San Jose Middle College
San José Middle College is an advanced program for juniors and seniors who take two to three free college classes and four high school classes on the San José City College campus. Students earn a high school diploma while accumulating transferable credits for community colleges and four-year universities.
While at Middle College, students and staff form a close community that focuses on respect, support, and both personal and academic achievement. Our students have been accepted into all major UC, private, and state schools.
Check out our December Newsletter!
Middle College Attendance line in the event of any absence. The phone number is (408)535-6541Top
New Student Enrollment
The primary goal of the Enrollment Center is to provide families in the San José Unified School District with a more efficient enrollment process and access to district resources at the point of enrollment.
Students who live full-time within the boundaries of the San José Unified School District are eligible to attend our schools as defined by California law GOV Code and SJUSD Board Policy (5111.1).
Note: Owning a home within San Jose Unified does not qualify a student to attend SJUSD schools, unless it can be shown that the student is also living (sleeping) full-time in that home. Students living outside the district boundaries will need an Interdistrict Transfer.
Our Enrollment Center and Family Resource Center is open Monday through Friday, from 8:00am to 4:00pm, with the last enrollment appointment taken at 3:30pm.
NOTE: Completing the online registration does not officially enroll your student. You must visit the Enrollment Center in person to provide the Enrollment Requirements. If you register online in advance, your appointment at the Enrollment Center may take less than 15 minutes.
- Enrolling for 2020-2021
If your child is currently a 5th or 8th-grade student at the San José Unified school, you do not need to re-enroll or schedule an appointment. Please refer to the Middle & High School Placement page.
Note: Parents and guardians of new students enrolling can schedule a registration appointment beginning December 2nd, 2019, for January & February pre-registration for the 2020-2021 school year.
- Registration for grades 6-12 begins on January 22, 2020 and ends on February 5, 2020. Pre Enrollment Secondary
- Registration for grades TK-5, Magnet School and TWBI, begins February 3, 2020 and ends March 13, 2020. Pre Enrollment Elementary
To participate in the magnet school lotteries (Hacienda, Hammer, and River Glen Schools) or the Two-Way Bilingual Immersion lotteries (Bachrodt, Gardner, Trace, and Willow Glen), you must enroll during phase 1 of pre-registration, Feb 3 – March 13, 2020
Enrollments for the secondary school choice and magnet school are processed using a lottery. Students must be enrolled during Phase 1 to take place in the lottery. Enrollments occurring after that date will be placed on the waitlist after the lottery students on a first come, first serve basis.
- Magnet Schools
If you request that your student attend one of San José Unified’s magnet schools, your student will be placed in a “lottery” process. Click here to learn more.
- Two Way Bilingual Immersion (TWBI) Program
To enroll your child in San José Unified’s Two-Way Bilingual Immersion (TWBI) Program, you will need to attend an orientation prior to enrollment. Click here to learn more.
- Orientation & Tour Schedules
San José Unified provides programs and services for students with special needs that interfere with their ability to access the grade level curriculum. Our special education services create inclusive educational climates where individuality and diversity are respected, honored, and celebrated.
We strive to partner with students and parents to develop the most exciting learning environments for the academic, social, and emotional success of each student – where curriculum is universally accessible and aligned with strategic plan.
Find your school
Serving over 30,000 students from transitional kindergarten through high school, San José Unified is home to 41 schools from Downtown San José in the north to Almaden Valley in the south. Any child living within our boundaries is guaranteed a seat.
Click here or on the map above and enter your address to locate your neighborhood school.
You can see below for contact and performance information for each of our schools. To learn more about School Accountability Report Cards (SARC), please visit the Performance page on this website.
Extended School Year 2020
Año escolar extendido
Congratulations to the Class of 2020!Virtual Graduation Celebration
Educational Experiences – pre-recorded lessons
Supporting students and families during school closures, San José Unified has created the following videos in support of at-home learning. Pre-recorded, these videos can be viewed at any time and when they may best fit within your daily schedule. Although the teachers in the pre-recorded educational experiences are not available for questions, your classroom instructor will be. Please reach out to them should you have questions regarding the content or need extra support.
