SPECIAL EDUCATION SCHOOL RE-ENTRY 

FREQUENTLY ASKED QUESTIONS FOR PARENTS

Q: If I sign my child up for the Virtual Learning Academy, do you know whether he will keep his IEP team?

A: We recognize that relationships are the most critical component of the IEP process. Relationships between students and staff, members of the IEP team including families, staff and outside providers, as well as working relationships between service providers to ensure the plan is coherent, services are coordinated to maximize benefit, and implementation is aligned, effective, and compliant.

Our priority is to do everything we possibly can to maintain consistent IEP Teams, but the reality is whether or not students enroll in distance or in-person learning there will likely be some changes among the service providers. Even in a typical year, there are staffing changes and new members join teams. We know it is in everyone’s best interest to retain and continue with as many of the same service providers who have worked with students and families when possible; and when it is not possible, our staff will do everything we can to ensure the transition to new service providers is structured such that everyone is supported to promote the success of the child.

There are a myriad of scenarios for students with special needs depending on the services and accommodations in the IEP. All students with an IEP will be matched to an appropriately qualified service provider no matter what program in which they choose to enroll.

Q: Will my child begin receiving his instructional minutes again? 

A: The instructional minutes for both remote and flexible in-person learning will follow a four-hour school day.

Based on this schedule, at the next regularly scheduled IEP meeting (i.e. annual or triennial), the IEP Team will affirm the current offer of FAPE pursuant to the current, operational IEP; coordinate services, accommodations, and modifications to the greatest extent possible (this process includes NUSD, MCOE, Non-Public School, and non-public agency providers); and design a Local/National Emergency Conditions Learning Plan (in accordance with Senate Bill 98) which will provide temporary proportional adjustments to services based on current operational IEP.

Q: What will specialized academic instruction (i.e. resource support) or related services (speech and language, occupational therapy, counseling, etc.), look like for in-person vs online learning?

A:  At this point in time, it is likely that students who attend in-person will also be able to receive a hybrid of push-in and pull-out services in person and remotely.  We are gearing up with PPE equipment and environment design that will enable services to be provided one-on-one and in small groups. However, the guidelines for how adults migrate among cohorts are highly subject to change as the COVID statistics fluctuate before and into the school year. The default plan will always be service delivery via remote, tele-platforms (i.e. Zoom, Google Hangouts, etc.) whether the student is enrolled in the flexible in-person school model or Virtual Learning Academy.

If students are able to receive push-in and pull-out services, the schedule will be carefully tracked to ensure contacts are minimal and time between groups allows for safety protocols to be implemented.

If students are not able to leave their general education cohort for pull-out services and adults are not able to push-in to provide services, the plan would then be to provide special education services to students through tele-service platforms no matter whether they are attending in-person or remotely.

Our staff is trained to provide instruction using a variety of materials to support student progress towards IEP goals. We have resources to support our staff with both program deliveries both in-person/online and remote learning.

 Q: If my child enrolls in the flexible in-person schooling option, how many more people will he be exposed to in the resource room?

A: Given the guidance from CDC and Marin County Health, it is difficult to say at this time how many other points of contact your child would have with other students and adults as this would be a schedule worked through with the general education team and the special education service providers at each site. We will strictly follow cohort guidance and regulations as they are mandated and continuously updated.

If students are able to receive push-in and pull-out services, the schedule will be carefully tracked to ensure contacts are minimal and time between groups allows for safety protocols to be implemented.

If students are not able to leave their general education cohort for pull-out services and adults are not able to push-in to provide services, the plan would then be to provide special education services to students through tele-service platforms no matter whether they are attending in-person or remotely.

Our staff is trained to provide instruction using a variety of materials to support student progress towards IEP goals. We have resources to support our staff with both program deliveries both in-person/online and remote learning.

 Q: If my child enrolls in the flexible in-person schooling option, how many more people will he be exposed to in the resource room?

A: Given the guidance from CDC and Marin County Health, it is difficult to say at this time how many other points of contact your child would have with other students and adults as this would be a schedule worked through with the general education team and the special education service providers at each site. We will strictly follow cohort guidance and regulations as they are mandated and continuously updated.

If students are able to receive push-in and pull-out services, the schedule will be carefully tracked to ensure contacts are minimal and time between groups allows for safety protocols to be implemented.

If students are not able to leave their general education cohort for pull-out services and adults are not able to push-in to provide services, the plan would then be to provide special education services to students through tele-service platforms no matter whether they are attending in-person or remotely.

