executive Order N-26-20 ensuring State funding for Local Educational Agencies (LEA) in the event of physical closure due to the threat of COVID-19. The Executive Order requires the California Department of Education (CDE) to issue guidance on several topics, including ensuring students with disabilities (SWD) receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law.

At this time, the federal government has not waived the federal requirements under the Individuals with Disabilities Education Act (IDEA). To review guidance from the USDOE titled " Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak," visit the USDOE website at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf. The CDE and the California State Board of Education (SBE) are working with the United States Department of Education (USDOE) to determine what flexibilities or waivers may be issued in light of the extraordinary circumstances. Until and unless USDOE ultimately provides flexibilities under federal law, LEAs should do their best in adhering to IDEA requirements, including federally mandated timelines, to the maximum extent possible. LEAs are encouraged to consider ways to use distance technology to meet these obligations. However, the CDE acknowledges the complex, unprecedented challenges LEAs are experiencing from the threat of COVID-19. As such, the CDE is committed to a reasonable approach to compliance monitoring that accounts for the exceptional circumstances facing the state.

The CDE appreciates the difficult decisions that LEAs and families are faced with as we grapple with this unprecedented crisis. The CDE has formed a workgroup of special education practitioners and other experts to help brainstorm best practices that we plan to share in the coming weeks. In addition, resources for addressing the needs of students with disabilities are provided in this guidance and in the CDE's guidance on distance learning at https://www.cde.ca.gov/ls/he/hn/guidance.asp. We will update this guidance as necessary in response to any guidance from the U.S. Department of Education or waivers of any laws or regulations pertaining to special education services.

The following answers to frequently asked questions received by the CDE provides guidance on topics relevant to serving students with disabilities.

1. If an LEA offers distance learning for instructional delivery in lieu of regular classroom instruction during a school site closure for students, what is the obligation to implement the IEP for students with disabilities?

As a result of Governor Newsom's Executive Order N-26-20, schools will receive funding to continue delivering educational opportunities to students to the extent feasible through, among other options, distance learning and/or independent study. When an LEA continues to provide educational opportunities to the general student population during physical school site closures, the LEA must ensure that students with disabilities have equitable access to comparable opportunities, appropriately tailored to the individualized need of a student to ensure meaningful access, as determined through the IEP process to the extent feasible.

If the LEA can continue providing special education and related services as outlined in the IEP, or an agreed upon amendment to the existing IEP, through a distance learning model, they should do so. The LEA can also consider alternative service delivery options such as in-home service delivery, meeting with individual students at school sites, or other appropriate locations to deliver services. Further, LEAs are encouraged to work collaboratively with Nonpublic Schools and Agencies (NPS/As) to ensure continuity of services, including moving to virtual platforms for service delivery to the extent feasible and appropriate.

These alternative delivery options should seek to comply with federal, state, and local health official's guidance related to social distancing, with the goal of keeping students, teachers and service providers safe and healthy. Teachers and specialists should work collaboratively to ensure instruction is accessible for the student based on the student's individualized needs. Given the unprecedented situation created by the threat of COVID-19, exceptional circumstances may affect how a particular service is provided under a student's IEP. In such a situation, the IEP team will need to make individualized decisions regarding whether compensatory services are required when the regular provision of services resumes.

Further guidance on distance learning, including considerations for students with disabilities, can be accessed on the CDE website athttps://www.cde.ca.gov/ls/he/hn/guidance.asp.

2. What is considered equitable access for students with disabilities?

When an LEA provides services to students during a school site closure, the LEA must provide equitable access to those services for students with disabilities, with services appropriately tailored to the individualized needs of students, to the greatest extent possible. When LEAs are providing instruction through a distance learning model to replace what would have been provided in the classroom, LEAs must create access to the instruction for students with disabilities, including planning for appropriate modifications or accommodations based on the individualized needs of each student and the differences created by the change in modality (e.g. virtual vs. classroom-based). Educational and support services provided should be commensurate with those identified in the IEP for each student to ensure educational benefit.

For example, LEAs may consider the use of accessible distance technology, instructional phone calls, and other curriculum-based activities that have been scaffolded based on student need. More information on accessibility and distance learning can be accessed on the CDE website at https://www.cde.ca.gov/ls/he/hn/appendix2.asp.