- March 26
- March 30
- href=“https://sjusd.webex.com/recordingservice/sites/sjusd/recording/playback/a83a782ac47947f482b8ef7d684dc299” target=“_blank” rel=“noopener”>Grades TK/K
- Grade 1
- Grade 3
- Grade 4
- Grade 5
- 6th Grade
- 7th Grade
- 8th Grade
- Algebra I
- Algebra II
- April 1
- March 30
- April 2
- April 6
Educational Experiences – pre-recorded lessons
That page has been moved to: San José Unified Resources and Information During School Closures
- Elementary (Grade TK-5)
INTRADISTRICT: Request to transfer to another school WITHIN San José Unified School District
Students requesting a new Intradistrict Transfer will be placed according to these priorities below, ranked in order of importance:
- A parent/guardian who works at a San José Unified site within the requested school’s attendance boundary
- Students with a sibling currently attending the requested school
- A parent/guardian who works within the requested school’s boundary
- Students with childcare within the requested school’s boundary
Note: Applications in priorities 1 and 2 must be received between February 3 and March 13, 2020 to be reviewed by April 15, 2020.
All new applications will be processed based on space availability and may not be considered until two weeks after the start of the school year.
Intradistrict are required to be renewed annually. Denials will be notified before the end of the school year.
Please complete the application and submit it to Student Assignment Office or at time of new registration.
TRANSFER TO NEIGHBORHOOD SCHOOL: Is your student attending a school other than their neighborhood school and want to return to their neighborhood school?
- Middle and High School (Secondary- GRADE 6-12)
Transfers within SJUSD: Current and active students may apply for a Secondary Transfer (grade 6-12) and must have a satisfactory academic, behavior, and attendance record.
- Students who currently attend an Alternative ED school and/or have a CWA placement will need to have their transfer application approved by the appropriate department.
- Students who currently have an IEP and receive Special Education Services such as SDC will need to have their transfer application approved by a Program Specialist.
Secondary students ONLY transfer at the beginning of each semester
- Interdistrict (OUT)
Request to transfer to another school OUTSIDE of San José Unified School District.
When applying for an Interdistrict Transfer, parents must provide:
- Child Care Affidavit if applicable (TK-5th grade only);
- Proof of employment must be on the letter head (TK-5th grade only);
- IEP (Special Education students only)
If your application is approved, it will be sent to the requested district, which also must approve it before the transfer is complete.
San José Unified will approve transfers to another district for the following reasons:
- The students receive childcare services within the boundary of the requested district (Grades TK-5 only; verification required);
- One or more parent guardian works within the boundary of the requested district (Grades TK-5 only; verification required);
- The student is in their last year of an academic level (Grades 5, 8, and 12);
- The requested district or school has programs and/or curriculum not available in San José Unified;
- The student moved out of the requested district after the start of the school year; and/or
- A transfer would assist with the student’s socio-emotional adjustment.
- Interdistrict (IN) Transferring into San José Unified
Students who live outside the boundaries of San José Unified and want to attend one of our schools must request an Interdistrict transfer from their district of residence. Your district of residence will forward your application to San José Unified for review.
Even if an Interdistrict Transfers is granted, it will be renewed annually. Your student may be subject to displacement in future years due to increases in neighborhood enrollment at their chosen school or program.
Please note that transportation services will not be provided by the district for students with Interdistrict Transfers.
Interdistrict Transfers will be processed according to these priorities:
- Students whose parent/guardian is a district employee (30+ hours/week) at a site within the school’s attendance boundary.
- Students with a sibling attending the requested school;
- Students with childcare in the requested school’s attendance boundary (Grades TK-5);
- Students whose parents work within the school’s attendance boundary (Grades TK-5);
- Students in their last year of an academic level (Grades 5, 8 and 12);
- Change of address; and
- Socio-emotional adjustment.