Q: What would my child’s school day look like?

A: This answer is site specific and would need to be explored further with your child’s principal, teacher, and IEP Team. Our intention is to provide as “typical” a day and routine as possible under these unprecedented conditions.

Q: My child mainstreams from the special day class to a general education classroom during the day. What will mainstreaming look like in in-person/hybrid and remote learning?

A:  Each IEP Team will work collaboratively to determine the most appropriate plan for mainstreaming for each individual student. SDC students will be matched with a grade-equivalent general education cohort. Depending on the guidelines for how students and staff are able to migrate among cohorts, we will make every effort possible to provide in-person opportunities for mainstreaming for students enrolled in the in-person, flexible schooling program. For students enrolled in the Virtual Learning Academy, they will likely be assigned to a grade-equivalent general education Virtual Learning Academy cohort; if and when possible, students will be matched with a grade-equivalent general education cohort at their current school of enrollment.

 

Q:  Students can now choose remote via the Virtual Learning Academy for the first semester, then reassess and continue remote learning or opt for in-person, flexible schooling. Is this true for students with IEPs?

A:  All students now have the option of enrolling in remote learning via the Virtual Learning Academy through December with the opportunity of opting to enroll in the flexible in-person schooling program for the spring semester.

Q:  We are considering opting to homeschool our child outside of NUSD. Can our child continue to receive special education services with NUSD?

A:  NUSD needs to know in which homeschool program your child is enrolled. Please contact your Program Specialist (Chris Martinez, TK-5th Grade; Courtney Callen, 6th Grade-Post Secondary).

Q:  My child is placed in a Marin County special education classroom or a Non-Public School, do I need to inform the District of my preference for in-person or remote learning?

A:  MCOE or NPS staff will communicate their re-entry plans and ongoing adjustments directly with their students and their families. You should communicate directly with your primary contact at the placement. NUSD staff is in communication with the staff working with your child and receives regular updates on placements and other IEP related issues.

Q:  What steps is the District taking to address assessments that were started prior to or are due during the 2020-2021 school year?

A: The California Department of Education (CDE) advises school districts to do their best to adhere to federally mandated timelines, to the maximum extent possible. For cases in which students were in the middle of the assessment (or reassessment) process when the Shelter-in-Place (SIP) order was issued, the recommendation is for school districts to complete any assessments that may be completed remotely. The school district may convene an IEP team meeting remotely (via videoconference or teleconference) and present the results of all completed assessments within the federally mandated 60-day timeline.

It is important to note that not all assessments may be conducted virtually. School Psychologists, Education Specialists, Speech and Language Pathologists, Occupational Therapists, Mental Health Providers, and others, rely on a series of assessments that have been administered in-person and normed accordingly. The National Association of School Psychologists (NASP) recommends that an assessment only be conducted virtually when it is standard practice for that assessment. Families are encouraged to reach out to their case manager with questions related to specific assessments.

When the Marin County Department of Public Health determines that it is safe and students resume in-person instruction, school districts are to complete the assessment process, and convene an IEP team meeting to review the findings and make a statement of eligibility. Notably, SB 117 suspended timelines regarding initial assessments, and the CDE has indicated that it will consider the days of school site closure due to the Covid-19 public health crisis as days between the pupil’s regular school session. Effectively, the 60-day assessment timeline was paused when in-person instruction was suspended. The assessment timeline will start again once in-person instruction resumes.

Q:  What if my child does not return in-person and is enrolled in the Virtual Learning Academy, how will the District address assessments that were started prior to or are due during the 2020-2021 school year?

A: Your child’s case manager will contact you regarding a plan for assessment that is appropriate for your child.

Q: Does a school district need to amend my student’s IEP to reflect a distance learning plan?

A: Senate Bill 98 established the provision of an emergency learning plan, or distance learning plan.  The Emergency Learning Plan is a description of the means by which the individualized education program will be provided under emergency conditions, in which instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days. The Emergency Learning Plan will be detailed on the Notes Page and shall include all of the following: special education and related services, supplementary aids and services, transition services, and extended school year services. The Emergency Learning Plan applies to initial IEPs and “the next regularly scheduled revision of an individualized education program that has not already met the requirements.” “Regularly scheduled revisions” are annual and triennial reviews, and transition meetings. To the greatest extent possible the District will continue to provide the services agreed upon in each student’s IEP as indicated on the Offer of FAPE Special Education and Related Services grid and when not possible, through alternate ways. There may be instances when convening an amendment IEP may be deemed necessary to address a unique circumstance. It is suggested to maintain regular communication with your child’s IEP team about the efforts of transition to distance learning and identifying and addressing any immediate supports needed.