In some cases, it may be appropriate for LEAs to consider providing classroom-based instruction to small groups of students with disabilities that have extensive support needs, despite the fact that the school site has closed, consistent with federal, state, and local health directives related to COVID-19. Alternative service delivery options should seek to comply with federal, state, and local health official's guidance related to social distancing, with the goal of keeping students, teachers and service providers safe and healthy. There is no single service delivery method that will meet the needs of every student. Therefore, LEAs should consider employing a variety of service delivery options. The CDE has convened a work group of special educators to develop more specific guidance for operationalizing such strategies, including examples from California LEAs.

3. If distance learning is provided in some capacity but does not mirror the offer of FAPE in the IEP, will compensatory services be required once an LEA resumes the regular school session?

Once the regular school session resumes, LEAs should plan to make individualized determinations, in collaboration with the IEP team, regarding whether or not compensatory education and services may be needed for a student. Educational need can be measured by assessing whether or not the student continued making progress in the general education curriculum, or alternative course of study specified in their IEP, or toward meeting their individualized IEP goals and/or if any regression occurred during the period of school site closure.

4. Is the CDE encouraging continued utilization of and payment to Nonpublic Schools and Agencies (NPS/As)?

Yes. California NPS/As provide critical programs and related services to students with disabilities. LEAs should work collaboratively with NPS/As to ensure continuity of services, including moving to virtual platforms for service delivery to the extent feasible and appropriate. In an effort to ensure that the full continuum of placements and service delivery options remains available to students and LEAs subsequent to these unprecedented school site closures, CDE encourages LEAs to continue to use the services of NPS/As during school site closures, including distance learning options made available by NPS/As, so that NPS/As may continue to receive payment in accordance with pupils IEPs and the Master Contracts/Individual Service Agreements between LEAs and NPS/As.

5. When school sites are closed and no services or instruction are being provided for a period of time, can LEAs consider providing some special education services to some students? How should LEAs determine what services can or should be provided?

Yes. To be clear, CDE is not recommending this as an option. Consistent with Executive Order N-26-20, LEAs are continuing to receive ADA funding during school site closures so they will continue to provide services to all students, including students with disabilities. Should services be discontinued for a period of time, LEAs and IEP teams would be required to make an individualized determination as to whether compensatory services are needed once services resume.

At this uncertain time, it is imperative to keep the safety of students as the primary consideration for every decision made. As LEAs strive for equitable supports and services for students, in some exceptional situations, LEAs may need to provide certain supports and services to individual students with extensive support needs in order to maintain their mental/physical health and safety. The LEA may provide such services, even if the services are not available to all students with disabilities during a school site closure. As such, LEAs should make individualized determinations about the need to provide services to ensure the mental/physical health and safety of a student with a disability, even during a school site closure, if those services are able to be provided consistent with federal, state, and local health directives.

6. How will state and federal grants be impacted by school site closures (e.g. Alternative Dispute Resolution, Workability, Supporting Inclusive Practices, etc.)?

Federal and state grants already funded should continue with their program deliverables. In cases where grant deliverables cannot be provided, grantees should work with their CDE program and fiscal contact to determine next steps. If grants have scheduled in-person conferences, institutes, training, or workshops they should be rescheduled or delivered virtually. Any grant amendments or change in due date for expenditure reports will need to be done on a case by case basis due to the specific requirements of funding sources.

7. What is the impact of school site closures on special education monitoring timelines and processes?

At this time, the federal government has not waived the federal requirements under the IDEA. However, giventhe complex, unprecedented challenges LEAs are experiencing from the threat of COVID-19,the CDE is committed to a reasonable approach to compliance monitoring that accounts for the exceptional circumstances facing the state. If an LEA is having difficulty meeting timelines or has questions related to timelines, please contact your regional Intensive Monitoring Consultant. A list of regional consultants is available at https://www.cde.ca.gov/sp/se/qa/fmtacncnt.asp.

8. What is the impact of school site closures on state complaints and due process hearings under the IDEA?

Regarding the state complaint process, in light of widespread school site closures and the inability of LEAs to meaningfully respond to complaint investigations, the CDE will be extending current complaint investigation timelines for good cause by the length of any school site closure during the stated emergency. It is anticipated that once LEAs reopen and are available to participate in the investigation process, the 60-day timeline will recommence and both the complainant and LEA will be notified. The CDE will continue to receive complaints that allege violations of the IDEA and complainants will be notified of any delay that may impact the investigation.

