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.


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.


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.


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.


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.


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


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


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


And students could see more staff/classes




Hybrid + Synchronous Supports,

limitations at school +

Other materials supplied for

home.



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)


-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


-face to face support for IEP goals (teacher, para, related services)-DL: 1:1 google meet or parent coaching


-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


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)


Ab

ove

Ave

rag

e

Face to Face Supports



Ave

rag

e




Be

low

Ave

rag

e


Remote Supports Remote Supports

Elem.MC


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.



● Review/practice remote learning skills

● Some support/monitoring needed in the event of DL from paraprofessional to improve educational outcomes.



● Practice remote learning skills

● Monitoring student progress to assess the need for paraprofessional support in the event of DL.

Ave

rag

e



● Review/instruct about the importance of safety guidelines.



● Review/practice in remote learning skills

● Review/instruct about the importance so safety guidelines.



● Practice in remote learning skills



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 in health/safety skills and on tolerance of PPE.

● Smallest group or individual instruction if possible for in person services.














ElemMC


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







● Review/practice remote learning skills




● Practice remote learning skills


Ave

rag

e



● Review/instruct about the importance of safety guidelines.










Be

low

Ave

rag

e



















Special Education Decision Making Matrix for 20-21



● 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.







● 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

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