LEA Toolkit: Serving Students with Disabilities during Periods of Remote or Blended Learning
The purpose of this document is to provide foundational guidance and concrete, actionable resources for local education agencies (LEAs) as they establish and implement policies and procedures for remote and/or blended learning contexts that are consistent with Individuals with Disabilities Education Act (IDEA) requirements.
The key principles of special education service provision shared here are founded in guidance provided by the US Department of Education (USED) and the Office of the State Superintendent of Education (OSSE). Throughout this toolkit, special education points of contact will find links to this foundational guidance. It is important that you and your LEA’s leadership are familiar with these documents as they should guide your decision making and serve as a foundation for transparent discussions with families.
Introductory Webinar to LEA Toolkit and Key Principles of Special Education Provision
On Wednesday, May 20, 2020, OSSE hosted a webinar which provided an overview of the three core principles for serving students with disabilities during times of remote or blended learning that are contained in the toolkit above. This webinar recording also highlights resources and sample forms that LEAs can adapt.
Upcoming Technical Assistance Opportunities
OSSE is pleased to announce additional “deep dive” training opportunities, in the form of a new technical assistance series, Serving Students with Disabilities during Periods of Remote or Blended Learning. This series was created to provide school leaders, special education points of contact, and special education teachers with concrete resources that they can reference as they work to mitigate regression and plan for recovery for all students, including and especially those receiving special education services. This three-part webinar series will focus on the three core principles for serving students with disabilities and will be repeated twice throughout Summer 2020.
In the first session, Balancing LEA Discretion and Flexibility, presenters will share:
- Examples of flexible and creative approaches for delivering a wide variety of services in the distance learning context;
- Ways to engage families in consideration of flexible options for service delivery;
- Examples of how LEAs can determine and address each family's level of access to technology and needs for support to effectively partner in remote service delivery; and
- Possible solutions to address gaps in access or readiness to partner for service delivery.
This session will be offered on:
- Wednesday, July 29, 2020, 1:30-3 p.m. Register
In the second session, Ensuring Transparency and Collaboration, presenters will share:
- Ways LEAs can document meaningful parent engagement in the decision-making process;
- A variety of examples of how the LEA can communicate to the parent, in writing, what services the student will and will not receive during this time and the rationale for each determination;
- Examples of customer service oriented communication to families; and
- Ways to document efforts to be flexible in service delivery scheduling.
This session will be offered on:
- Wednesday, Aug. 5 2020, 1:30-3 p.m. Register
In the third session, Data-driven Supports, presenters will share:
- Sample systems for collecting and reviewing data to develop student- and family-specific supports; and
- Ways to use data to consider the educational benefit received by the student.
This session will be offered on two dates:
- Wednesday, July 8, 2020, 1:30-3 p.m. (FULL)
- Wednesday, Aug. 12, 2020, 1:30-3 p.m. Register
High Leverage Practices for Supporting ALL Learners
- High-Leverage Practices for Supporting ALL Learners: Collaboration
- High-Leverage Practices for Supporting ALL Learners: Assessment
- High-Leverage Practices for Supporting ALL Learners: Social/Emotional Learning
- High-Leverage Practices for Supporting ALL Learners: EL Instruction
- Using Data to Determine Service Hours and Setting
- Using Data Workbook
For questions, please contact Jennifer Carpenter at [email protected].