Schools all over the Los Angeles area are closing due to concerns about public health and safety related to the coronavirus.

UPDATE March 23rd: On Monday, March 23, 2020, LAUSD issued a statement via a letter that was sent to all parents in the district. The statement updated the status of school closures in the district, indicating that schools will be closed until at least May 1st. Superintendent Beutner stated in the letter that more details would be provided later in the day as to how the district was working to assist all students to continue to learn. In statements over the weekend preceding this letter, Beutner indicated that the district was working to put plans in place to address specific concerns, including how to meet the needs of kids with disabilities.

Below is the list of school closures in the Los Angeles area in response to the COVID-19 outbreak. The concerns about the coronavirus are causing quickly evolving changes, and we will keep this post updated as often as we can.

For each school district, we have identified the projected end date of the closure according to available information at this time. We have also briefly summarized the pertinent “need to know” information for each school closure.

We have also developed a guide to help parents better understand the impact of information such as whether distance learning is offered, available at this link.

We are working on also including links to each individual district’s website for further information about their response to the coronavirus.

Is your district in the Los Angeles area missing from this list or do you have access to more current information? Please email cdwatts@a2zedad.com. We are striving to provide the families in the Los Angeles area impacted by school closures with as much up to date information as possible.

School Closures Details for Los Angeles area schools:

Last update: March 23, 2020

Beverly Hills Unified School District: Closed through April 6th

• Distance learning provided? Yes. “Home Learning” to begin March 24th, with teachers communicating about expectations for the week. Curriculum will be provided for all core classes and electives.
• Special education provided? Maybe. BUSD’s statement is that staff will make best effort to deliver special education and related services at the minutes in the IEP through utilizing the “platforms available” (i.e. what they are using for distance learning). IEP teams will determine possible compensatory education when school resumes.

Burbank Unified School District: Originally Closed through March 27th UPDATE: As of March 23rd, Burbank schools are estimated to be closed through May 4, 2020

• Distance learning provided? Yes. The Burbank district moved to a “flexible learning model” with online curriculum and learning centers. The available information was lacking in specificity.
• Special education provided? Originally not clear. No information was made available at the time that the closure was announced as to whether special education and related services will be provided.
• UPDATE: On March 23, 2020, Burbank Unified School District sent a letter to parents regarding the extension of the school closures to May 4th. In that letter, it was stated that the District was working to put plans in place to address the needs of students with disabilities. Specifically, the District stated that it would implement IEP services to “the greatest extent possible” using alternate format/means during distance learning. The District indicated that in the week following spring break, the case carrier for each student’s IEP would contact the family to discuss implementation.

Conejo Valley Unified School District: closed through March 20th

• Distance learning provided? No. The Conejo Valley district states that it made the decision not to provide distance learning opportunities to students to continue their curriculum during the closure because it would not be able to meet its responsibility to ensure equal access.
• Special education provided? No. The district’s statement regarding the decision not to offer distance learning appears to indicate that the determination was made in order to avoid having to provide special education, in light of the guidance language from the federal government.
• What is provided? “Optoinal activities will be avaialble to students” online.

Cypress School District: closed through March 26th

• Distance learning provided? Yes. The Cypress district’s statement indicates that to support student learning, lessons and educational materials will be made available to all students in electronic and printed form.
• Special education provided? Unclear. There is no information available about the provision of special education and related services.

Downey Unified School District: closed through March 27th

• Distance learning provided? Yes. The Downey district stated that it had a plan for continuity of learning during the cessation of on-site instruction. Materials were provided to elementary school students in packets. Middle and High School students in Downey were to be provided with instruction and materials online through Google Classroom.
• Special education provided? Unclear. No information is available about the provision of special education and related services.

El Segundo Unified School District: closed through April 10th

• Distance learning provided? Yes. The El Segundo district stated that “remote instruction” will be provided by teachers from March 16th through April 3rd (the remainder of the closure is spring break).
• Special education provided? Unclear. No information is available about the provision of special education and related services.