- Interdistrict Attendance Appeal
Anyone wishing to file an Interdistrict attendance appeal must first follow the appeal process according to SJUSD Board Policy AR 5117:
Step 1. Appeal to the Interdistrict Appeal Committee, chaired by the Administrator for Intedistrict Transfers. If denied,
Step 2. Appeal to the Office of the Deputy Superintendent. If denied,
Step 3. Appeal to the San Jose Unified School District Board. If denied,
Step 4. Appeal to Santa Clara County Board of Education.
Special Education Process at San José Unified
The special education process at SJUSD is to determine whether or not your child is eligible for special education services and if so, what special education services are most appropriate for your child.
There are five (5) basic steps in the special education process:
- Referral for Assessment
- Determination of Assessment
- Assessment to Determine Eligibility
- Development and Implementation of an Individualized Education Program (IEP), if eligible
- IEP Review
- Step 1: How is a student referred for assessment for special education services?
Referrals for assessment for special education services can come from a variety of sources. Parents or guardians may refer their child for assessment for special education services (see information on how to request an evaluation here). Teachers, other school personnel, and community members may also refer a child for assessment. Additionally, the Student Success Team (SST) at your student’s school site may refer your child for assessment for special education services. The district is required to document that the student’s educational needs cannot be successfully met through a multi-tiered system of supports and adjustment of the general education program before they make a referral for Special Education.
- Step 2: What happens after the referral is made? How does the district determine whether or not to proceed with an assessment?
San José Unified will respond to any referral for an assessment within fifteen (15) days, not counting school vacations greater than five (5) days (i.e. summer and winter recess), of the receipt of the referral for assessment.
San José Unified personnel review all of the available evidence for a student upon receipt of the referral for assessment. This includes student grades, attendance, academic performance as measured by statewide and district-wide assessments, and other information as appropriate. A school psychologist determines whether or not an assessment is appropriate after an analysis of student information.
If the San José Unified team assigned to the referral determines that an assessment of your child is not appropriate, you will receive a written notice of this decision within the fifteen (15) day time period. If the team determines that an assessment is appropriate, you will receive an Assessment Plan.
An Assessment Plan describes the types and purposes of the assessments which may be used to determine your child’s eligibility for special education services. Before your child can be assessed, you must consent to the assessment by signing the Assessment Plan. You have at least fifteen (15) days from the receipt of the Assessment Plan to consent to and sign it. The school has sixty (60) days, not counting school vacations greater than five (5) days, of the receipt of your signed Assessment Plan to complete the assessment and hold an Individualized Education Program (IEP) meeting.
- Step 3: What happens during the assessment? How does the district determine whether or not a student is eligible for special education services?
An assessment involves gathering information about your child to determine whether your child has a disability and if, as a result of the disability, your child requires specialized academic instruction. Assessments may include individual testing, observation of the child at school, interviews with the parent(s), child and school personnel who work with the child, and review of school records, reports and work samples.Guidelines for Assessment
When your child is assessed, San Jose Unified adheres to the following guidelines:
- Your child will be assessed only after you consent to the Assessment Plan
- Your child will be assessed in all areas related of his/her suspected disability
- The assessment will be administered in your child’s primary language or an interpreter will be provided
- The assessment must include a variety of appropriate tests to measure your child’s strengths and needs. The persons administering these tests must be qualified to do so. The assessment will be adapted for students with impaired sensory, physical, or speaking skills
- A multidisciplinary team, including at least one teacher or other specialist with knowledge in the area of your child’s suspected disability, will assess your child.
- Testing and assessment materials and procedures must not be racially, culturally, or sexually discriminatory
Eligibility for special education services is the result of following a systematic process that carefully evaluates and identifies one or more learning impairments that interfere with a student receiving educational benefit. Eligibility is determined by the IEP team.The assessment process and IEP team seek to determine the answer to the following questions.
- Does the student meet the eligibility criteria as an individual with a disability?
