Fillable ECAC Return To School Planning Guide

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ECAC Return To School Planning Guide

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www.
ecac-parentcenter.org
1-800-962-6817
ecac@ecacmail.org
This document has been adapted from:
STEP, Inc. (2020). Return to School Planning Guide
Retrieved from https://tnstep.org/news-fblive-returning-to-school-20200727/
Modified by ECAC August 2020
STEP, Inc. is not responsible for any modified content.
A Planning Guide for North Carolina Families
Who Have a Student with a Disability
STEP 1
Familiarize yourself with your
school district’s reopening plan
for all students.
SCHOOL
PLAN
WORKSHEET
PROGRESS
REVIEW
WORKSHEET
STEP 2
Request a copy of your child’s IEP
and progress report to review and
prepare for meeting with the
school team regarding needed
services for the school year.
STEP 4
Share your concerns and input
with the school team by discussing
recoupment (how to regain lost
skills) and what additional services
or supports are needed for your
child to make meaningful progress
towards IEP goals.
DATA &
OBSERVATION
WORKSHEET
ADDENDUM
WORKSHEET
STEP 3
Review NCDPI EC Division
Scenarios to determine if your
child may need an addendum
(addition or change) to the IEP,
and if an IEP meeting is required.
SERVICE
DELIVERY
WORKSHEET
STEP 1 - SCHOOL PLAN WORKSHEET
WHAT IS MY TASK IN THE PROCESS?
Get a copy of your school district's reopening plan
for all students.
GATHER INFORMATION
Is there a choice of virtual or in-person learning? If yes, what
are the deadlines?
How often can I change from one to the other?
Are there special exceptions for students with IEP's or 504's?
Are the needs of students with IEP's and 504 plans addressed
in the back to school plan?
If there is a mandatory change to virtual learning, how quickly
will I be notified?
PREPARE - Important to ask or consider TAKE ACTION - Next steps
Using this Document
This document is fillable in a digital format.
Simply click in the empty box beside or underneath the question, category or item
and enter your answer.
For lists that ask you to “Select all that apply” please place an X in the small box beside the option.
Tip
-
Find the reopening plan
on the school system website
or by contacting your child's
school
Who is my direct contact for general education
and special education? What is the best way to
communicate with them quickly?
How will each service in my child's IEP be delivered?
For virtual learning, what training, equipment and
technology will be provided to support my child's
learning?
What can we do to prepare my child for a smooth
transition? (meet teachers, tour school prior to
first day, visual schedule, virtual "get to know
you" meeting)
What attendance, data or reporting will I
be required to do?
If your child uses specific supplementary aides
or services at school (like a weighted vest, screen
reader, communication device, etc...) ask for those to
be provided for virtual learning at home.
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
TIP: The Individuals with Disabilities
Education Act (IDEA) did not change. - The
obligation to provide a free appropriate public
education (FAPE) remains the same. Parents
can request an IEP meeting at any time.
TIP: Keep a log of contacts: date, who
you talked to and what was discussed
.
This box will expand to fit
what you type.
STEP 1 - SCHOOL PLAN WORKSHEET (continued)
ADDITIONAL NOTES AND PLANNING
RESOURCES - To help you make decisions
•
Lighting Our Way Forward, North Carolina's Guidebook for Reopening Public Schools
https://docs.google.com/document/d/1z5Mp2XzOOPkBYN4YvROz4YOyNIF2UoWq9EZfrjvN4x8/edit
•
Strong Schools NC Public Health Toolkit
https://files.nc.gov/covid/documents/guidance/Strong-Schools-NC-Public-Health-Toolkit.pdf
•
2020-2021 SY: Re-Opening Schools Exceptional Children Division July 15, 2020
https://content.govdelivery.com/attachments/NCSBE/2020/07/15/file_attachments/1496741/ECReOpen202
0.2021.FINAL.7.15.20.pdf
•
Academic Supports for Students with Disabilities
https://www.annenberginstitute.org/sites/default/files/EdResearch_for_Recovery_Brief_2.pdf
•
The Big Picture – A tool
to “paint the big picture” about who your child is, what she or he
can do, and how others can relate and respond to the child.
https://ecaclegacy.wpengine.com/wp-content/uploads/2018/08/ECAC-Painting-the-Big-Picture-fillable-
2018.pdf
•
Virtual IEP Meetings Tip Sheet
https://www.parentcenterhub.org/wp-content/uploads/repo_items/virtual-iep-meeting-tipsheets.pdf
•
Remote IEP Meetings: Tips for Parent Participation
https://disabilityrightsnc.org/wp-content/uploads/2020/04/Tips-for-Parent-Participation.pdf
•
Sample Letter to Document a Problem or Request an IEP Meeting
https://www.wrightslaw.com/info/ltrs.virus.clp.htm
This box will expand to fit
what you type.
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
STEP 2 – PROGRESS REVIEW WORKSHEET
WHAT IS MY TASK IN THE PROCESS?
Request a copy of your child’s IEP and last progress report
to review and prepare for meeting with the school team
regarding needed services and possible regression (what was lost).
IMPORTANT TO KNOW – What to do, say or ask
Compare your child's current level of functioning
on each Present Level of Academic and Functional
Performance listed on the IEP
1)
Ask what data and evaluations will be used to
determine your child's current present levels of
performance (baseli ne).
2)
Make a list (on the back of this worksheet) of your
child's current needs and areas they have lost skills.
Review each IEP goal to determine if there was a
loss of skills or lack of progress during school
closure.
1)
Highlight goals your child did not master.
2)
List any goals that were mastered that need new
goals written.
SKILLS and ABILITIES – Consider the impact of time away from school
Record positive and negative
observations
Reading
Math
Communication
Social, emotional and behavior skills
Mobility
Other
BIGGEST CHALLENGES – During school closure
Select all that apply
Poor or no internet
Parental communication with school and update
Inability to complete work