Glendale Unified School District: closed through April 3rd

• Distance learning provided? Not clear. The Glendale district is extending its spring break for an additional week, after which “remote enrichment activities” will be provided. Elsewhere, the term “remote learning model” is also used. It is unclear.
• Special education provided? Probably not. The use of the term “enrichment activities” may be intended to avoid providing special education, in light of the federal guidance.

Fullerton School District: closed through March 27th

• Distance learning provided? Sort of. Each student was reportedly provided with a 5 day “at home learning plan.” However, in its press release, the Fullerton district stated that this was an “optional” plan, and that it was also providing “optional learning resources.”
• Special education provided? Probably not. Labeling the at home learning as “optional” may be purposeful in order to avoid providing special education in light of the language of the federal guidance.

Hermosa Beach City School District: closed through April 13th

• Distance learning provided? Yes. Instruction is to be provided remotely via email, google classroom, or other electronic formats. Materials were also provided by teachers to support ongoing instruction.
• Special education provided? Unclear. No information is available about the provision of special education and related services.

Inglewood Unified School District: closed through March 27th

• Distance learning provided? Yes. Self-guided learning activities are available on the district’s website. A “learning workbook” was issued to students through 8th grade. High school students in Inglewood were provided with instructional materials.
• Special education provided? Unclear. No information is available about the provision of special education and related services.

Lancaster School District: Closed through April 3rd

• Distance learning provided? No. The only mention of this is a statement that the staff is working to make “recommendations” for parents to use at home.
• Special education provided? Probably not. If the district is not providing any formal distance learning plan, it most likely does not have a plan in place for the provision of special education and related services.

Las Virgines Unified School District: closed through March 27th

• Distance learning provided? Yes, although somewhat unclear. The Las Virgines district referenes “distance learning” and “online engagement” with the class, but elsewhere refers to this as “distance activities.”
• Special education provided? Unclear. The reference to “distance activities” may be an attempt to avoid having to provide equal access and special education services.

Los Angeles Unified School District (LAUSD): closed for at least two weeks, beginning March 16th UPDATE: As of March 23rd, LAUSD schools will be closed until at least May 1st.

• Distance learning provided? Yes. At the time of the superintendent’s announcement, he made it clear that there would be a plan for curriculum and instruction for each classroom, and online instruction provided where possible. PBS is also working with LAUSD to make curriculum-based content avaialble to students who may not have access to devices in order to participate in online instruction.
• Special education provided? Unclear. The superintendent has stated that LAUSD realizes its obligation to meet the needs of its students with disabilities, but has been unclear on how services might be provided. The written statement references only that special education centers are closed, but that families have access to regional centers.

Long Beach Unified School District: closed through April 17th

• Distance learning provided? Unclear. It does appear as through LBUSD intends to provide distance learning, as it has referenced plans for continuing instruction during the closure. No information yet available.
• Special education provided? No information yet available.

Manhattan Beach Unified School District: closed through April 13th

• Distance learning provided? Yes. MBUSD is providing its students with “remote instruction.”
• Special education provided? Yes. MBUSD’s plan includes having the case carrier for each child with an IEP contact parents to provide a plan for implementation of the IEP through a “different delivery model” during the closure.

Norwalk La-Mirada Unified School District: closed through March 27th

• Distance learning provided? Unclear. The available information at this time is only that NLMUSD plans to develop “appropriate at-home enrichment activities and distance learning to ensure continuiety of the educational program.”
• Special education provided? Unclear. There is no information available about the provision of special education and related services.

Ojai Unified School District: closed through March 20th

• Distance learning provided? Unclear. The Ojai district referred to the fact that additional guidance from the state was to be made available on Tuesday, March 17th, and that it would rely on that guidane to develop possible distance learning.
• Special education provided? Unclear. Information has not yet been made available about a plan.