Currently, California's system for due process hearings and mediation through the Office of Administrative Hearings (OAH) remains operational, although some processes and/or timelines may be impacted by widespread school site closures and in order to maintain compliance with federal, state, and local health directives related to COVID-19. Updated information on the impact of COVID-19 on special education due process hearings can be accessed on the OAH's website athttps://www.dgs.ca.gov/OAH/Case-Types/Special-Education/Resources/SE-Coronavirus-Update/#@ViewBag.JumpTo.

9. What is the impact on services to students with disabilities served by Part C of the IDEA?

For information related to the impact of the COVID-19 response on services to students with disabilities, ages 0 to 3, served under Part C of the IDEA, please visit the California Department of Developmental Services website athttps://www.dds.ca.gov/corona-virus-information-and-resources/

In addition, IDEA Part C and COVID-19 are addressed in guidance from the USDOE's Office of Special Education Programs, which can be accessed on the USDOE website at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf.

10. Where can I find more guidance and resources related to serving students with disabilities, distance learning, and online accessibility?

Questions: California Department of Education | 916-319-0800

Last Reviewed: Tuesday, March 29, 2022

# data[].attributes.attachment_link.description
This page contains information pertaining to school closures and services to students with disabilities.

# data[].attributes.attachment_link.readable_text
Parent Organizations and the California Department of Education

The California Department of Education (CDE), Special Education Division, works closely with federal- and-state-funded parent organizations to increase parent participation and collaboration between parents and educators to improve the educational system.
Senate Bill 511, Family Empowerment Centers Parent Training and Information Center California Community Parent Resource Centers
Senate Bill 511, Family Empowerment Centers

Background

The Family Empowerment Centers (FECs) were established in 2001 by enactment of Chapter 690 of the Statutes of 2001 (Senate Bill 511, Alpert), enacted as Education Code ( EC) 56400-56415. The FECs provide services to families with children with disabilities ages three to twenty-two. The intent of the legislature is to ensure that parents, guardians, and families of children and young adults with disabilities have access to accurate information, specialized training, and peer-to-peer support. Each FEC is a non-profit 501 (c)(3). Funding for the FECs is based upon a specific formula. A rate of $246,000.00 is allocated annually to each center to provide the basic services. Additional funding for each FEC is determined according to school enrollment of the region served.

The FECs provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22. These parent-led nonprofit organizations offer specialized training, peer-to-peer support, information and referral services. They aim to assist parents to better understand their child's educational and developmental needs, effectively communicate with service providers, serve as a resource for the individual education plan process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals. Services available through each FEC vary based on the needs of the community.

As a condition of funding, each FEC shall do all of the following as required in EC Section 56408(a):

(1) Provide training and information that meets the training and information needs of parents and families of children and young adults with disabilities living in the area served by the center, particularly those families and individuals who have been underserved.

(2) Work with community-based organizations, including community advisory committees established pursuant to Article 7 (commencing with Section 56190) of Chapter 2, parent advisory committees of one or more local educational agencies in their service region established pursuant to Sections 52063 and 52069, and state and local agencies serving children with disabilities.

(3) Train and support parents and families of children and young adults with disabilities to do all of the following:

(A) Better understand the nature of their children's disabilities and their children's educational and developmental needs, including the benefits of inclusion in a least restrictive educational environment.

(B) Participate in activities to address disparities in opportunities and improve outcomes for children and young adults with disabilities.

(C) Advocate for the child's needs in a manner that promotes alternative forms of dispute resolution and positive relationships between parents and professionals.

(4) Support parents with how to access language access support, including interpretation and translation of written materials, that is additional to language access support required to be provided by local educational agencies.

(5) Support parents in navigating referrals for services, such as support for pupil and family needs, respite services, physical and mental health services, and other necessary services depending on family circumstances.

(6) Assist parents in accessing support through other programs, such as the Foster Youth Services Coordinating Program and programs administered by the State Department of Developmental Services and the Department of Rehabilitation.

(7) Support parents in communicating effectively with personnel responsible for providing special education, early intervention, and related services.

(8) Serve as a resource to parents and families in decision making processes and the development of individualized education programs.

(9) Provide parents appropriate information regarding the range of options, programs, services, and resources available to assist children and young adults with disabilities and their families.

(10) Subject to the availability of resources and upon parental request, attend individualized education program development meetings that include parents and personnel responsible for assessing pupil eligibility for special education and early intervention services.

(11) Submit data annually, in accordance with the data template established by the department pursuant to subdivision (b) of Section 56411, no later than a date selected by the Superintendent. The Superintendent shall select this date by June 30, 2022.