- Does the severity of the disability have an adverse effect on the student’s educational performance?
- Does the student require special education and services to achieve a free appropriate public education?
- Is the need not due to a lack of appropriate instruction or limited English proficiency?
Children who have a disability and meet specific eligibility criteria according to the laws and regulations outlined by the California Education Code and federal Individuals with Disabilities Education Act (IDEA) may qualify for special education under one of thirteen (13) areas.
- Autism (AUT)
- Deaf-Blindness (DB)
- Emotional disturbance (ED)
- Hard of Hearing (HH)
- Intellectual disability
- Multiple disabilities (MD)
- Orthopedic Impairment (OI)
- Other health impairment (OHI)
- Specific learning disability (SLD)
- Speech or Language Impairment (SLI)
- Traumatic brain injury (TBI)
- Visual Impairment (VI)
A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.
A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects a child’s educational performance.
Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Emotional Disturbance (ED)
Emotional Disturbance means a condition exhibiting one or more of the following characteristics, over a long period of time and to a marked degree, that adversely affects educational performance:
- An inability to learn which cannot be explained by intellectual, sensory, or health factors;
- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
- Inappropriate types of behavior or feeling under normal circumstances;
- A general pervasive mood of unhappiness or depression; or
- A tendency to develop physical symptoms or fears associated with personal or school problems.
The term (ED) includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
Hard of Hearing
Hard of Hearing means hearing, impairment, whether permanent or fluctuating, that adversely affects a child’s educational performance, but that is not included under the definition of “deaf” in this section.
Intellectual Disability (ID)
Significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Multiple Disabilities (MD)
Concomitant impairments, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
Orthopedic Impairment (OI)
A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments form other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Other Health Impairment (OHI)
Having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment.
Specific Learning Disability (SLD)
A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. Eligibility for services requires that there is a significant discrepancy between intellectual ability and achievement in one or more of the following academic areas: oral or written expression, listening or reading comprehension, basic reading skills, mathematics calculations and reasoning. Disorders not included – the term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Speech or Language Impairment (SLI)
A communication disorder, impaired articulation, language impairment, or a voice impairment, that adversely affects a child’s educational performance.
Traumatic Brain Injury
Acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Visual Impairment, including Blindness
Impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
- Step 4: What is the IEP meeting and what happens during the meeting?
After your child has been assessed, an Individualized Education Program (IEP) meeting will be held. The IEP meeting must be held at a time and place convenient for both you and the school’s representatives. The school must provide you with written notice of the IEP meeting within a reasonable time prior to the meeting. This notice will include: the date, time, and place of the meeting; the reason for the meeting; who will be at the meeting; and a statement of the right of participants to electronically record the meeting. If you are unable to attend the meeting, you may call the school to reschedule.
At this meeting, the IEP team will discuss the assessment results and determine if your child is eligible for special education services. If your child is eligible, an IEP will also be developed during the meeting.IEP Team Members
- The child’s parent or guardian, and/or your representative
- A school administrator or qualified representative who is knowledgeable about program options appropriate for your child
- Your child’s present teacher. If a student does not presently have a teacher, a teacher with the most recent and complete knowledge of the student and who has observed the student’s educational performance will participate as an IEP team member. If a teacher with the most recent and complete knowledge of the student is not available, the teacher on the IEP team will be a special education teacher qualified to teach a student of his or her age
- The person(s) who assessed your child or someone familiar with those assessment procedures.
- Other persons, such as your child, whom you or the school wish to invite
An IEP is the written plan that describes a child’s abilities and needs, and the goals, accommodations/modifications, and services designed to meet the child’s unique needs. Your child’s IEP must be reviewed and, if necessary, revised once a year or more often upon request. If your child is found to be eligible for special education services, the IEP will contain:
- Annual goals focusing on your child’s current level of performance
- The services that your child will receive
- When services will begin, how often they will be provided, and for how long
- The instructional program(s) where these services will be delivered
- The amount of time your child will spend in general education. If your child is not educated completely in general education, it should state why
- How the school will measure your child’s progress.
