Special Education Services Special Education Services · All special education services will be...
Transcript of Special Education Services Special Education Services · All special education services will be...
Special Education ServicesSpecial Education ServicesSpecial Education Services
Remote Learning
At School Days
Primary Considerations in determining
level and service delivery:
● Ability to follow the health and
safety guidelines
● Ability to access and engage in
remote learning
Physical Health& Safety
● All IEPs and IFSPs will be amended to
accurately reflect the changes in
educational programming for each
student.
● The focus for all plans will be the
health, safety, and educational needs
of students and staff.
● We commit to aligning with the
general education schedule as much
as possible to allow students access to
their general education courses.
● Limiting multiple staff and student
interactions to reduce potential
exposure. Providing services through
SeeSaw or Schoology and/or virtual
formats such as Zoom/Google Meet.
Special Education Services
What does the Hybrid model look like?
Students are assigned to attend school physically two days per week; on other days
students learn remotely. On remote days, students learn from wherever they are that day
through synchronous or asynchronous learning.
Remote Synchronous: Learning at a specific time with a "live" meeting on Zoom or
Google Meet
Remote Asynchronous: Learning independently on a student's individual schedule, not at
the same time as classmates or "live" with the teacher
HYBRID-district info.
Why choose Hybrid?● Lower than 50 percent capacity at
school allows students and staff to
better adhere to social distancing
guidelines.
● Schedules are consistent for
students, families and staff.
● Students have regular in-person
contact with teachers and
classmates.
● Learning on Wednesdays is flexible
based on student need.
Cohort 1 (A Mon/Tue) Group
Cohort 2 (B Thur/Fri) Group
M T W Th F
District Info
What is Hastings Online Academy?
Hastings Online Academy is an option for families who wish to keep their children
home when the district is in a hybrid or traditional school model.
Students remain enrolled at their current school, completing assigned work remotely
with teacher support.
Why choose Hastings Online Academy?
HOA Schedule
M T W Th F
● Hastings Online Academy is a full time
online option for students in grades K-12,
who do not wish to attend onsite school
regardless of whether or not the district is
operating under an in-person model or a
hybrid model.
● Families were asked to opt in for at least
the first semester (through January 14th)
● Elementary will run through our curriculum
and teachers
● Secondary will utilize Edgenuity Software
and content and use our teachers.
What is the timeline?
The enrollment window for Hastings Online Academy for the first semester of 2020-21 closed on Friday, August 14th.
What special education services will be available in Hybrid?
Students are assigned to attend school physically two days per week; on other days
students learn remotely. On remote days, students learn from wherever they are that day
through synchronous or asynchronous learning. Special education services will be
adjusted to meet the identified needs based on health and safety and ability to engage
in remote services.
Remote Synchronous: Learning at a specific time with a "live" meeting on Zoom or
Google Meet. This could include specialized instruction from speech, OT, PT, psych.,
social work and classroom teachers. Services that previously were face to face may
move to remote synchronous. These could be individual supports, small groups or an
entire class.
Remote Asynchronous: Learning independently on a student's individual schedule, not at
the same time as classmates or "live" with the teacher. Examples of considerations might
be visual schedules, movement breaks, pre-recorded videos, virtual calming spaces,
HYBRID Special Education Services
Things to consider when choosing hybrid?● Lower than 50 percent capacity at school allows students and staff to better
adhere to social distancing guidelines.
● Students will be required to wear PPE the entire school day including on the bus.
● Students will order lunch in the morning. Dining in classrooms and/or cafeteria.
Limited menu.
● Students will follow their regular schedule to include general education classes.
● Learning on Wednesdays is flexible based on student need.
● Students have regular in-person contact with teachers and classmates.
Cohort 1 (A Mon/Tue) Group
Cohort 2 (B Thur/Fri) Group
M T W Th F
What special education services will be available in Hybrid Center Based?