Orange Unified School District: closed through March 27th

• Distance learning provided? Yes. Teachers will provide remote learning activities online. The district indicated that every child needs a device connected to the internet, and provided resources for access.
• Special education provided? Unclear. No information is available on the provision of special education and related services.

Oxnard Union High School District: closed through March 27th

• Distance learning provided? Yes. However, the latest information simply stated “Distance Learning Plan to Come.”
• Special education provided? Unclear. A plan has not yet been made available.

Palmdale School District: closed through April 3rd

• Distance learning provided? No. Palmdale School District has stated that it determined providing distance learning to be “not feasible at this point,” referring to concerns about equitable access due to students who did not have devices or access to the internet.
• Special education provided? Unlikely, given that there is no plan for distance learning.

Redondo Beach Unified School District: closed through April 10th

• Distance learning provided? Yes. Teachers will provide instruction remotely to all students.
• Special education provided? Yes. The district has stated that all students will hear from their teachers on a consistent basis, including “special education teachers and service providers.”

Riverside Unified School District: closed through April 3rd

• Distance learning provided? No. There is no plan for continuation of instruction.
• Special education provided? No. The district stated that services for students with special education will be discontinued during the closure.
• What is available? Despite stating that instruction would not be provided, the Riverside district does have a web page with “remote learning activities” that includes packets and materials to “maintain skills” during the closure.

Saddleback Valley Unified School District: closed through March 27th

• Distance learning provided? Most likely not. The available information only states that the district is working to provide information to help families support student learning.
• Special education provided? Most likely not. There is no information about special education during the closure.

San Gabriel Unified School District: closed through April 3rd (includes already scheduled spring break)

• Distance learning provided? No. San Gabriel is only providing “optional” resources.
• Special education provided? Most likely not. The use of the word “optional” in reference to what it is providing is possibly intended to avoid providing special education during the closure, in light of the language from the federal guidance.
• What is available? The district is providing “Optional High Quality Online Learning Resources” on its website

Santa Monica-Malibu Unified School District: closed until April 20th (includes two weeks of spring break)

• Distance learning provided? Yes. Materials provided for continuity of learning, with no planned curriculum for the two weeks of spring break.
• Special education provided? Not clear. No information regarding the provision of special education and related services during the closure.

South Pasadena Unified School District: closed until April 3rd

• Distance learning provided? Not yet. The district provided information about “optional” learning activities, and stated that it was waiting for futher guidance from CDE on remote learning and independent study options.
• Special education provided? Not yet. The district also stated it was waiting for CDE guidance on provision of special education services.

Torrance Unified School District: closed through March 27th

• Distance learning provided? Yes. The district identified a variety of modalities by which schools will continue to provide instruction to students.
• Special education provided? No information yet available.

Whittier City School District: closed through April 3rd

• Distance learning provided? Yes. The Whittier district has a plan in place for providing continuity of instruction. Resources were provided along with a continuity plan by teachers for elementary school students, and older students will complete lessons via google classroom or email.
• Special education provided? Unclear. There is no mention of the provision of special education and related services.

Wiseburn Unified School District: closed through April 3rd

• Distance learning provided? No information available
• Special education provided? No information available

Many of my clients have been members of a regional center when they were young but once they started school Parents have allowed their eligibility to lapse.  Also, Regional Centers represent to Parents that services are provided from the local school district once the child turns 3 years of age. It’s true that the regional centers don’t provide much support for a school age person, maybe just behavior support, social skills and respite.  But future thinking Parents have to understand that once a student graduates high school the regional center system can be very helpful in providing transition and adult services.

The reason not to remove your child from the Regional Centers’ system is that it is sometimes very hard to get back in.  If your child has received intensive services for their entire school lives they may present as fairly capable young adults.  This is great news but they are still in need of  wonderful regional center resources.  Under the Lanterman Act even if your child was eligible at a young age to re-qualify they must have a “substantial disability” which results in major impairment of cognitive and/or social functioning. This impairment includes significant functional limitations in three or more areas of major life activity.  This includes receptive and expressive language, learning, self-care, mobility, self-direction, capacity for independent living, and economic self-sufficiency.  This is often a difficult hurdle for our higher functioning children and regional centers are working to prevent these young adults from re-qualifying.

