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Special Education

Schools and school districts are required to provide: a Free Appropriate Public Education consistent with the need to protect the health and safety of students with disabilities and those providing special education and services; meaningful parental engagement regarding the provision of services to their child; collaboration between the Committee on Preschool Special Education/Committee on Special Education (CPSE/CSE) and program providers representing the variety of settings where students are served; access to the necessary instructional and technological supports to meet the unique needs of students; and documentation of programs, services and communications with parents.

The school reopening plan must address collaboration between the committees on preschool special education (CPSE) and committees on special education (CSE) 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 (IEPs), plans for monitoring and communicating student progress, and commitment to sharing resources.

The school reopening plan must address meaningful parent engagement in the parent’s preferred language or mode of communication regarding the provision of services to his/her child to meet the requirements of the IDEA.

  • Create weekly check in with families via notes home, online activities/webinar, weekly check ins from staff working directly with their child.
  • Social and Emotional support for families needed determined by a needs assessment, weekly check-ins.
  • If moving to full on remote learning, staff will gather information from each family regarding preference for instructional components, times, scheduling of services.

The school reopening plan must ensure access to the necessary accommodations, modifications,supplementary aids and services, and technology (including assistive technology) to meet the unique disability related needs of students.

In-person programming will include traditional, differentiated, interdisciplinary programming focusing on the whole child, and using a whole team approach. All accommodations, modifications, supplementary aids and services, AT will meet the needs of each child as designated by their IEP.

Rituals and routines regarding remote instruction, and training families will be incorporated into the beginning of the year, face to face instruction to be ready to make a switch if needed.

Hybrid Instruction: Students will be cohorted by medical, academic, and social and emotional needs to attend in-person and remotely. Schedules will be coordinated with home districts.

Remote Classroom Instruction:

A weekly schedule will be created for each student and shared with their family by the classroom teacher. The goal is to organize instructional learning and related services, individualized for each student, and to clearly communicate expected learning opportunities.

Sample schedules will be provided and crafted with each family and their needs will be considered.

  • Weekly enrichment, passion projects, virtual field trips will also be incorporated into programming.
  • 1:1, small group virtual sessions will be scheduled weekly.
  • Daily office hours, morning meetings, and SEL check ins will be scheduled for all students to access.
  • TAs and nurses will be assigned specific roles to support students and families.
  • There will be a balance of synchronous and asynchronous sessions offered.

Daily meaningful interactions must be made for each student:

Attendance Process

Please keep records of student attendance (participation) based on daily meaningful interactions. These are defined as:

  • Student submission of an assignment or completion of an assessment
  • Student participation in an online meeting, forum, chat log, or discussion thread
  • Student participation in a related service therapy
  • Student/family phone call, email, or response to teacher email
  • Phone, email, and/or other digital communication with a family member who confirms student interaction/engagement

Related Service Providers:

  • RSPs will provide appropriate teletherapy in line with each student’s IEP and work together with families to schedule times.
  • RSPs can continue to provide teletherapy through established emails within the calendar on Webex, Zoom, Google Meet (depending on which platform the home district uses and family can access).
  • Documentation of sessions will resume in SchoolTool or the approved SMS the home district currently uses.

The school reopening plan must address how it will document the programs and services offered and provided to students with disabilities as well as communications with parents, in their preferred language or mode of communication.

  • FEH BOCES and teachers will post program and classroom daily/weekly schedules
  • FEH BOCES will maintain records to document the implementation of each IEP. The documentation will include, but will not be limited to: narrative records of how the student is adjusting to in-person, hybrid, and remote instruction during the 2020-2021 school year, a record of what instruction and services were provided, a record of assessments and their results,as well as progress monitoring documentation, and a communication log.