FEC Contact and Service Information

Parent Training and Information Center

Background

Each Parent Training and Information Center (PTIC) is a parent-directed non-profit 501(c)(3) organization funded and managed by the Office of Special Education Programs at the U.S. Department of Education, under the Individuals with Disabilities Education Act (IDEA). The California Department of Education coordinates with the PTICs on initiatives and opportunities for parent support statewide.

The PTICs provide a variety of direct services for children and youth with disabilities, families, professionals, and other organizations that support them. Some of the activities include:

Working with families of infants, toddlers, children, and youth with disabilities, birth to twenty-six

Helping parents participate effectively in their children's education and development

Partnering with professionals and policy makers to improve outcomes for all children with disabilities

PTIC Contact Information

559-229-2000
559-229-2956 (Fax)

4440 North First Street,
Fresno, CA 93726
info@epuchildren.org

510-644-2555
(TDD Available)
510-841-8645 (Fax)
800-348-4232

3075 Adeline Street, Suite 210,
Berkeley, CA 94703

415-884-3535
415-884-3555 (Fax)
800-578-2592

94 Galli Drive, Suite C
Novato, CA 94949
info@matrixparents.org

408-727-5775
825-727-5775 (toll free)
408-286-1116 (Fax)

1400 Parkmoor Avenue, Suite 100
San Jose, CA 95126
info@php.com

415-282-7494
415-282-1226 (Fax)

1663 Mission Street, Suite 700
San Francisco, CA 94103
info@supportforfamilies.org

California Community Parent Resource Centers

Background

The Community Parent Resource Center (CPRC), are managed and funded by the Office of Special Education Programs (OSEP) and, as described in 20 United States Code 1472, will help ensure that underserved parents of children, ages birth through twenty-six with disabilities, including low-income parents, parents of limited English-proficient children, and parents with disabilities, have the training and information the parents need to enable the parents to participate effectively in helping their children with disabilities.

Each CPRC shall:

provide training and information that meets the training and information needs of parents of children with disabilities,

carry out the activities required of PTICs, and

be designed to meet the specific needs of families who experience significant isolation from available sources of information and support.

CPRC Contact Information

Other Resources

Reasons for Concern
If you suspect that your child or a child in your care may have a disability or special need(s) that may be affecting their academic, behavioral or developmental progress, there are state and local resources in place for assistance and guidance.

Rights of Parents and Children

State Compliance Complaint Support Unit

The CDE Special Education State Compliance Complaint Support Unit provides technical assistance information and resources for parents, school districts, advocates, agencies, and others of procedural safeguards regarding students between ages 3 and 21 with disabilities and their educational rights.

Rights of Parents and Children

Special Education Rights of Parents and Children Under the Individuals with Disabilities Education Act, Part B, and the California Education Code.

Parents' Rights
A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

To file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Last Reviewed: Wednesday, October 25, 2023

# data[].attributes.attachment_link.description
List of California non-profit agencies providing resources and support for families of children and youth with disabilities.

# data[].attributes.attachment_link.readable_text
The coronavirus pandemic impacts everyone. But it creates added challenges for some people. That includes kids and adults with learning differences or disabilities. We've created this COVID-19 resource to help people who learn and think differently thrive at home, at school, and at work.

We'll be providing updates on issues that impact learning, special education, talking with kids, and working from home. So keep checking back.

It's natural for kids to have questions and concerns about the coronavirus. But kids who learn and think differently may have challenges that make it harder to understand or cope with this health crisis. Get tips for talking about the coronavirus with kids.

Here's how to handle specific issues that may come up:

School closings and distance learning

Many schools are closed for the rest of the year, and families and educators are looking for ways to make the most of distance learning. Understood remains focused on supporting the 1 in 5 who learn and think differently. But with so many students struggling to adjust, Understood's Amanda Morin points out that every child is the 1 in 5 right now.

The following are especially geared toward educators:

These resources can help teachers support emotional health during distance learning:

At-home activities, schedules, and more

If kids have to stay home or activities are canceled because of the virus, it can be hard to find ways to keep them busy.

Families have been through so many changes these past few months. Learning from home. Working from home. New routines or maybe no routines. Explore stories about how families are coping.

New community groups and partner sites

Understood just launched two new communities. Privacy settings for the groups mean that only members can see who's in the group and what they post.