It doesn’t cost Regional Centers anything to determine that your child isn’t eligible.  But it costs Parents a lot money and time to fight this determination.  The system is not geared to favor Parents or young adults.  Hearings are decided by Administrative Law Judges (ALJ) who are employees of the Office of Administrative Hearings, a state agency.  The presumption that the ALJ begins the hearing with is that the Regional Centers employees are the experts so their determination of eligibility carries greater weight and the burden is on the Parent to show otherwise.

The takeaway from this is to make sure you get your child assessed and made eligible one of the state Regional Centers at the earliest age possible and definitely under the age of 18 years.  You may not take advantage of the limited services offered or available during their school years but check out what is available at every stage of their life.  You may never know what your child/adult may need.

Other questions you have may be answered here on our FAQ. All other resources can be found here. If you have any further questions you may contact us.

Once again this year members of A2Z participated as instructors in the Student Rights Initiative (SRI) at the 19th Annual COPAA Conference in Dallas, Texas.  The students that participated in SRI learned about their rights under the law, how to participate and advocate for their needs at an IEP and how to lead a student-directed IEP meeting.

Students heard from attorneys that have disabilities themselves and learned how they navigated the world of education as students and how their disabilities shaped their career choices.

Students also heard from Selene Almazan, COPAA’s Legal Director, regarding important key court cases that led to the IDEA and how these cases shaped the rights available to them today.

Some of the students also had the opportunity to attend the COPAA breakout session “Maximizing the Youth Voice” with presenters Shiloh Carter and Olivia Hudson from  Disability Rights Texas with fellow conference attendees and participated in a lively discussion about having students attend and advocate on their own behalf at IEP meetings.

The students also discussed how a younger student might participate in their own IEP meeting.  The group determined that a younger student could introduce themselves to the IEP team so that all members were familiar with the student.  Another strategy discussed was the possibility of creating a prepared statement to read to the team about the student’s own strengths and where he or she thought she might need more help or support.

At the end of the last day the students all worked together to create a sample presentation that they could use to help them create a presentation for their own IEP meeting once they returned home.  SRI students also shared that they wanted to go home and share with their friends how they could advocate on their own behalf.

The SRI program was started to give students the tools they need to be self advocates early on in their educational career thereby establishing a groundwork for them to advocate on their own behalf at other stages of life, including at institutions of higher education and in the work place.  This year students again left the program ready to go home and get more involved in their own educational planning.

 

 

 

 

 

 

Preconceptions of Autism

I was nervous before my interview. Up until this point, my interactions with people with autism have been among either children in a treatment setting or the speakers in an academic setting. When Casey Reilly first walks up, one of the first things he says is “I’m sarcastic and I have a weird cynical-esque view of Autism.” Then the interview began. Instead of an interview, it felt like I was just talking to a person, who happened to have Autism, about his life. I often times forgot about the questions I had meticulously prepared a day previously. Instead I just listened to what he had to say and became extremely interested in his life as whole – the aspects of his life directly affected by Autism, indirectly affected or not all. In the middle of the conversation I asked him how he identified (as an Autistic person, a person with Autism,  on the spectrum, etc.), because we had discussed it in class and I was curious. His answer surprised me because it’s not a perspective that we’ve been exposed to in class or seen in the literature; he said he identified himself as simply a person. Most of what’s written about Autism is by people who are self-advocates or are very expressive and passionate about their diagnosis. In other words, they consider Autism a salient part of their identity. However, there isn’t much writing about those who have Autism, it’s a part of their lives, but the Autism doesn’t necessarily define who they are. Casey was able to give me insight into this perspective. He admits that Autism has influenced who he is and his interests, but it doesn’t define him. Read more