Special Education

The school reopening plan considers in-person services a priority for high-needs students and preschool students with disabilities whenever possible. Students in grades K-5 will receive special education services as outlined on their individualized education plans (IEPs) via daily in-person instruction. Students in grades 6-12 will receive special education services via a hybrid model (in-person and remotely).  Related services may be provided in person or remotely. All K-12 students who attend the district’s self-contained special education programs will receive daily in-person instruction in accordance with their Individual Education Plans.

In addition to the communication efforts schools make for all students, parents of students with disabilities have a legal right to be informed regarding the identification, evaluation, educational placement, and the provision of FAPE (a free and appropriate public education) to their child. Whether special education programs and services are provided in-person, remotely, or through a hybrid model, effective communication between school personnel and parents will include the following:

  • Working collaboratively and creatively to help ensure there is an understanding of the school’s efforts to provide services consistent with the recommendations on the individual Education Plan and monitor student progress
  • Communicating with parents in their preferred language or mode of communication and documenting outreach efforts.
  • All Committee on Special Education / Committee on Preschool Special Education meetings will be held remotely until schools reopen fully
  • Collaboration between committees on preschool special education/committees on special education and program providers representing the variety of settings where students are served to ensure there is an understanding of the provision of services consistent with the recommendations on individualized education programs, plans for monitoring and communicating student progress and commitment to sharing resources.

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Until schools return to normal operating conditions, the same flexibility with respect to IEP implementation for delivery of services during school closures due to the COVID-19 outbreak continues to apply to the programs and services whether delivered in-person and/or remotely (e.g. flexibility with respect to the mode and/or manner; group or individual sessions; specific group size for related services, frequency, duration and location of related services, and special class size ratio etc.).

All providers will work collaboratively with their content area partners to ensure that communication, and educational materials are accessible, adapted, modified and appropriate in accordance with student’s IEPs. Teachers and service providers will collect data, whether in-person or remotely, and use these data to monitor each student’s progress toward the annual goals and to evaluate the effectiveness of the student’s special education services. Reports of progress to parents may be made via telephone or other electronic means if progress reporting procedures specified in the student’s IEP cannot be met with reasonable efforts.

Whether in person or remote, delivery of special education services will be achieved by using a variety of resources provided by our teachers and providers through collaboration to ensure educational materials are accessible, adapted, modified and appropriate in accordance with student’s IEPs or Section 504 Plan. Lessons, tasks and activities will relate to the student’s IEP goals and objectives and may include pre-recorded lessons, synchronous teaching (recorded for those who cannot attend) and teacher-designed learning activities.

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