Students in the Bridge Program, LEAP or STAARS are considered to be in Center Based
programming. Students are assigned to attend school physically four days per week; on
Wednesday students learn remotely. On the remote day, students learn from wherever
they are that day through synchronous or asynchronous learning. Special education
services will be adjusted to meet the identified needs based on health and safety and
ability to engage in remote services.
Remote Synchronous: Learning at a specific time with a "live" meeting on Zoom or
Google Meet. This could include specialized instruction from speech, OT, PT, psych.,
social work and classroom teachers. Services that previously were face to face may
move to remote synchronous. These could be individual supports, small groups or an
entire class.
Remote Asynchronous: Learning independently on a student's individual schedule, not at
the same time as classmates or "live" with the teacher. Examples of considerations might
be visual schedules, movement breaks, pre-recorded videos, virtual calming spaces,
HYBRID Center BasedSpecial Education Services
SPED AABB Group
M T W Th F
Special Education ServicesWhat special education services will be available in HOA?
Hastings Online Academy is an option for families who wish to keep their children
home when the district is in a hybrid or traditional school model.
All special education services will be provided remotely either synchronously or
asynchronously. Evaluations completed by the special education teams will also
consider doing as much as they can via a remote format. When there is a need to
bring students in for an evaluation it will be done via an individual appointment
following district and state safety guidelines.
Remote Synchronous: Learning at a specific time with a "live" meeting on Zoom or
Google Meet. This could include specialized instruction from speech, OT, PT and
classroom teachers. Services that previously were face to face may move to remote
synchronous. These could be individual supports, small groups or an entire class.
Remote Asynchronous: Learning independently on a student's individual schedule,
not at the same time as classmates or "live" with the teacher. Examples of
considerations might be visual schedules, movement breaks, pre-recorded videos,
virtual calming spaces,
Why choose Hastings Online Academy?
HOA Schedule
M T W Th F
● Hastings Online Academy is a full time online option for students in grades K-12,
who do not wish to attend onsite school regardless of whether or not the district is
operating under an in-person model or a hybrid model.
● Families were asked to opt in for at least the first semester (through January 14th)
● Elementary will run through our curriculum and teachers
● Secondary will utilize Edgenuity Software and content and use our teachers.
Least
Restrictive
Most
Restrictive
Greatest
# of
Students
In classes
Smallest
number of
students
in classes
Special Education
Federal Setting
Identified Needs Types of Services in
ISD #200 HybridTypes of
Services in
HOA
I - The student
receives the majority
(most) of their
education in regular
classes. →
Need: Regular
education classes with
limited itinerant support
services. Minimal direct
time with any
specialized staff.
Student is almost
entirely independent.
→
• Consultation
• Check-ins
• Indirect support
(staff check-ins,
accommodations
to work)
→
• Consultation
• Check-ins
• Indirect support
(staff check-ins,
accommodations
to work)
I - Students are
outside of the regular
education classroom
less than 21% of the
school day
→
Need: Student seldom
needs support.
Student is primarily
independent.
Specialized instruction
in a collaborative
classroom. Mostly
independent
functioning.
→
• Regular
education
standards/classes
with collaborative
supports either by
a licensed special
ed. staff or
paraprofessional.
• Services are
mostly itinerant.
→
• Regular
education
standards/classes
with collaborative
supports either by
a licensed special
ed. staff or
paraprofessional.
• Services are
mostly itinerant.
I/II - The student
receives education in
a resource room.→
Need:Classes that
support specialized
instructional needs.
Classes that replace an
elective course not core
content.
→
• Academic
Support Class
(added elective).
General strategies
class.
→
• Academic
Support Class
(added elective).
General strategies
class.
I/II - Students are
outside of the regular
education classroom
21% – 60% of the
school day→
Need:Regular
education classes with
support class.
Specialized instruction
in a small group setting
with supports to
generalize in large
setting
→
• Additional
specific content
supported classes
(Ex: attends
regular reading
then also had
specialized
reading class)
→
• Additional
specific content
supported classes
(Ex: attends
regular reading
then also had
specialized
reading class)
III - The student
receives education in
a separate class that
includes students
with disabilities.