You will receive a copy of the IEP at or shortly after the IEP meeting. If you do not attend the IEP meeting, a copy will be mailed to you. You have the right to agree or disagree with any part of the IEP but a signature from the parent/guardian is required in order for a student to receive special education services.
- Step 5: What can I expect after my child is found to be eligible for Special Education services?
After your child qualifies for and begins receiving special education services, his or her IEP will be reviewed in an IEP meeting at least once a year to determine how well it is meeting his or her needs. In addition, every three years, your child will be reassessed and his or her IEP reviewed as part of an overall comprehensive reevaluation of your child’s progress.
It is important for parents to maintain regular contact with the educational professionals who work with their child. Also, in preparation for an annual review or reevaluation, parents should prepare by reviewing past IEPs and student records. The case manager should send home any assessment results as well as a draft IEP for you to review prior to the meeting. As the parent is typically the only team member who sees the child at home, your input is critical in assessing student progress and achievement.
If there are concerns that your child’s educational needs are not being met, either you or school personnel may request a reassessment or an IEP meeting to review the IEP at any time during the year. You may request an IEP meeting by sending a written request to the school. Once your request is received, the meeting must be held within thirty (30) days, not counting school vacations greater than five (5). You may request a reassessment by sending a written request to the school. The school must get your permission before it reassesses your child.
San José Unified provides special education assessments for preschool-age children who are residents within the district boundaries. The assessment process is in place to help determine a student’s potential eligibility for district-provided special education services.
We have a preschool assessment center staffed by a team dedicated to serving the needs of children ages 3-5 with disabilities. The team will guide your family through the district assessment, Individualized Education Program (IEP) process, and the programs and services we provide if your student qualifies.
Families are required to enroll their students at the District Office at 855 Lenzen Avenue prior to being assessed at the Preschool Assessment Center. Please find more information on enrollment here.
Community Advisory Committee
The Community Advisory Committee for Special Education is a state-mandated committee responsible for: parent education and advocacy training; review and development of the special education local control plan; participation in district committees directly affecting the special education program; and addressing concerns regarding special education programs that support students with Individualized Education Plans (IEPs). The CAC-SE is dedicated to ensuring that every special education student in San José Unified is getting the highest quality education.
Members of the CAC-SE include parents of individuals with exceptional needs enrolled in public or private schools, parents of other pupils enrolled in school, pupils and adults with disabilities, regular education teachers, special education teachers and other school personnel, representatives of other public and private agencies and persons concerned with the needs of individuals with exceptional needs.
To enroll your student in San José Unified, you can complete the online registration or download the enrollment application and make an appointment with our Enrollment Center to provide the following documents (*not required for all students).
You have the right to review and appeal your student’s school assignment. An appeal may be approved if the student is being treated by a physician or psychologist for a severe physical or emotional condition. An appeal will not be considered if it is based on any of these reasons:
- Severe physical or emotional condition of another family member;
- Transportation issues;
- School location or program;
- School/job-related issues; or
- Childcare/daycare difficulties.
Here’s how it works…
- 1. Schedule an appointment
Schedule an appointment with the Student Assignment Department by calling (408) 535-6232
During the appointment, an administrator will listen and respond to your concerns in an attempt to resolve the issue. If the issue is not resolved, you will be given:
- Appeal Process Information Sheet;
- Appeal Application; and
- Physician Exchange of Information
Once you submit these forms and other supporting documents — including each physician’s phone number — your appeal will be reviewed in the order it was received.
- 2. Administrator Review
An administrator will carefully review your appeal and determine if it meets the district’s criteria. This includes conferences with physicians and other experts. You will receive a letter notifying you of the administrator’s decision.
- 3. Appeal to the District
If you’re not satisfied with the initial decision and want to continue your appeal, you can contact Jill Case, Director of Student Operational Services at (408) 535-6232.
Appeals will be accepted through April 30th.