1. 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.
Should a parent/guardian or the district's Pupil Services Team (PST) refer a child for an initial evaluation the district will comply with the 60-day timeline once parental consent is received.
Any student due for a re-evaluation/triennial shall receive those evaluations pending parent consent. Any and all face-to-face evaluations, staff and students shall follow DOH and CDC safety protocols (i.e. masks, social distancing, protective gloves, face shields).
Any student identified as a student with a disability between the ages of 3-21 shall be provided a Free and Appropriate Education at public expense. FAPE may be provided consistent with the need to protect their health and safety and health and safety of individuals who provide them with their education, specially designed instruction and related services.
Students with disabilities will wear PPE/masks during school hours unless the mask would impair the student’s health, or mental health or where such covering would present a challenge, distraction or obstruction to education services and instruction.
High needs students with disabilities will be given high priority in the delivery of face-to-face services whenever possible, protective health and safety measures will be implemented.
Should a student be deemed eligible for special education programs and services an IEP will be developed based on the student's need and school is open.
Students with disabilities shall receive special education and related services in accordance with their IEP to the greatest extent possible. Flexibility with the mode and manner of IEP implementation has been provided by the state due to the COVID 19 outbreak. Some services may not be delivered in the same manner they are typically provided as the health and safety of students is a priority.
Services will be provided in person while schools are open. Should the district move to remote or a hybrid model virtual instruction and tele-therapy will be provided to meet the individual needs of all students with disabilities.
To provide continuity of learning and delivery of special education services students will be provided with technology should remote learning occur.
Should instruction be delivered remotely, assistance by staff shall be provided to students and family should they need assistance with technology.
Students with disabilities shall have equal access to the same opportunities as general education students.
For high-risk medically fragile students who are unable to attend school, online/virtual instruction and on-going communication between student and school.
Students with disabilities who are parentally placed within any of the seven non-public schools within the Jamesville-DeWitt CSD shall continue to receive their special education services per the IEP.
To ensure the safety of students and staff during face-to-face instruction, both individuals will be expected to wear masks and maintain social distancing. Should students and staff need more direct contact (OT, PT) additional PPE equipment will be provided (i.e. gloves, face shields).
Staff will be instructed on proper cleaning protocols.
CPSE/CSE meetings inclusive of annual reviews will be conducted via Zoom to ensure the safety of all participants. Annual reviews will be conducted to plan for student’s continuation of special education programs and services. Program reviews, initial eligibility and re-evaluation meetings will all be conducted via Zoom and in accordance with regulations.
For students requiring out of district placement, the district will coordinate with the outside placement to ensure the student receives their required programs and services in compliance with the student’s IEP to the greatest extent possible face to face, or through a hybrid model.
Despite the district's best efforts some students with disabilities may have experienced a loss of skills during the school closure. In these instances CPSE/CSE must make individualized determinations whether and to what extent compensatory services are to be provided once school reopens.
Should a student's needs be so complex they are unable to receive special education programs and services via virtual model (FAPE cannot be met) the Committee must consider compensatory services once school reopens.
2. 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.
Jamesville-DeWitt provides special education services in compliance with Least Restrictive Environment (LRE). Continued provision of services in accordance with LRE practices will continue. Consideration will be given to each component of the NYSED Continuum of services in meeting the needs of the student. Parents are participants in the development of the student’s IEP. Parent concerns will be addressed and noted on the IEP. Parents will be provided with the IEP outlining the programs and services offered and provided to the student. Staff will be expected to document daily their delivery of services in working towards a student's IEP goals. Related service providers will also maintain daily notes during face to face and during remote learning. Staff will check in with families and gather information regarding the student’s progress and needs from the parents perspective should remote/hybrid learning occur.
Staff will continue to collect data in person and remotely, should learning be delivered virtually. On-going progress monitoring of students goals and learning will be kept by staff the data collected will be used in making determination of services and student progress.
Should schools close and remote instruction occur, documentation of services must include continuity of learning activities, and the IEP services provided to the student.
Progress monitoring reporting will be provided to parents on a quarterly basis.
Formative assessments and qualitative information on students with disabilities will be maintained in the same manner as general education students. Staff will be expected to provide this data to CPSE/CSE and parents prior to any committee meeting.
Information to parents will be provided in their preferred language.
Interpreters will be provided for families if needed during CPSE/CSE meetings.
A communication protocol for each student with disabilities will be established. The protocol will identify the who, how and when communication with the parent will take place.
3. 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.
Information will be provided in the parents preferred language.
Interpreters will be provided to families in their preferred language for any/all meetings inclusive of CPSE/CSE.
The Office of Pupil Personnel Services website will provide parents with important information regarding up to date special education information.
Should parents request electronic communication of their Prior Written Notice, meeting notice and procedural safeguards the district will provide electronically per parent request. Parents will continue to receive their Procedural Safeguards Notice and Prior Written Notice when identification, evaluation, a change in placement or provision of FAPE to the student takes place.
4. 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.
A child referred to CPSE or transitioning out of Early Intervention (EI) to CPSE will be evaluated for preschool special education services in accordance with Part 200 Regulations. Evaluations will be conducted face to face and in compliance with DOH guidelines and NYSED regulations. Should a closure occur evaluations would be conducted virtually. Per Federal Regulatory Amendment July 13, an initial psychological may be waived during a closure. Preschool students with disabilities shall continue to have access to the special education programs and related services due to COVID 19.
If unable to provide face-to-face related services, tele-therapy should be provided.
Parents will be informed should services move to virtual learning.
The district will communicate with 4410 providers seeking information on the providers contingency plans should learning move to virtual learning.
The Office of Pupil Personnel Services will have on-going communication with the 4410 providers and Department of Health to ensure access for preschool students with disabilities.
Should schools close and remote instruction occur the district expects 4410 providers to continue to provide FAPE. FAPE may be provided consistent with the need to protect their health and safety and health and safety of individuals who provide them with their education, specially designed instruction and related services.
Services provided face to face and virtually during any closure must be documented and provided to the district when making individual determinations as to whether compensatory services are needed under applicable standards and due to loss of skills during remote learning.
Jamesville-Dewitt participates in recurring meetings with 4410 providers. The Office of Pupil Personnel services will communicate expectations regarding the delivery of services to preschool students with disabilities.
5. Each school and/or district 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.
Determination of the necessary accommodations, modifications, supplementary aides, services and technology will be identified on the student’s IEP. Implementation of each shall be provided face to face and virtually. Should remote instruction occur students will receive their special education programs and related services to the greatest extent possible but may not be provided in the same mode and or manner as face-to-face.
Technology in the form of chrome books, AAC communication devices and forms of Assistive Technology For students with AAC and AT identified on their IEP, they will have access to the devices and software during face to face instruction and virtually to ensure access to special education programs and services.
A member of the students educational team will reach out to the student’s parent/family member to respond to questions and concerns related to technology and access.