Q: My child is not currently receiving special education services that they were provided prior to the shift to distance learning. Who should I contact for questions regarding my child’s special education services?

A: For the health and safety of students and staff related to COVID-19, all special education services will be provided in an alternative manner until Marin County is no longer on the state monitoring list. The District will continue to provide supports that reflect, to the maximum extent feasible, the nature of the services that are identified in your child’s IEP. Please contact your child’s case manager to discuss your child’s distance learning plan.

Q: Can new services be recommended and implemented through an IEP during the distance learning?

A: Yes, new services can be recommended through an IEP and implemented through a distance learning plan. Since the IEP process continues during the remote learning, the student’s distance learning plan will reflect the newly identified service. When school resumes, the IEP team may need to convene a meeting to review the continued need for the service as recommended in the IEP.

Q: At the last IEP meeting, it was decided that my child would transition to a new program/placement at the  start of the 2020-2021 school year, will that still happen if school does not resume in-person?

A:  All students will follow their grade level promotion and will transition to their projected grade for the next school year. School site closure will not affect a student’s grade level promotion. A student’s transition to a new program or school placement that is not based upon grade promotion should reflect the decision made by the IEP team. If an IEP team determines a student needs a change of services or placement for the 2020-2021 school year, a member of the ew IEP team will contact you in August to discuss the transition plan for the new school year. If you have any questions, you can contact your Program Specialist (Chris Martinez, TK-5th Grade; Courtney Callen, 6th Grade-Post Secondary).

Q: My child is having difficulty with distance learning and/or participating in Zoom meetings. What strategies and resources are available to parents to support distance learning?

A: The provision of a free and appropriate public education (FAPE) may include, as appropriate, special education and related services provided through instruction that is provided virtually, online, or telephonically. It is encouraged for educators and parent(s) to collaborate and brainstorm ways to provide services that fit the student’s needs.

Suggested strategies, but not limited to:

  • Pre-recorded video lessons
  • Telephone Check-Ins/Check-Outs
  • Positive Behavior Supports & Incentives
  • Hands-on tools or manipulatives
  • Instructional work packets
  • Teacher Office Hours

Some online resources related to distance learning include the following:

Parents’ Ultimate Guide to Zoom: https://www.commonsensemedia.org/blog/parents-ultimate-guide-to-zoom

Amazing Educational Resources: https://www.amazingeducationalresources.com/

Yuba County Office of Education Preschool Resources:  Padlet

Marin County Office of Education:  Distance Learning Resources Padlet

Q: I am interested in providing my child with a specific learning disability additional support during this time. What steps should I take to obtain resources or additional support for my child?

 

A: Be that school districts in Marin County have determined that, for the health and safety related to COVID-19, all special education services to the extent feasible will be provided in an alternative manner. If your child does not have direct access to certain supports through distance learning, please contact your child’s case manager to discuss your child’s distance learning plan and collaborate and brainstorm supports that fit the identified needs of your child.

Knowing there is no one resource that is appropriate for all students, there are many great general resources that may contain information that is pertinent to your current situation.

Please see the comprehensive list of resources for families to support their children at home with distance learning. The resources may prove helpful.

Novato Unified School District – COVID Resources, School Re-Entry Plan, Community and Wellness Resources

Novato Unified School District – Remote Learning Resources

Marin County Office of Education: Distance Learning Resources

Marin County Office of Education: Coronavirus – What You Need to Know

https://www.familiesinschools.org/coronavirus-learning-resources-for-families/

My Child Doesn’t Learn Well In-Front of a Computer, What Can I Do?: https://www.php.com/elearning/my-child-doesnt-learn-well-in-front-of-a-computer-what-can-i-do/

Understood.Org: Coronavirus – Latest Updates and Tips

Learning Ally: Learning Ally

Families in Schools: Resources for Families

Q: My family has been impacted by the COVID-19 pandemic. What resources are available to support my child with special needs and family during this time?

A: The following resources are available:

 Overall Support Resources

Talking to Kids about the Coronavirus/COVID-19

Due to COVID-19

Mental Health and Wellness