SLIDE 1
Restart and Implementation for the Individuals with Disabilities Education Act (IDEA) in the CCSD
Special Education Services
SLIDE 2 Parent Survey Results - 236 Respondents
❏ OEL Students- 3.4%; Elementary Students-44%; Middle Students-20.4%; High School Students-27.2% ❏ 75% of Respondents’ Students served in IRR (general education curriculum) ❏ Needs Assessment: Technology - 78.5% (laptops and training); School Supplies - 43.9%; Food - 15.9% ❏ Access to WIFI - 97.9% ❏ Main Concerns (Narrative): Safety, Quality Virtual Instruction, Provision of FAPE (access to accommodations, progress on IEP goals/objectives), Access to Related Services ❏ Parent Services Preference: ❏ High School: ❏ Hybrid - 14.8%, F2F - 14.8% ❏ Elementary/Middle: ❏ Virtual Learning - 47%, F2F - 29.2%
SLIDE 3
Timeline of Next Steps
❏ Caseload Managers will be contacting parents of students with disabilities beginning this week and continuing into next. ❏ Virtual Learning Plan meetings will be scheduled for all students with disabilities. These will occur between August 12 and September 4. ❏ The current IEP will be reviewed and individual services discussed during the Virtual Learning Plan Meeting.
SLIDE 4
Next Steps
❏ Special Education Teachers have been included in the conversations as we consider options available for service delivery during continued virtual learning. ❏ Consideration is being given to how we can safely return students back to face-to-face instruction.
SLIDE 5 Caseload Managers: Supporting Students with Virtual Learning Plans
❏ Students will have an assigned “check-in” time with their caseload manager once a week. This will be scheduled during the Virtual Learning Plan meeting. ❏ All Special Education Teachers will offer academic assistance/“tutoring”. Students and parents will be notified when these virtual tutoring hours will be held. ❏ Caseload Managers will continue to monitor progress
SLIDE 6
Caseload Managers: Additional Support
❏ Previewing and Remediation (direct service) may be added to the Virtual Learning Plan at the end of the academic day, and on Fridays as needed.
SLIDE 7 Behavior Supports
❏ If a student has documented behavior concerns in their IEP the Virtual Learning Plan Team will address how these services will be implemented in the virtual environment.
❏ Behavior Specialists can be assigned to support both students and their families.
SLIDE 8
Free Appropriate Public Education
❏ Special Education teachers assigned to work with students accessing instruction virtually will ensure Virtual Learning Plans are implemented. ❏ Group and individual instruction will be designed to address IEP goals and objectives as identified on the Virtual Learning Plan. This could include small group sessions designed to target common goals and objectives, additional work tasks, and/or individualized activities.
SLIDE 9 Free Appropriate Public Education
❏ For example, if your child is receiving the equivalent
- f 60 minutes/day of small group reading
instruction, the IEP team may determine a
- ne-on-one 15 minute/day segment via the online
platform is appropriate. As a result, services identified in the Virtual Learning Plan may be different.
SLIDE 10 Free Appropriate Public Education
❏ Students enrolled in virtual learning activities will follow a schedule and be expected to log in for class
- time. They will be able to interact with other
students and the teacher assigned to teach that
- course. They will be able to reach out and receive
individualized support from their instructor.
SLIDE 11 Free Appropriate Public Education
❏ It is possible that not all classes, programs, services,
- r accommodations may be appropriate through a
virtual learning platform. This does not mean the district is not providing students with a Free Appropriate Public Education during a Pandemic. ❏ Some goals may not be appropriate for the home
- setting. Some service delivery models may not be
appropriate for the home setting.
SLIDE 12 Implementation of Services during Virtual Learning
❏ All services agreed on during the Virtual Learning Plan Meeting will be implemented virtually. ❏ Face-to-Face Services currently agreed on in students’ IEPs will be discussed during the Virtual Learning Plan
- Meeting. The committee will decide how each service
can best be provided virtually.
❏ Example: for a student receives direct math instruction, they may continue to receive direct instruction during virtual learning.
SLIDE 13
Implementation of Services during Virtual Learning
❏ Students are going to be running a real-time educational schedule 4 days per week; class times remain the same as typical peers. All levels (elementary, middle, and high) ❏ All teachers serving a student with an IEP or 504 will be provided with a copy of their Virtual Learning Plan or 504 Plan.
SLIDE 14
Speech Services
❏ Speech Services will be provided through Teletherapy. Small group sessions will still be provided. The delivery model will be discussed during the creation of the Virtual Learning Plan. ❏ Parents will be provided with resources in addition to direct teletherapy services. ❏ Push in services (to the virtual classroom) will be discussed when creating the virtual learning plan.
SLIDE 15
How will related services be provided?
❏
Students that receive speech, OT, PT, DHH, VI, and /or OI services will receive these services virtually. There will be documentation of all services being provided to students with disabilities in the Virtual Learning Plan. ❏ These services will be determined during the Virtual Learning Plan Meeting.
SLIDE 16 Hospital Homebound Services
❏ To be eligible for HHB services, a student must be confined to their home or a hospital due to a physical
- r psychiatric condition. A medical certification form
is required from the physician or psychiatrist who is treating the student for the qualifying condition. ❏ HHB services are not intended to supplant regular school services and are, by design, temporary.
SLIDE 17
Hospital Homebound Services
❏ Hospital Homebound Services (HHB) are not the same as distance/virtual learning, and we continue to require the HHB packet be completed by a medical physician. The IEP team will determine HHB services and will consider the CDC guidelines in the development of the IEP. ❏ If a student qualified for HHB services prior to COVID-19 school closures, she/he would still qualify per a medical specialist’s orders. HHB paperwork must be submitted at the start of each school year. A student will not qualify for hospital homebound services solely out of concern due to the pandemic.
SLIDE 18
The Key Component: Virtual Learning Plans
❏ No two students are the same. What is considered a Free and Appropriate Education for one student is not the same for the next. ❏ The district will ensure students are provided access to FAPE during Virtual Instruction through the creation of Virtual Learning Plans.
SLIDE 19
The Key Component: Virtual Learning Plans
❏ We are committed to partnering with parents of student with disabilities to ensure services are provided and the appropriate supports in place to help all students be successful. ❏ The best way to address the needs of your child and have your questions answered is during the Virtual Learning Plan Meeting. ❏ We are also committed to bringing students safely back to school as soon as possible.
