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Compensatory Education Sample Clauses

Compensatory EducationThe Division will provide prior written notice to all parents or guardians of students with disabilities or eligible students stating that by the end of the 2022-2023 school year, the Division will convene Section 504 and Individualized Education Program (IEP) meetings for each student. During these meetings, the Section 504 knowledgeable committees or IEP teams will make a determination and document the determination made regarding whether a student was provided regular or special education and related aids and services designed to meet their individual needs during the Pandemic Period. To make this determination, Section 504 knowledgeable committees and IEP teams will consider and document the following: 1. Whether the Division, during the Pandemic Period, failed to provide the student with the regular or special education and related aids and services required by the student’s Section 504 plan or IEP that was in effect at the beginning of March 2020. a. In making this determination, Section 504 knowledgeable committees or IEP teams will determine whether the student received the amount of and the type of the regular or special education, and related aids and services that were required by the Section 504 plan or IEP that was in effect April 14, 2020. The services provided by parents or guardians during the Pandemic Period will not be counted as services provided by the Division. For example, for a student whose IEP called for one-on-one assistance by a paraprofessional, if that assistance was in fact provided by a parent or guardian, the Division may not count the provision of that assistance as a service provided by the Division. b. The Division will provide the student’s parent or guardian access to the information recorded by the Division regarding the amount of special education, related aids or services provided during the Pandemic Period, including the option to review IEP or Section 504 service logs. c. The Division will notify the parent or guardian of the process to challenge the determination made by the Section 504 or IEP team regarding whether or to what degree services were provided to the student during the Pandemic Period, consistent with Section 504 procedural safeguards. 2. Whether changes to the student’s Section 504 plan or IEP that were made during the Pandemic Period, including any Temporary Learning Plans (TLPs), Virtual IEPs, or other remote learning plans that were developed, were based on the student’s individualized educational...
Compensatory EducationBy December 1, 2020, after providing proper written notice to the Student’s parent/guardian, a group of knowledgeable persons, including the parent/guardian, will determine whether the Student needs compensatory and/or remedial services as a result of the District’s possible failure to provide appropriate regular and/or special education or related services from November X, 2019 to June XX, 2020. If so, within one week of its determination, the group will develop a plan for providing timely compensatory and/or remedial services with a completion date not to extend beyond June 16, 2021. The District will provide the Student’s parent/guardian notice of the procedural safeguards including the right to challenge the group’s determination through an impartial due process hearing.
Compensatory Education. 1. By May 1, 2017, the District will convene a meeting at a mutually agreeable date and time, which shall include the Complainant and other individuals knowledgeable about the Complainant’s son (multidisciplinary team), to discuss and determine specific compensatory education (e.g., one-on-one tutoring outside the academic day), to address the alleged denial of a free appropriate public education (FAPE) resulting from the failure to provide homebound instruction to the Complainant’s son from October 14 – October 28, 2016.
Compensatory Education. Within sixty (60) calendar days of this Agreement being signed, the School will submit to OCR for review and approval a list of students who, during the 2015-2016 school year, were not provided with the amount of services required by their Section 504 plans and IEPs for any period of time, including as a result of: providers being unavailable or otherwise unable to provide services; or discrepancies between the services required by students’ Section 504 plans and IEPs, and the service delivery schedule. The list will include the following information for each student:
Compensatory Education. Consistent with the method described in the reporting provision below, the district agrees to offer 15 hours of compensatory education to each student currently attending school within the district who was in a self-contained classroom and utilizing special education transportation services during the 2014-2015 school year or during the current school year.
