Special Education Services

General Special Services Guidance for Safely Reopen 20-21

Contents:
Legal Requirement
General Guidance
Meeting Service Plan Recommendations (IEP and §504 Plan)
Provision of Services: Brick and Mortar Option
• Special Education Services - Brick and Mortar Option
• Related Services - Brick and Mortar Option
• Guidelines for Community-Based/ Work-Based Instruction
Provision of Services: Clear Connections Option
• Special Education Services - Clear Connections Option
• Related Services - Clear Connections Option
2020 – 21 General Information for All Learning Environments
• Documentation of Services in the IEP/§504 Plan
• Provision of Resource and Inclusion Services
• Lack of Progress Guidance
• Times of Closure – CCISD School to Home Learning
• Exposure Prevention Strategies
• Emergency Closure Kits

PLEASE NOTE: The details in this document are subject to change as directives are provided by governing authorities and/or health officials or as environmental conditions change.

Legal Requirement
Clear Creek ISD will ensure that students with disabilities have access to a free and appropriate public education (FAPE). The district will ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student's individualized education program (IEP).

General Guidance
• Students with disabilities will follow the CCISD Safely Reopen Protocols as general education students with special consideration given to meet their individual needs based on the students IEP or §504 Plan.
• Parents/Guardians of students who are entitled to instructional and related services through an Admission, Review and Dismissal(ARD)/Individualized Education Plan (IEP), §504 Plan, etc. and who choose to enroll in Clear Creek ISD’s Clear Connections online program will be required to attend an appropriate meeting to revise their supports and services to ensure the District meets their individual needs.
• In an effort to minimize potential exposure to our students, Clear Creek ISD will:
• Focus on social distancing and hand hygiene routinely as well as wearing face coverings/masks as appropriate.
• Post visual supports throughout building to remind and support understanding of expectations.
• Keep each student’s belongings separated using student designated containers or areas.
• Minimize sharing of high-touch materials (e.g., assign each student their own device/materials for the day when possible).
• Sanitize all used materials daily.

Meeting Service Plan Recommendations (IEP and §504 Plan)
• Clear Creek ISD will review all health plans, IEPs, and §504 Plans prior to reentry into brick and mortar settings and revise as needed.
• Clear Creek ISD is committed to meeting the unique needs of students with disabilities by ensuring that ARD/IEP or §504 Committees convene as needed to discuss needs, review progress, and make individualized recommendations for our students.

Provision of Services: Brick and Mortar Option
Special Education Services – Brick and Mortar Option
• Group sizes will comply with state and local regulations.
• Multiple classes may use a shared space only when the area is large enough to allow for all students and their respective desks to be six feet apart. The groups should not combine for activities at any time.
• Designated spaces in special education rooms or flex areas should be used for small group instruction.
• Speech-language pathologists, teachers of the deaf or hard of hearing, and other related service providers will wear clear face masks/shields as appropriate.
• When feasible and appropriate, it is preferable for students to receive instruction outside rather than inside to reduce potential spread of contagions.
• As appropriate, students should engage in supervised hand hygiene when entering/leaving the class, before/after meals, before/after toileting, and other times during the day.
• Staff will use verbal reminders and visual supports with students to maintain recommended safety and hygiene measures.
• Employees should wear face coverings over the nose and mouth when appropriate, as delineated in the CCISD Safely Reopen Protocols.
• Students for whom it is developmentally appropriate should wear face coverings over the nose and mouth as explained in the CCISD Safely Reopen Protocols, except while engaging in an activity where the mask cannot be worn (e.g., eating). Students’ individual needs will be addressed on a case-by-case basis.
• Floor tape or dividers will be used to separate large areas into smaller spaces.

Related Services – Brick and Mortar Option
• Group sizes will comply with the students’ IEP or §504 Plan as well as state and local regulations as appropriate.
• When feasible and appropriate, it is preferable for students to receive services outside rather than inside to reduce potential spread of contagions.
• Providers will develop schedules that maximize time in a single classroom and minimize the number of rooms visited per day.
• Designated spaces in special education rooms or flex areas should be used for small group instruction.
• Employees should wear face coverings over the nose and mouth when appropriate, as delineated in the CCISD Safely Reopen Protocols.
• Speech-language pathologists, teachers of the deaf or hard of hearing and other related services will wear clear face masks/shields as appropriate and as availability allows.
• Students for whom it is developmentally appropriate should wear face coverings over the nose and mouth as explained in the CCISD Safely Reopen Protocols, except while engaging in an activity where the mask cannot be worn (e.g., eating). Students’ individual needs will be addressed on a case-by-case basis.

Guidelines for Community-Based/Work-Based Instruction
• Specific permission from parents/guardians allowing their student to participate in community-based outings during the pandemic must be provided in writing prior to the outing.
• Outings will be limited to groups of 3-4 students and will follow CCISD Safely Reopen Protocols and guidelines for transporting students.
• Students will be pre-taught COVID-19 safety and hygiene routines prior to going out into the community (i.e., covering your mouth and nose with a cloth face covering when out in public; avoid touching eyes, nose, and mouth; disinfecting shopping carts; using touchless payment options and minimizing cash handling; immediately washing/sanitizing hands, etc.).
• Staff will train students and follows safety protocols for each location they will be visiting. If/when the CCISD guidelines and the community partner guidelines differ, the more rigorous guidelines will be followed.
• Close contact with others will be limited and distance of at least 6 feet maintained when possible. When staff are not able to maintain 6-foot social distancing, other measures such as face covering, hand hygiene, cough etiquette, cleanliness, and sanitation will be rigorously practiced as explained in the CCISD Safely Reopen Protocols.
• Staff will use verbal reminders and visual supports with students to maintain safety and hygiene measures.
• The CDC recommends wearing cloth face coverings/masks in public settings where other social distancing measures are difficult to maintain, especially in areas of significant community-based transmission.