Access to breakfast/lunch
Focus/attention to virtual learning
No support services or equipment provided
No access to therapy
No counseling or social services
SERVICES RECEIVED – At home during school closure
Service
Frequency
Academic instruction
Paper packets
Therapy services (e.g., speech and/or
occupational)
Other
Tip
–
Contact your
child’s school in
writing via
email or letter
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
STEP 2 – PROGRESS REVIEW WORKSHEET (continued)
ADDITIONAL NOTES AND PLANNING
This box will expand to fit
what you type.
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
STEP 3 – ADDENDUM WORKSHEET
WHAT IS MY TASK IN THE PROCESS?
Review NCDPI EC Division Guidance below to
determine if an addendum to the IEP is needed
and whether an IEP meeting is required.
Addendum IEPs
It is likely that Plan B and Plan C Re-Opening requirements and a parent’s choice to select the remote
learning option rather than in-person instruction for their child will impact the implementation of a
child’s current IEP in some way. On the next page, you will find a few scenarios to help identify
circumstances for which the IEP will need to be revised (addendum) and the options available to
support the IEP Team in adapting to those circumstances in an efficient manner. These scenarios are
not intended to cover all the variables possible when individualized decisions must be considered;
rather, the intent is to provide a framework for reasonable decision-making.
Source:
https://content.govdelivery.com/attachments/NCSBE/2020/07/15/file_attachments/1496741/ECReOpen2020.2021.FINAL.7.15.20.pdf
Reminder: A parent must be
provided with a revised copy of
the IEP with the amendments
.incorporated
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
STEP 4 – DATA AND OBSERVATION WORKSHEET
WHAT IS MY TASK IN THE PROCESS?
Share your concerns about your child’s learning
with the school team. Provide input on the type
and amount of services needed for your child to
make meaningful progress towards IEP goals.
SHARE – Inform teachers and related service providers about what is new with your child
PRIORITIZE – What skill areas are of most concern to you
Select all that apply and note related goal(s)
Skill
Goal
Skill
Goal
Reading
Communication skills
Math
Social Skills
Behavioral Skills
Ability to graduate on time and transition
Other
Other
PLAN – Discuss what new goals, supports and/or services need to be added.
1
2
3
TAKE ACTION – Identify the type and amount of services needed to meet IEP goals
Information
Details
New medications
New social, emotional or behavioral needs
New academic needs
Other
Example: Speak in sentence
1 x 30 minutes
Speech Language Therapy
□ No change □ Increase intervention time
□ Different Service □ Technology
□ Other support service
□ No change □ Increase intervention time
□ Different Service □ Technology
□ Other support service
□ No change □ Increase intervention time
□ Different Service □ Technology
□ Other support service
Tip – Your input and observations
play a critical role in documenting a
student’s response to instruction
during remote learning.
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
STEP 4 – DATA AND OBSERVATION WORKSHEET (continued)
ADDITIONAL NOTES AND PLANNING
This box will expand to fit
what you type.
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
• IEP services must be effective
• Public schools must offer a Free Appropriate Public Education (FAPE)
• Placement is an IEP team decision
•
To help parents make informed decisions, the IDEA requires the provision of Prior
Written Notice (PWN)
•
You can request an IEP team meeting at any time - request in writing
•
Ask for information to be provided in writing
•
Keep copies of everything
•
Prior Written Notice (PWN) should include all important IEP decisions
(see NCDPI EC PWN worksheet with directions)
IMPORTANT POINTS TO REMEMBER
STEP 5 – SERVICES DELIVERY WORKSHEET
WHAT IS MY TASK IN THE PROCESS?
Prepare to discuss where and how your child’s IEP services will be provided in different
learning environments.
Make sure Prior Written Notice (PWN) documents all proposed
actions that were accepted or refused
by the IEP team.
PREPARE – Questions to ask
What are the specific expectations for my child in each learning environment?
In-person
Virtual
Hybrid
Attendance
Work Completion
Hours per day/days per
week
Other
What are the specific expectations for an adult supporting the learning process or services?
Will the adult be required to collect data, turn in work, use specific technology?
How will my child’s special needs, accommodations and modifications be considered?
(Examples: breaks, one-on-one assistance, modified work, etc)
How will my child’s services be scheduled? Will family schedules and routines be considered?
CONSIDERATIONS – Needs for different learning environments
In-Person
Virtual
Home to school (and back) communication log
If you work, do you have flexibility to provide adequate
support for your child?
Copy of the daily schedule
Is there an adult in the home with the ability to provide
supports?
Discuss each part of your child’s day (where, how
and by whom will your child receive services)
What are the limitations and obligations that may impact
accessing or supporting virtual learning? (Examples:
disability related challenges, attention difficulties other
children, limited or no internet, language barriers)
Does my child need assistance with safety? If yes,
who will provide it?
How does my child get extra help with content or
assignments, if they need it?
ASSISTANCE AND INFORMATION – What do you need
□ Tablet, laptop or other device □ Visual Schedules □ Assistance with homework
□ Training on technology that will be used □ Materials to organize my child’s work □ Other
Need assistance? Contact ECAC at 1-800-962-6817 or ecac@ecacmail.org
www.ecac-parentcenter.org
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ECAC Return To School Planning Guide

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Completed 1 September 2020

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