Compensatory Education a. For every student currently enrolled in the District who was subjected to Seclusion and/or Physical Restraint during the 2017-18 through the 2020-21 school years, the District will offer three months of weekly, one-hour counseling sessions with a licensed therapist to be chosen and paid for by the District. The District will consider transportation burdens on families when selecting the location of counseling services and will provide transportation assistance to ensure all families can access counseling services. b. For each student subjected to Seclusion and/or Physical Restraint during the 2017- 18 through the 2020-21 school years, the District will offer compensatory education to each student for every hour, rounded up to the nearest hour, the student was denied educational services while being Physically Restrained or Secluded. The District will designate a point of contact to facilitate such services who will serve as a liaison for families. The District will offer parents/guardians the opportunity to select among the following form(s) of compensatory education that will be provided at District expense: i. Instruction/remedial tutoring through distance learning outside of school hours; ii. Instruction/remedial tutoring provided in person outside of school hours; iii. Summer school or other education programs outside of school hours for which the child would not have otherwise qualified or been allowed to attend; iv. Additional therapy sessions as described in XVI(a) to supplement what is provided in XVI(a); or v. Any other form of compensatory education chosen by the District in consultation with the parent/guardian of the student and approved by the United States.
Compensatory Education. Within forty-five (45) calendar days of this Agreement being signed, the District will invite, in writing, the Student’s parents to an IEP team meeting.1
Compensatory Education i. By August 31, 2015, the District will give written notice to the Student’s parent/guardian of their right to request that her IEP team discuss whether the Student should be provided with compensatory and/or remedial services as a result of the District’s alleged failure to provide appropriate regular and/or special education or related services during the 2013-2014 school year. If the parent/guardian makes such a request, then the Student's IEP team, including the parent/guardian, will include in Student's annual IEP meeting to be convened by September 30, 2015, a discussion about whether the Student is entitled to compensatory and/or remedial services as the result of the District's alleged failure to provide appropriate regular and/or special education and related services during the 2013-2014 school year. If the IEP team determines that compensatory and/or remedial services are required, then the IEP team will develop a plan for providing timely compensatory and/or remedial services with a completion date not to extend beyond June 30, 2016. At the IEP meeting, the District will provide the Student’s parent/guardian notice of their procedural safeguards including the right to challenge the IEP team's determination through an impartial due process hearing. ii. Within two (2) weeks after the decision as to whether compensatory and/or remedial services are needed, the District will submit to OCR documents supporting the IEP team's decision. The documentation submitted shall include documentation showing the participants in the IEP meeting, an explanation of the decisions made, the information considered, and a description of and schedule for providing any compensatory and/or remedial services (if any) to the Student. iii. If any compensatory and/or remedial services will be provided to Student, then by July 31, 2016, the District will provide documentation to OCR of the dates, times and locations that compensatory and/or remedial services were provided to Student (if any), a description of what was provided, and the name(s) of the service provider(s).
Compensatory Education i. Within 30 days of the signing of this agreement, the student’s IEP team will determine whether the delay in evaluating and making the determination regarding any additional services for the student, as well as the delay in receiving paraprofessional support at the beginning of the school year, resulted in a denial of a FAPE for the student during the period of the delay. ii. If the IEP team determines that the student was denied a FAPE, the IEP team will make a plan to provide compensatory education to the student to adequately compensate the student for the denial of FAPE during the 2022 – 2023 school year. The plan will include the time frame to provide the compensatory education. iii. The School will offer to the student’s parents the compensatory education, and allow the parents no less than 20 days to accept the offer. If the parents refuse the offer for compensatory education, the School will have no obligation provide the compensatory education. iv. If the parents accept the offer, the School will provide the compensatory education to the student consistent with the plan.
Compensatory Education. 1. The district will conduct a review of all disabled students who used specialized transportation services during the 2015-2016 and/or 2016-2017 school years to determine if the students received a shorter school day than their general education peers, due to transportation schedules for buses serving those students or other administrative reasons. In conducting the review, the district will gather the school class start and end times for these students during the school years and compare those times to the school class start and end times for the general education program at the same school attended by each student with a disability who utilized specialized transportation. In determining the actual school class start and end times for the students with disabilities who received specialized transportation, the district will consider the bell schedule, the bus pickup/drop-off times, information provided informally by the teachers on early releases or late starts, whether students have a different instructional time or hours provided for in their IEPs, and other information the district believes will affect the school class time that is necessary for these students.