Provision of Services: Clear Connections Option

Special Education Services - Clear Connections Option
See Clear Connections Special Services Guidance 2020-2021 for more information.

If a student is participating in Clear Connections, the ARD/§504 committee MUST convene to develop and document how the IEP will be implemented. Virtual programs are, in fact, highly restrictive, as they offer no opportunity for education physically alongside non-disabled peers, and likely afford little or no opportunity for casual social interaction, such as takes place in the cafeteria, halls, or school grounds.
• Lessons will be modified/accommodated as indicated in the students’ IEP or §504 Plan.
• Lessons will be provided through asynchronous instruction with scheduled synchronous support.
• Links will be provided to guide students to virtual platforms for lesson participation.
• Supplementary lesson materials will be uploaded to the district-designated virtual platforms as appropriate (e.g., Seesaw, itslearning).
• Student data will be collected, and progress monitored.
• ARD/IEP committee meeting will be convened to address any concerns with progress on IEP goals/objectives or in the general education curriculum.

Related Services - Clear Connections Option
Service providers will:
• Provide indirect services virtually when possible through TEAMS.
• Follow the schedule of services as designated in the students’ IEP/§504 Plan. If service requirements cannot be met due to closure, the impact of the delay on services must be addressed when the ARD committee convenes.
• Provide direct services virtually during school day when appropriate.
• Monitor student progress and communicate with the educational team to ensure implementation of the students IEP/§504 Plan.

2020 – 21 General Information for All Learning Environments
Documentation of Services in the IEP/§504 Plan
• The students’ schedule of services should be accurately documented in the IEP/§504 Plan to reflect what supports and services the student requires for FAPE whether attending school in the Brick and Mortar or Clear Connections settings.
• Students with disabilities must have available an instructional day commensurate with that of students without disabilities.
• A contingency plan for services should be documented within the deliberations of every IEP/§504 Plan outlining how services will be implemented during intermittent school closures.
• CCISD staff should collect data weekly, at minimum, on IEP goals/objectives.
• Clear Creek ISD will ensure that, to the greatest extent possible, each student with a disability will be provided the special education/§504 and related services identified in the student's IEP/§504 Plan.

Provision of Resource and Inclusion Services
• Special education teachers will follow the general education guidelines for completing lesson plans for each resource class whether Brick and Mortar or Clear Connections as appropriate.
• Special and general education teachers will collaborate to ensure lessons are designed to meet the needs of each student.
• All teachers are required to complete differentiated lesson plans to meet the needs of the IEP-entitled students they support whether instruction is in the Brick and Mortar or Clear Connections setting.

Lack of Progress Guidance
• Whether Brick and Mortar or Clear Connections, special education teachers should review the progress of each student on their caseload weekly (i.e., grade books, data collection, etc.) and determine what, if any, additional supports may be needed for each student to continue to progress in the general education curriculum and on their IEP goals/objectives.
• Special education teachers should, after other interventions have been unsuccessful, request to convene an ARD/IEP meeting to address lack of progress.
• When face-to-face instruction resumes fully, annual ARD committees should address student-specific needs resulting from closure. On a case-by-case basis, this might include discussions of COVID-related compensatory services or a need for extended school year (ESY) services. ARD/IEP committees should:
o Answer any questions and address any parent concerns regarding COVID-related compensatory services.
o Determine what services, if any, are needed.
o Document the discussion and decision in the deliberations, including:
Start and end dates,
 Frequency,
 Duration,
 Area of service, and
 Goals services will address

o Provide prior written notice to parents following any offer of COVID-related compensatory services.
o Indicate whether or not the parents agree with the recommendation of COVID-related compensatory or ESY services.

Exposure Prevention Strategies
Special education services are oftentimes delivered in a small group setting with hands-on support. Special education teachers and service providers will take precautions to reduce any unintentional exposure by:
• Creating supplementary aid and manipulative kits for each student as appropriate
o Update as needed per unit of instruction
o Follow procedures for sanitizing items prior to distributing to students
o Laminate supplemental aids so they can be easily cleaned and reused
• Strategically scheduling students
o Limit variation of student groupings as appropriate
o Minimize number of special education staff working with a particular group of students to the extent possible
o Adhere to CCISD district guidelines regarding number of students and staff in a specific location at any given time
• Facilitating safe small group activities
o Adhere to social distancing requirements to the extent possible.
o Ensure sanitization of space before and after each small group.
o Students for whom it is developmentally appropriate should wear face coverings over the nose and mouth as explained in the CCISD Safely Reopen Protocols. Students’ individual needs will be addressed on a case-by-case basis.
• Supervising transitions
o Follow all CCISD district guidelines.
o Practice social distancing of students in hallways and other common areas to the extent possible.
o Provide visual supports or schedules that highlight social distancing when transitioning between classrooms or activities as stated in a students’ IEP.

Intermittent school or district closure
Upon notice that a campus is closed:
• Contact/service logs will be maintained by special education staff.
• Material distribution procedures will be followed by all service providers as appropriate.
• CCISD Clear Connection guidelines and documented IEP contingency plans will be followed.
• ARD/§504 meetings will proceed virtually throughout closure in Microsoft Teams, adhering to legal timelines.
• If an evaluation timeline cannot be met due to closure, the impact of the delay on services must be addressed when the ARD committee convenes to review evaluation results and develop the IEP.

Emergency Closure Kits
• Supplementary aids and manipulatives should be prepared in ziploc bags ready to send home for students in the event the campus needs to close unexpectedly.

Clear Creek ISD School Year Guidance • Special Education • Updated 07/07/20



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