Understood is also proud to partner with three new coalition sites that are providing free resources to help transition to online and at-home learning:

Disability issues at work

The current health crisis may raise workplace questions when it comes to employees with disabilities.

The following are especially geared toward employees and job seekers:

The following are especially geared toward employers:

See the weekly roundups of coronavirus news and free resources we put together during the first month of school closures.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

# data[].attributes.attachment_link.title
Coronavirus Latest Updates and Resources

# data[].attributes.attachment_link.description
The coronavirus pandemic impacts everyone. But it creates added challenges for some people. That includes kids and adults with learning differences or disabilities. We've created this COVID-19 resource to help people who learn and think differently thrive at home, at school, and at work.

# data[].attributes.headline
Grades and Graduation Requirements for Seniors

# data[].attributes.subject
Grades and Graduation Requirements for Seniors

# data[].attributes.attachment_link.readable_text
California Department of Education
News Release

California Department of Education
News Release

SACRAMENTO-State Superintendent of Public Instruction Tony Thurmond announced today that the California Department of Education (CDE) and the California State Board of Education (SBE) have issued new guidance on graduation requirements and grading for seniors. The guidance is based on feedback from local education agencies, and was produced in collaboration and alignment with higher education institutions.

"We are thinking of our seniors and the impact that the current COVID-19 public health emergency and subsequent physical closure of schools has had on them, and we hope that this guidance will help relieve some stress and anxiety," said Thurmond. "We are doing everything we can to support all our schools and students, and will continue to address seniors' needs going forward."

"All seniors who are on track for graduation should be able to graduate," said State Board of Education President Linda Darling-Hammond. "This new guidance further illustrates how students can and should be held harmless in grading, and how their work can be acknowledged."

The guidance addresses A-G requirements and provides admissions updates for higher education for both current seniors and juniors.

For example, colleges have agreed to accept credit/no-credit or pass/fail grading where districts have decided to use it for A-G courses and other courses without impact on grade point averages. California is also extending flexibility on a wide range of issues, including testing requirements, timing of transcripts, and considerations about financial aid.

The CDE continues working with the University of California, California State University, community college system, and private and non-profit universities on solutions to many ongoing college admissions challenges.

Please find the grades and graduation guidance document as well as more school information and resources regarding coronavirus on the CDE's COVID-19 web page.

# # # #

Tony Thurmond - State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Wednesday, April 1, 2020

# data[].attributes.attachment_link.title
New Guidance on Grades and Graduation Announced - Year 2020 (CA Dept of Education)

# data[].attributes.attachment_link.description
California Department of EducationNews Release California Department of EducationNews Release SACRAMENTO-State Superintendent of Public Instruction Tony Thurmond announced today that the California Department of Education (CDE) and the California State Board of Education (SBE) have issued new guidance on graduation requirements and grading for seniors.

# data[].attributes.attachment_link.readable_text
To: Local Educational Agency (LEA) Representatives

From: California Department of Education (CDE) -
California Longitudinal Pupil Achievement Data System (CALPADS) Team

Date: April 14, 2020

Subject: CALPADS Update FLASH #175

Frequently Asked Questions Related to COVID-19 and CALPADS Data Collection

Below please find responses to some Frequently Asked Questions (FAQs) regarding CALPADS data collection and End-of-Year (EOY) submissions during school building closures due to the coronavirus (COVID-19) pandemic. A number of the FAQs relate specifically to data collection requirements for students with disabilities (SWD). The substance of these FAQs was discussed in the CALPADS Information Meeting (CIM) and included in Flash 173. These FAQs will be posted on the CALPADS FAQ page and will continue to be updated as needed.

Should Local Educational Agencies (LEAs) be submitting data to CALPADS during school building closures?

Yes, to the extent feasible. It is important for LEAs to continue maintaining their local systems and then updating CALPADS with student enrollments and exits, even during school building closures. The CDE has provided general guidance that LEAs should continue to communicate with students and their families during school building closures and to provide high-quality educational opportunities for learning. During the course of these communications, LEAs (if staff are able to work) should continue to enroll new students and exit transferring students in their local student information systems, as applicable, update CALPADS with those enrollment/exits, and continue to resolve any concurrent enrollment anomalies within CALPADS. LEAs should continue to follow those enrollments with other student information that is known, through the Student Information (SINF), Student Program (SPRG), Student English Learner Acquisition (SELA), and Special Education (SPED) and Special Education Services (SSVS) files.

