UPDATES FROM STUDENT SERVICES ESY, Summer Work, and Progress - - PowerPoint PPT Presentation

UPDATES FROM STUDENT SERVICES

ESY, Summer Work, and Progress Towards Reopening

EESY: Extended ESY

• EESY
• Families were provided a survey and follow-up phone calls to determine services for

this extended ESY program

• Student Services offered June services for special education and related services to 117

families , who asked for additional compensatory services as a result of the Pandemic.

• EESY ran from early June through June 30th and was coordinated with individual families to
• ffer flexibility in the provision of these related services and special education.

ESY Services PreK –12 : Annual Five Week Programs

Our annual programs were offered beginning June 29th through July 29th for our MMS and MHS students in A combined Get Set Program spanning grades 7-12. PreK-6th grade students' programs ran from July 6th – August 6th . Special education and related services were

• ffered remotely

Opportunity for daily and weekly themes through Zoom groups to support SEL and social

• pportunities for students.

Summer SEL Opportunities

Created a helper group for

• ur PreK-6th grade students

working with our Coordinator

• f Care, Fern Seiden to offer

SEL and continued contact with students and families. Schools identified students in Tier 2 or Tier 3 and offered weekly support and small groups to foster social emotional learning and wellness. District Home School Liaisons worked with students and families over summer. YEES clinicians provided weekly contact with students and families over the summer. SEL team has piloted the Presence Learning Platform as a tool to improve the interface for remote services including social skills learning, individual and group activities. SEL District and Building Teams are exploring Transition opportunities for families and individual students as we near the start

• f school.

FOR PARENTS AND GUARDIANS

Working collaboratively with our Parent Advisory Group to offer: Coffee & Conversations every Tuesday from 2:00 –3:30 PM for parent support and opportunities to share their voice as we plan for reopening. A 3 to 6 workshop series will be hosted Parent Advisory Group with support from Student Services. Topics in the series are being driven by family need. 1st topic is Dealing with Anxiety facilitated by Laureen Dorrow, School Psychologist.

LOOKING AHEAD TO REOPENING

Where we were from March through August ...Fully Remote

Our focus was on moving our entire special education system to a fully remote platform Tier 1 : Access to General Education: special education teachers worked closely with general education to

• Design, adapt, and modify remote learning opportunities for all students.
• Offer educational support to the general education curricula being delivered to all students.
• Use specialized supports, services, technology, and paraeducators to deliver services remotely.

Tier 2 : Access to special education: special education teachers and related service providers worked closely with families to:

• Deliver individualized IEP services, supports, related services, and access to technology through the remote learning platform.
• IEP teams closely monitor student progress, and adjust student services accordingly.
• Use a collaborative process between families and team members to deliver IEP services.

Tier 3 : Access to special education that cannot be fully delivered using remote education: special education teachers and related service providers explored:

• The possibility of onsite and/or a combination of onsite/ remote service delivery to our students with complex special education needs.
• We attempted to put together a program to deliver face-to-face specialized instruction and related services to a small group of
• students. Abandoned due to health concerns.

A Dual System: Hybrid and Fully Remote Delivery of General and Special Education:

• Parent surveys have determined student participation on Hybrid
• r Fully Remote Options.
• Special Education Coordinators, Case Managers and School

administrators will:

• Assign students to cohort groups for the A/B in

school Hybrid option Monday/Tuesday and Wednesday/Thursday.

• Assign students to cohort groups for C/D Fully

Remote option Monday/Tuesday and Wednesday/Thursday.

• Teacher Teams will be assigned at the building level to deliver

the Hybrid and/or Fully Remote Option.

• All students will have a Flex day on Fridays.
• Paraeducator and Related Service Providers will be assigned at

the building level to offer direct, in-person and/or remote services specific to the needs of individual students.

• Parents are encouraged to work with their child's special

education team between now and September 9th to address any special circumstances or to address any flexible scheduling

• f related services in their chosen option – Hybrid or Fully

Remote.

Special Education Procedures and Process will drive our work as IEP Teams!

• Students IEPS remain fully in effect regardless
• f the Pandemic. What we cannot do now ,

we will have to make up later.

• This is an imperfect situation as a result of the

Pandemic.

• Collaboration and Communication are critical

between families and school-based IEP teams.

• We are equal partners and must use the

special education IEP team process to address and monitor individual student progress, services, and needs.

Focus on the Individual Child and his or her access to:

Tier 1 : Access to General Education:

• Design, adapt, and modify In-person and Remote learning opportunities for all students.
• Planful use and integration of paraeducators.
• Use of a universal platform – Canvas – to support a single-entry point for all aspects of education, including special education and related services.
• Offer technology if needed to ensure each student with an IEP can access any remote supports and services.

Access

Tier 2 : Access to special education:

• Deliver individualized IEP services, supports, and related services through a combination of In-person and remote learning platforms specific to individual

child and IEP.

• Purchase of Presence Learning and Goalbook to offer a better interface for delivery of remote services and a means to progress monitor IEP goals and

Objectives whether in-person or remote.

• IEP teams closely monitor student progress and adjust student services accordingly and may include a combination of in-person and remote for some/all

services.

• Use a collaborative process between families and team members to deliver IEP services. Communication is critical here.

Access

Tier 3 : Access to special education that cannot be fully delivered using remote education:

• Use a combination of In-person/ remote service delivery to our students with special education needs, who benefit from a combination of services.
• Designate space and offer a Clinic Model of service delivery at sites within schools for In-person services for remote students who cannot access using the

remote platform.

• Explore In-home services for a very small number of students who cannot access their education any other way.
• Identify IEP services that cannot be delivered and offer compensatory education later.

Access

Compensatory Education and Evaluations

• Governor Sununu's Emergency Order #48
• Each school district must ensure that they hold IEP team meetings for every student identified for special education

services no later than 30 calendar days after the first day of the school district's 2020-2021 school year. At the meeting, the IEP team will consider what Compensatory Education Services, if any, are required to be provided to make up for services not provided during period of remote instruction and support, student regression, or student's failure to make expected progress as indicated in the student's IEP. Special education teams will begin to convene upon the opening of school in September to follow the order regarding Compensatory Education.

• The requirements of Ed 1100, et seq., ("Standards for the Education of Children with Disabilities") including but not

limited to the provisions relating to the timing of evaluations and IEP team meetings, except as modified in this Order, are not waived, but remain in full force and effect, except as follows: For any evaluation criteria described in Ed 1100, et seq., that cannot be satisfied because of the shift to remote instruction and support (e.g., classroom evaluations) the school district shall: a) include in its evaluation the reason the criterion was not considered and b) use best efforts to obtain the information the IEP team needs to determine eligibility and services/supports the child needs to receive a free appropriate public education (FAPE) via other available criteria. Special education evaluation teams have begun to complete evaluations remotely when it has been deemed

• appropriate. Upon the return to school evaluations will begin in-person for hybrid students and using the "Clinic"

model and/or fully remote. This is determined through the special education process and with parental consent.