Special Education

SPECIAL EDUCATION

During the unexpected closure of school, the district’s special education students, their families and their school teams faced unprecedented challenges.  Priority has been placed on providing continuity of learning through special education programming and services, with access to general education and high-quality curriculum specifically designed to meet individual student needs and abilities.

  • To address the provision of (FAPE) free appropriate public education consistent/with the need to protect the health and safety of students with disabilities and those providing special education services, the district will provide the following:
    • All Instruction will be aligned with the NYS Learning Standards
    • All Instruction will be provided in compliance with NYS guidelines. Students’ IEPs and 504s will be implemented to the greatest extent possible 
    • Collaboration between special education teachers, related service providers and co-teachers will occur to ensure continuity of instruction throughout the materials provided to student/families 
    • Teachers/related service providers will create appropriate differentiated learning experiences for students in compliance with NYS guidelines   
    • Teachers/related service providers will provide ongoing feedback and communication with students and families

Additionally, the district will ensure the following as it relates to the specific learning model:

 

In-Person

Hybrid

Remote

  • Students will receive in person instruction with accommodations for social distancing and cleaning protocols following the CDC guidelines to ensure the health and safety for all

 

 

 

  • Students will receive remote and in-person instruction with accommodations for social distancing and cleaning protocols following the CDC guidelines to ensure the health and safety for all

     

  • Students may receive a combination of synchronous and asynchronous instruction which may include, but not limited to, live video chats, recorded lessons, 1:1 check-in, small group engagement, etc.

     

  • Elementary students will continue to receive small group differentiated instruction (guided reading, intervention, enrichment, etc.)

     

  • Staffing will be maximized to ensure access to general education and integration opportunities in-person and remotely

     

  • A portion of our SWDs will have in person instruction for 4 days a week

  • In-Person Related services will be provided with students from the same classroom cohort to ensure safety of students.Tele-therapy may be conducted during remote days

  • Students in special programs located outside of the district will follow the agencies re-opening plan

 

 

  • In the case of a full school closure, the remote model may provide a consistent schedule of synchronous and asynchronous learning that supports the needs and abilities of individual students

     

  • Related Service Providers will provide Tele-therapy services to students

     

  • Students may need in-person evaluations following safety protocols and guidelines

 

  • A synchronous instruction model can be comprised of whole group direct instruction, small group instruction and collaboration, and independent work time with teacher availability

     

  • Students may have access to teachers through daily virtual office hours

 

  • To address how programs and services offered will be documented and provided to students with disabilities, as well as communications with parents, the district will:
    • Ensure all services included in Brockport’s continuum of services will be offered to all students with disabilities based on their IEPs to the greatest extent possible.
    • The district will document the programs and services offered and provided to students with disabilities as well as communicate that information to parents.  
    • Teachers/related service providers will provide ongoing feedback and communication with students and families.

 

  • The district will address meaningful parent engagement in the parents preferred language or mode of communication regarding the provisions of services to his/her child to meet the requirements of Individuals with Disabilities Act (IDEA).
    • A district communication plan (visit the Communication/Family and Community Engagement section of the district’s reopening plan) will be utilized to include both parents and students to provide clarity and continuity of the learning expectations.
    • Priority for in-person services will be given to students with IEPs. Supports and services on a student’s IEP will be implemented to the greatest extent possible with the consideration of least restrictive environment. 
    • Information regarding supports/services for each student will be communicated to families through written or verbal means and documented. 
    • All educators will utilize the “district remote day” to connect with families and students.
    • Families with receive information about how to contact the administration and/or teaching staff to answer questions about their child’s learning or the technology they are using.

 

  • In order to provide 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 the district will:
    • Ensure the CSE/CPSE chairs are in regular communication (department meetings, team meetings, emails/phone calls) with providers to discuss supports/services and the implementation of services on a student’s IEP
    • Ensure special education teachers/providers communicate with the general education teacher(s) information within each student’s IEP
    • Ensure that providers collect/keep/track data regarding student’s progress toward their IEP goals 
    • Continue to utilize Frontline to input progress notes. Progress will be reported as indicated on the student’s IEP and shared with parents as per the district’s current process 
    • Implement supports and services on a student’s IEP to the greatest extent possible with the consideration of Least Restrictive Environment (LRE)

 

  • The district will 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.
    • Accommodations, modifications, supplementary aides and services, and technology (including assistive technology) indicated on a student’s IEP will be provided to the greatest extent possible during in-person and remote learning.
    • Staff will be maximized to ensure student access to accommodations, modifications, services, and technology
    • Staff will ensure students have access to differentiated and appropriate materials in any learning model (access to leveled text remotely, hands on materials at home with hard copies where appropriate)
 
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