With regard to data specifically for students with disabilities (SWD), LEAs should continue to do their best in adhering to Individuals with Disabilities Education Act (IDEA) requirements, including federally mandated timelines, to the maximum extent possible, and to submit required data to CALPADS. To date, neither the U.S. Department of Education nor the state have waived requirements with respect to IDEA. Special Education Data Coordinators should work closely with CALPADS and Enrollment Coordinators to ensure that students are properly enrolled, as a student must be enrolled in CALPADS in order to submit the special education file.

Will LEAs be required to submit and certify EOY 1, 2, 3, and 4 Submissions?

CALPADS is an individual-level, longitudinal data system that provides information on students to enable LEAs to best support them as they move through their K-12 careers. Therefore, LEAs should plan to submit EOY data for 2019-2020, and to exit all students at the end of the school year. Specifically:

State and Federal Reporting:
At this time all CALPADS EOY submissions are required to support mandated state and federal reporting requirements.

Individuals with Disabilities Education Act (IDEA) Requirements and Reporting:
To date, neither the U.S. Department of Education nor the state have waived any IDEA requirements. Therefore, LEAs should continue to do their best in adhering to IDEA requirements, including federally mandated timelines, to the maximum extent possible, and currently LEAs will be required to certify their EOY 4 (Special Education) submission in CALPADS to meet federal IDEA requirements.

IDEA and State Restraint and Seclusion Reporting Requirements:
EOY 3 incident data are required for IDEA and state reporting requirements. Specifically, discipline data (suspension, expulsion, removal to interim alternative setting) are required for IDEA reporting, and the restraint and seclusion data are required by California Education Code sections 49005-49006.4. At this time there is no waiver of IDEA requirements and no change in the statutorily required collection of restraint and seclusion data. Therefore, LEAs are expected to submit data for all students in EOY 3 all incidents and outcomes that occurred during the school year (through June 30, 2020), including any incidents and outcomes that occurred or may occur subsequent to the LEA transitioning to distance learning. Currently, LEAs will be required to certify their EOY 3 incident data.

With regard to how the data that is collected is used, the CDE understands that these are extraordinary times for everyone and will communicate any information on how any data collected will be used as soon as such information is available.

Are LEAs required to collect attendance subsequent to
COVID-19 school building closures for purposes of calculating chronic absenteeism?

No. With regard to collecting student attendance, the CDE has provided a series of FAQs specific to the reporting of attendance for apportionment purposes (refer to the CDE's Frequently Asked Questions: COVID-19 web page at https://www.cde.ca.gov/fg/aa/pa/covidfaqs.asp). LEAs do not claim attendance for apportionment for days that schools are closed. Furthermore, per the FAQ, " Although LEAs are encouraged to provide independent study or other types of distance learning to the extent possible while closed, no attendance for apportionment should be claimed for days that school was closed." The collection of chronic absenteeism data in CALPADS through the Student Attendance Summary (STAS) file is based on the attendance data LEAs collect for apportionment purposes, and the CDE is not requiring any changes to how attendance data is collected. Therefore, LEAs are not expected to collect "attendance" for chronic absenteeism purposes during school building closures, even if distance learning instruction is occurring.

While attendance for ADA purposes is only required to February 29, 2020, LEAs likely collected attendance up until their school buildings closed due to COVID-19. If the Student Absence Summary (STAS) file is submitted, attendance may be submitted past February 29, 2020, if attendance was collected, and the total number of "expected days of attendance" should be adjusted appropriately.

The CDE also recognizes that the COVID-19 may have impacted student attendance prior to school building closures and will likely continue to impact student attendance in the unlikely event that school buildings reopen this year. As noted above, the collection and certification of chronic absenteeism data in the CALPADS EOY 3 submission, and any adjustments to how the metric is calculated based on the data collected, are larger policy decisions that have yet to be determined.

Should LEAs modify their instructional calendar?

LEAs should consult with their student information system (SIS) vendors for guidance on maintaining the instructional calendar in their SIS during COVID-19 school building closures in order to meet local needs. For example, though schools are physically closed, and attendance is not being taken for average daily attendance (ADA) or chronic absenteeism purposes, the instructional calendar may be important for tracking student participation in distance learning or continuing student enrollment in courses for which they will receive credits and grades. LEAs are encouraged to work with their SIS vendors to ensure that tracking participation in distance learning is done separately from attendance that would otherwise be recorded for regular attendance accounting purposes.

