Special Education Services

Academics and Student Support

Students receiving special education services must have their IEP minutes met in all models for learning.

Students receiving special education reading services will have their reading content delivered by their special education teacher.

Students receiving special education services in the general education setting (co-taught) will receive the whole-class instruction with their math teacher in their general education class and can spend the remainder of the math block with their special education teacher. This would also pertain to remote learning.

Students with disabilities who have classes (such as math or science) in the special education setting should be allowed the same amount of virtual class time as their non-disabled peers.

Related service providers will schedule their services throughout the school week to meet the needs of the students and parents. Allotting a single day for related services makes it impossible for providers to see all their students.

Students in special programs (autism, life skills, positive behavior support, and medically fragile) attend school M- F in an AM or PM cohort of students in a school building four days per week
e.g. M, T, TR, F from 8

IEP teams could consider change of placement to homebound for students who may need to be provided with educational services remotely.

Students in mixed general education and special education - special education related services are received as written in their IEP, which can be in either school or virtual settings, as appropriate.

Special education time is determined by the IEP team so students can make progress in the general curriculum.

Determine present levels within the first three weeks to design appropriate education plans for students.

Provide professional development to all staff regarding safety, technology, instruction, IEP development, progress monitoring, etc

Develop a universal accommodations and modifications page that relates to distance learning.

Communication and Partnership Collaboration

Communicate plans, options, and changes with families and other stakeholders as soon as possible via multiple methods including websites, telephone, and email.

Schedule Virtual IEP or Initial Eligibility Determination Meetings. Provide families with consistent and accurate information. Consult with community agencies: C to B, DD Waiver etc.

Staffing and Labor

Define high-risk staff.

Deliver professional development for teachers around distance learning, academics, and safety procedures.

Hire enough staff to start the year and ensure coverage if others are sick.
Give flexibility to bring back retired teachers without them having to sit out a year. Identify work centers for teachers/students/families who can’t work from home. Ensure staff have access to equipment and the internet to work in a virtual environment Evaluate teachers using a system that provides feedback.
Ensure EAs have appropriate expectations and deliverables.
Provide COVID
-Era CPI Training.


Create an environment where evaluations can be completed using plexiglass to eliminate contact between evaluator and student to conduct face-to-face evaluations.

Diagnostic evaluations should occur at a single centralized testing center (B.F. Young) until health orders allow all students back in school.

Develop a guidance document for evaluations.

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