Students are out of
the regular education
classroom more than
60% of the day.
→
Need: At least some
courses that are
specialized to meet
individual needs and
may be a replacement
curriculum.
→
• Special
education
classroom for up
to 60% of a
students day for
those specialized
instructional
needs.
→
• Potentially could
still participate in a
general ed. Class
with supports.
• Participate in a
replacement class
IV/V - Specialized
School. The student
receives education in
a separate public
day school facility
more than 50% of
the school day.
→
Need: The needs
extend beyond a
regular education
school.
• All services require
specialized
programming.
→
• Cooperative
District Placement
• #917
→
VI/VII - Residential
→
Need: Individualized
wrap around services
including a therapeutic
component.
→
• Coordinated by
family or outside
services.
VIII - Specialized
instruction in the
home (Homebound/
Homebased
Instruction)
→
Need: Individualized
academic services
provided outside of an
educational setting.
→
• Homebound or
home based
instruction.
Guiding Questions/Considerations for Federal Setting I/II Services in Hybrid.
IEP or IFSP
FOUNDATIONPriority placed on alignment with the general education classes and structure to allow students access to the least restrictive environment. The Hybrid, Hybrid Flex model supports the general schedule.
Consider if the student does/doesn’t have the ability to maintain the the district and MDH guidelines. If students are below average in this skill area the team may need to consider remote learning options. Remote learning may also be considered if the students is health compromised.
HEALTH & SAFETY
Consider the students ability to access and engage in remote learning. What skills might we need to teach the student in F2F to prepare them for remote learning? If we can’t use technology how will we extend the learning on remote days?
REMOTE LEARNING
LIMITED TRANSITIONS
When students are F2F limit the number of staff and students they are exposed to. If students can receive related services, paraprofessional support remotely consider building that into the schedule.
Prioritize Goals and ServicesTeams may need to consider prioritizing goals/objectives and services. What are necessary skills and what could become secondary or tertiary skills. Goals/objectives could be eliminated or deferred until we are back in a traditional environment.
START HERE
Special Education Decision Making Matrix for 20-21
Ability to access and engage in remote learning. (This includes SEL, Social Communication)
Below Average Average Above Average
Hybrid + Face to Face Supports
Hybrid + Remote Supports
Hybrid + Remote Supports
And students could see more staff/classes
Hybrid + Remote Supports
Hybrid + Remote Supports
Hybrid + Remote Supports
Hybrid + Synchronous Supports,
limitations at school +
Other materials supplied for
home.
Hybrid + Remote Supports
Hybrid + Remote Supports
Ab
ility
to
fo
llow
he
alt
h a
nd
sa
fety
gu
ide
line
s(t
his
inc
lud
es
sa
fety
fo
r a
ll a
nd
un
de
rlyi
ng
he
alt
h c
on
dit
ion
s)
Ab
ove
Ave
rag
eA
vera
ge
Be
low
A
vera
ge
ECSE Decision Making Matrix for Hybrid 20-21
Ability to access and engage in remote learning.(This includes SEL, Social Communication)
Below Average Average Above Average
-face to face adult support for IEP goals/related services (teacher, para, related services provider)-DL: 1:1 google meet or parent coaching
-virtual format for related services/IEP goals & objectives-DL days: group/individual activities
-virtual format for related services/IEP goals & objectives-DL days: group/individual activities
-face to face support for IEP goals (teacher, para, related services)-DL: 1:1 google meet or parent coaching
-virtual format for related services/IEP goals & objectives-DL days: group/individual activities
-telehealth for related services/IEP goals & objectives-DL days: group/individual activities
-contained work spaces-limited transitions/environments-interaction with primary staff person-individualized instruction/service provision-additional PPE (plexiglass? face shield?)-additional cleaning procedures?-DL: 1:1 google meet or parent coaching
