This is a compilation of resources that the San Francisco Unified School District has collected on COVID-19 concerning special education with a focus on autism.
San Francisco Unified School District. COVID-19 Resources for Students in Special Education . San Francisco Unified School District.
https://www.sfusd.edu/resources-families-1
The Data Meeting Toolkit is a suite of tools that groups can use to guide conversation around data and support databased decision making. The toolkit provides resources to support success before, during, and after data meetings. It contains protocols, examples, guidelines, templates, etc. It supports team-based data analysis and data-informed decision making.
IDEA Data Center (n.d.) Data Meeting Toolkit. https://www.ideadata.org/data-meeting-toolkit (accessed April 17, 2020).
Educational equity means students have access, opportunities, and supports to thrive in school, achieve a meaningful diploma, and lead a choice-filled life. The Equity department supports this effort by providing equity-focused services & resources to schools and districts, charter organizations, independent, and Juvenile Court and Community Schools throughout San Diego County.
San Diego County Office of Education, (2021).
The IDEA Data Center (IDC) is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing, and using high-quality IDEA Part B data. The IDEA Data Center website contains a variety of useful resources, in particular they have several resources to support Local Educational Agencies as they use data to address equity issues.
IDEA Data Center. 2020. https://ideadata.org/resources (accessed April 17, 2020).
This letter from Secretary Cardona highlights key resources and information about resources from the Department that may be useful in supporting the needs of students with disabilities in particular, including tools for schools to assist students in addressing any disability-based behaviors that could otherwise interfere with their or other students' learning, or that could lead to student discipline or impact safety
Miguel A. Cardona. 2022. Letter from the United States Secretary of Education, dated July 19, 2022. https://www2.ed.gov/policy/gen/guid/secletter/220719.html (accessed September 16, 2022).
In this technical assistance document (a companion to the Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions, which outlines the legal requirements related to behavior support and discipline for eligible students with disabilities under IDEA), the Office of Special Education Programs (OSEP) provides information about resources, strategies, and evidence-based practices that (while not required by law) can help States, LEAs, schools, early childhood programs, educators, and families in their efforts to meet IDEA requirements and, in doing so, improve outcomes for children with disabilities.
Office of Special Education Rehabilitative Services. 2022. Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders
https://sites.ed.gov/idea/files/guide-positive-proactive-approaches-to-supporting-children-with-disabilities.pdf (accessed September 16, 2022).
The BELE Framework is a guide for transforming student experiences and outcomes. It’s designed to integrate across every part of the learning experience, from teaching and learning, schoolwide systems and structures, family, caregiver, and community partnerships, and district and state policies while anchoring students at the center.
Building Equitable Learning Environments Network, (2021).
