EDIT MAIN
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SPECIAL EDUCATION

Each school and/or district reopening plan, whether services are provided in-person, remote, and/or through a hybrid model, addresses the provision of free appropriate public education (FAPE) consistent/with the need to protect the health and safety of students with disabilities and those providing special education and services.

Each school and/or district reopening plan addresses how it will document the programs and services offered and provided to students with disabilities as well as communications with parents.

Each school and/or district reopening plan addresses 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.

Each school and/or district reopening plan addresses 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.

Each school and/or district re-opening 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 accordance with the Individuals with Disabilities Education Act (IDEA), each student with a disability has unique needs and it is the purpose of the education system to ensure every student has access to their grade-level standards and makes progress in their education. The IEP is the roadmap for each student with a disability, and in these challenging and evolving times including COVID-19 restrictions, it is critical that the IEP team meets and works with the family to assist in determining the greatest access for their child in whatever instructional model is being implemented or selected: in-person/remote/hybrid. All protections and opportunities offered to general education students will be offered to all special education students as allowed by each student’s IEP. All SWD will be provided all provisions of their IEPs. This may include in person or remote access to all needed supports as indicated on the finalized IEP. Academic minutes will be met through an anticipated agreement with the LTA for synchronous and asynchronous learning.

Parents are included in all decisions on placements throughout the annual review process. All placements are approved by the BOE and communicated to parents by sending copies of finalized IEP. Any changes are approved by CSE. In a small district such as LCS the CSE and CPSE members are daily participants in the SWD’s academic program. Progress for students is monitored as noted on the IEP. Progress is shared with parents at least every 10 weeks as noted on the IEP. The special education department meets as a PLC at least once a month to share resources and strategies. Multiple surveys for parents/guardians and all stakeholders. The district seeks input as we draft and continue to revise the reopening plan, protocols and procedures. There will be six Parent/Guardian Forums both in person and remote, to allow for clear communication, and invite parent feed-back as well as offering a forum to voice concerns and ask questions.