-smaller group setting?-limited transitions/environments-additional PPE (plexiglass? face shield?)-additional cleaning procedures?-telehealth for related services-DL days: group/individual activities
-smaller group setting?-limited transitions/environments-additional PPE (plexiglass? face shield?)-additional cleaning procedures?-telehealth for related services-DL days: group/individual activities
Ab
ility
to
fo
llow
he
alt
h a
nd
sa
fety
gu
ide
line
s (
this
inc
lud
es
sa
fety
fo
r a
ll a
nd
un
de
rlyi
ng
he
alt
h c
on
dit
ion
s)
Ab
ove
Ave
rag
eA
vera
ge
Be
low
A
vera
ge
Elem.MC
Ability to access and engage in remote learning. (This includes SEL, Social Communication)
Ab
ility
to
fo
llow
he
alt
h a
nd
sa
fety
gu
ide
line
s(t
his
in
clu
de
s
sa
fety
fo
r a
ll a
nd
un
de
rlyi
ng
he
alt
h c
on
dit
ion
s)
Below Average Average Above Average
Ab
ove
Ave
rag
e
Face to Face Supports
Face to Face Supports
Face to Face Supports
Ave
rag
e
Face to Face Supports
Face to Face Supports
Face to Face Supports
Be
low
Ave
rag
e
Face to Face Supports
Remote Supports Remote Supports
Elem.MC
Ability to access and engage in remote learning. (This includes SEL, Social Communication)
Ab
ility
to
fo
llow
he
alt
h a
nd
sa
fety
gu
ide
line
s (
this
in
clu
de
s s
afe
ty f
or
all
an
d u
nd
erl
yin
g h
ea
lth
co
nd
itio
ns
)
Below Average Average Above AverageA
bo
ve A
vera
ge
● Face to Face Supports for MC services and related services (if possible)
● Could be paired with maximum amount of learners the space would allow for social distancing
● Direct instruction and practice in remote learning skills
● More synchronous support needed in the event of DL from teacher/paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Could be paired with maximum amount of learners the space would allow for social distancing
● Review/practice remote learning skills
● Some support/monitoring needed in the event of DL from paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Could be paired with maximum amount of learners the space would allow for social distancing
● Practice remote learning skills
● Monitoring student progress to assess the need for paraprofessional support in the event of DL.
Ave
rag
e
● Face to Face Supports for MC services and related services (if possible)
● Direct instruction and practice in remote learning skills
● Review/instruct about the importance of safety guidelines.
● More synchronous support needed in the event of DL from teacher/paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Review/practice in remote learning skills
● Review/instruct about the importance so safety guidelines.
● Some support/monitoring needed in the event of DL from paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Practice in remote learning skills
● Review/instruct about the importance so safety guidelines.
● Monitoring student progress to assess the need for paraprofessional support in the event of DL.
Be
low
Ave
rag
e
● Face to Face Supports for MC services with appropriate level of PPE for the increase risk
● Remote/tele-therapy for related services if possible
● Direct instruction and practice in remote learning skills
● Direct instruction in health/safety skills and on tolerance of PPE.
● Smallest group or individual instruction if possible for in person services.
● More synchronous support needed in the event of DL from teacher/paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services with appropriate level of PPE for the increase risk
● Remote/tele-therapy for related services if possible
● Review/practice in remote learning skills
● Direct instruction in health/safety skills and on tolerance of PPE.
● Smallest group or individual instruction if possible for in person services.
● Some support/monitoring needed in the event of DL from paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services with appropriate level of PPE for the increase risk
● Remote/tele-therapy for related services if possible
● Practice in remote learning skills
● Direct instruction in health/safety skills and on tolerance of PPE.
● Smallest group or individual instruction if possible for in person services.
● Monitoring student progress to assess the need for paraprofessional support in the event of DL.