Will there be an impact to the special education Data Identified Noncompliance (DINC) process? Will the CDE pull an additional set of records on May 15?

The CDE will suspend the Data Identified Noncompliance (DINC) process for the
2019-2020 school year, and will not pull an additional set of records on May 15 for DINC purposes. In the absence of a federal waiver, the requirements to hold timely assessments and individual education plans (IEPs) are still in place under the IDEA and the CDE has already provided the initial list of students who had late assessments and IEPs on Census Day during the Fall 1 CALPADS submission. LEAs should work to ensure that all the students identified and any additional students have timely assessments and IEPs at the beginning of the next school year as outlined in 34 Code of Federal Regulations (CFR) 300.323 (a).

If LEAs are unable to complete timely assessments and IEPs while school buildings are closed or when school is not in session, how should LEAs report those late assessments and IEPs to the CDE?

In the event that initial evaluations, annual reviews, or triennial reviews cannot be held on time, the following delay reason codes may be used. The CDE will be monitoring the use of delay codes.

Part B Initial Evaluations

The delay was due to parent not making student available for testing despite LEA open for distance learning: Use meeting delay code "20."

The delay was due to the LEA site closure due to COVID-19 public health orders or requirements: Use code "60" or code "75."

Part C Initial Evaluations

The delay was due to the parent not making child available for testing despite LEA open for distance learning: Use meeting delay code "20."

The delay was due to the LEA site closure due to COVID-19 public health orders or requirements: Use code "60" or code "75."

Annual review or Individual Family Service Plan Meeting

The delay was due to the parent not making child available for testing despite LEA open for distance learning: Use meeting delay code "20."

The delay was due to the LEA due to the LEA site closure due to COVID-19 public health orders or requirements: Use code "60" or "75."

Should LEAs have questions regarding reporting related to initial evaluations, annual reviews, or triennial reviews, please contact the CDE's Special Education Data Support Office via email at: SpedDataSupport@cde.ca.gov.

Do LEAs need to submit incident data for EOY 3 that occurred at Nonpublic Schools?

Yes. LEAs should submit all the incidents and results that occurred during the school year (through June 30, 2020), including any incidents and results that occurred or may occur subsequent to the LEA transitioning to distance learning. The LEA will need to work with the nonpublic schools (NPS) to collect and report the data that reflects the time students attended the NPS during the school year.

In EOY 1 (course completion), should LEAs populate the distance learning indicator with "Yes," for courses that were not being taught through distance learning at the beginning of the semester, and which are now being taught through some form of distance learning?

No. These courses were not designed to be distance learning courses.

Last Reviewed: Tuesday, April 14, 2020

# data[].attributes.attachment_link.description
To: Local Educational Agency (LEA) Representatives From: California Department of Education (CDE) - California Longitudinal Pupil Achievement Data System (CALPADS) Team Date: April 14, 2020 Subject: CALPADS Update FLASH #175 Below please find responses to some Frequently Asked Questions (FAQs) regarding CALPADS data collection and End-of-Year (EOY) submissions during school building closures due to the coronavirus (COVID-19) pandemic.

# data[].attributes.attachment_link.readable_text
From time to time, important information is available for families on our website. The links are live and will take you to organization websites. The files are in PDF format. Adobe Acrobat Reader will be needed in order to view the document.

Adobe Acrobat Reader is a free download, Click HERE to download the free reader. (a new window will open in your browser)

# data[].attributes.attachment_link.description
From time to time, important information is available for families on our website. The links are live and will take you to organization websites. The files are in PDF format. Adobe Acrobat Reader will be needed in order to view the document. Adobe Acrobat Reader is a free download, Click HERE to download the free reader.

# data[].attributes.headline
Self Care Offering - Ten Minute Meditation

# data[].attributes.subject
Self Care Offering - Ten Minute Meditation

# data[].attributes.attachment_link.title
RELAX AND BREATHE: Do Nothing for 10 Minutes

# data[].attributes.headline
Pitfalls to Avoid When serving students with disabilities during covid-19

# data[].attributes.subject
Pitfalls to Avoid When serving students with disabilities during covid-19

# data[].attributes.headline
Six Strategies to Continue Post-Secondary Transition During Covid-19

# data[].attributes.subject
Six Strategies to Continue Post-Secondary Transition During Covid-19

# data[].attributes.attachment_link.title
Six strategies to continue postsecondary transition services during covid-19