ElemMC
Ability to access and engage in remote learning. (This includes SEL, Social Communication)
Ab
ility
to
fo
llow
he
alt
h a
nd
sa
fety
gu
ide
line
s
(th
is i
nc
lud
es
sa
fety
fo
r a
ll a
nd
un
de
rlyi
ng
he
alt
h c
on
dit
ion
s)
Below Average Average Above AverageA
bo
ve A
vera
ge
● Face to Face Supports for MC services and related services (if possible)
● Could be paired with maximum amount of learners the space would allow for social distancing
● Direct instruction and practice in remote learning skills
● More synchronous support needed in the event of DL from teacher/paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Could be paired with maximum amount of learners the space would allow for social distancing
● Review/practice remote learning skills
● Some support/monitoring needed in the event of DL from paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Could be paired with maximum amount of learners the space would allow for social distancing
● Practice remote learning skills
● Monitoring student progress to assess the need for paraprofessional support in the event of DL.
Ave
rag
e
● Face to Face Supports for MC services and related services (if possible)
● Direct instruction and practice in remote learning skills
● Review/instruct about the importance of safety guidelines.
● More synchronous support needed in the event of DL from teacher/paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Review/practice in remote learning skills
● Review/instruct about the importance so safety guidelines.
● Some support/monitoring needed in the event of DL from paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services and related services (if possible)
● Practice in remote learning skills
● Review/instruct about the importance so safety guidelines.
● Monitoring student progress to assess the need for paraprofessional support in the event of DL.
Be
low
Ave
rag
e
● Face to Face Supports for MC services with appropriate level of PPE for the increase risk
● Remote/tele-therapy for related services if possible
● Direct instruction and practice in remote learning skills
● Direct instruction in health/safety skills and on tolerance of PPE.
● Smallest group or individual instruction if possible for in person services.
● More synchronous support needed in the event of DL from teacher/paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services with appropriate level of PPE for the increase risk
● Remote/tele-therapy for related services if possible
● Review/practice in remote learning skills
● Direct instruction in health/safety skills and on tolerance of PPE.
● Smallest group or individual instruction if possible for in person services.
● Some support/monitoring needed in the event of DL from paraprofessional to improve educational outcomes.
● Face to Face Supports for MC services with appropriate level of PPE for the increase risk
● Remote/tele-therapy for related services if possible
● Practice in remote learning skills
● Direct instruction in health/safety skills and on tolerance of PPE.
● Smallest group or individual instruction if possible for in person services.
● Monitoring student progress to assess the need for paraprofessional support in the event of DL.
Special Education Decision Making Matrix for 20-21
Ability to access and engage in remote learning. (This includes SEL, Social Communication)
Below Average Average Above Average
● Related services are Face to Face
● Provide explicit instruction and strategies on expectations/engagement for remote days.
● Access paraprofessionals (if available) and related staff to support students working remotely (synchronous, drop in, content specific support).
● Related services are done remotely through synchronous meets
● Follow Hybrid model as designed
● Related services are done remotely through synchronous meets whenever possible.
● Related services are done remotely through synchronous meets
● Follow Hybrid model as designed
● Related services are done remotely through synchronous meets
● Follow Hybrid model as designed
● Related services are done remotely through synchronous meets
● Follow Hybrid model as designed
● Limit the number of transitions for student
● Create a 1:1 environment for student
● Limit staff working with student
● Increase PPE equipment for staff
● Increase cleaning procedures
● Remote learners participating alongside in-person learners (synchronous)
● Increase supports from WE team to access JHS lab
● Related services are done through teletherapy/remotely through synchronous meets.
● Create a 1:1 environment for students
● Limit the number of transitions for students.
● Increase PPE for staff
● Utilize remote teaching whene
● Related services are done through teletherapy/remotely through synchronous meets.
● Create a 1:1 environment for students
● Limit the number of transitions for students.
● Increase PPE for staff
● Utilize remote teaching whenever possible
Ab
ility
to
fo
llow
he
alt
h a
nd
sa
fety
gu
ide
line
s (t
his
inc
lud
es
sa
fety
fo
r a
ll a
nd
un
de
rlyi
ng
he
alt
h c
on
dit
ion
s)
Ab
ove
Ave
rag
eA
vera
ge
Be
low
A
vera
ge
Secondary