Common use of Serving Students with Disabilities During Distance Learning Clause in Contracts

Serving Students with Disabilities During Distance Learning. a. In addition to the other requirements outlined throughout this agreement, the parties agree to ensure a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act, and therefore agree to do the following: i. Provide required instructional minutes as set forth above and consistent with each student’s IEP. ii. Work with each family and student through the IEP process to determine what FAPE looks like for each student and family during COVID-19, which may require changes to the IEP developed pre- COVID-19. iii. Make required changes to each student’s IEP to address the duration and overarching changes to education delivery and contingency plan for pivoting in and out of distance learning. iv. Use the District’s models for all students as the basis for establishing FAPE. v. Ensure children with disabilities are included in all offerings of school education models by using the IEP process to customize educational opportunities and provide supports when necessary. vi. Use annual IEP to plan for traditional school year and while not required, include distance learning plans or addendums, where necessary, to address distance learning needs during immediate or future school site closures. b. Special education teachers and case managers will maintain service logs documenting all instruction and upload to SEIS not less than weekly. c. Special education teachers/case managers will work collaboratively with core content teachers to accommodate or adapt lessons to meet the needs of students in a distance learning environment and ensure that lessons and activities are appropriate, as documented in the student’s IEP and the recommendations identified by the administration. d. Students with disabilities will be offered continuity of learning through a variety of distance learning resources, and in-person learning options, as appropriate. e. For students who are placed in a Special Day Class (SDC), the District will provide both a blended learning and a distance learning option. This is due to the small number of students in these classes, which allows for students to maintain safe physical distancing, while still being at a physical school site for instruction. Parents of students enrolled in the District’s SDC programs will also have the option to enroll their child in the District’s distance learning option. However, should they choose to enroll in the distance learning options, there will be changes to the manner and delivery of special education services, as necessary, in an online environment. f. Related Service Providers (Adapted PE, etc.), will prepare appropriate distance learning activities that can be performed by students at home, as appropriate, to provide students with the opportunity to work on specific skill areas to provide educational benefit, maintain current progress, and prevent regression towards identified goals. All Related Service Providers will maintain service logs and upload them to SEIS no less than weekly. g. Virtual tools will be used to hold any necessary IEP meetings and to meet and collaborate on a student’s IEP, to the extent allowed by law. h. School Psychologists and mental health counseling staff will provide virtual or telephoneappointments to students for social, emotional and/or behavioral needs as deemed necessary by the District in consultation with the psychologists, as well as communicate with families to provide support. Any appointments scheduled may be conducted by telephone or virtual tools, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and uploaded to SEIS not less than weekly. i. Counselors will provide virtual or telephone appointments to students for academic counseling, monitoring, and guidance as well as college/career questions. These appointments or conversations may be conducted via email, telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and upload as required. j. Speech and Language Pathologist will provide individual and/or group virtual lessons. These lessons may be conducted via email, by telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law. k. The Parties agree to meet at the request of either party to discuss implementing guidance from the California Department of Education and/or United States Department of Education in order to ensure that the District provides equitable and appropriate education for students with special needs.

Serving Students with Disabilities During Distance Learning. a. In addition to the other requirements outlined throughout this agreement, and to meet the needs of students with disabilities during distance learning, the parties agree to ensure a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act, and therefore agree to do the following: i. Provide required instructional minutes as set forth above and consistent with each student’s IEP. ii. Work with each family and student through the IEP process to determine what FAPE looks like for each student and family during COVID-19, which may require changes to the IEP developed pre- COVID-19. iii. Make required changes to each student’s IEP to address the duration and overarching changes to education delivery and contingency plan for pivoting in and out of distance learning. iv. Use the District’s models for all students as the basis for establishing FAPE. v. Ensure children with disabilities are included in all offerings of school education models by using the IEP process to customize educational opportunities and provide supports when necessary. vi. Use annual IEP to plan for traditional school year and while not required, include distance learning plans or addendums, where necessary, to address distance learning needs during immediate or future school site closures. b. Special education teachers and case managers will maintain service logs documenting all instruction and upload to SEIS not less than weekly. c. Special education teachers/case managers will work collaboratively with core content teachers to accommodate or adapt lessons to meet the needs of students in a distance learning environment and ensure that lessons and activities are appropriate, as documented in the student’s IEP and the recommendations identified by the administrationadministrationIEP team. d. Students with disabilities will be offered continuity of learning through a variety of distance learning resources, and in-person learning options, as appropriate. e. For students who are placed in a Special Day Class (SDC), the District will provide both a blended learning and a distance learning option. This is due to the small number of students in these classes, which allows for students to maintain safe physical distancing, while still being at a physical school site for instruction. Parents of students enrolled in the District’s SDC programs will also have the option to enroll their child in the District’s distance learning option. However, should they choose to enroll in the distance learning options, there will be changes to the manner and delivery of special education services, as necessary, in an online environment. f. Related Service Providers (Adapted PE, etc.), will prepare appropriate distance learning activities that can be performed by students at home, as appropriate, to provide students with the opportunity to work on specific skill areas to provide educational benefit, maintain current progress, and prevent regression towards identified goals. All Related Service Providers will maintain service logs and upload them to SEIS no less than weekly. g. Virtual tools will be used to hold any necessary IEP meetings and to meet and collaborate on a student’s IEP, to the extent allowed by law. h. School Psychologists and mental health counseling staff will provide virtual or telephoneappointments to students for social, emotional and/or behavioral needs as deemed necessary by the District in consultation with the psychologists, as well as communicate with families to provide support. Any appointments scheduled may be conducted by telephone or virtual tools, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and uploaded to SEIS not less than weekly. i. Counselors will provide virtual or telephone appointments to students for academic counseling, monitoring, and guidance as well as college/career questions. These appointments or conversations may be conducted via email, telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and upload as required. j. Speech and Language Pathologist will provide individual and/or group virtual lessons. These lessons may be conducted via email, by telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law. k. The Parties agree to meet at the request of either party to discuss implementing guidance from the California Department of Education and/or United States Department of Education in order to ensure that the District provides equitable and appropriate education for students with special needs.

Serving Students with Disabilities During Distance Learning. a. In addition to the other requirements outlined throughout this agreement, the parties agree to ensure a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act, and therefore agree to do the following: i. Provide required instructional minutes as set forth above and consistent with each student’s IEP. ii. Work with each family and student through the IEP process to determine what FAPE looks like for each student and family during COVID-19, which may require changes to the IEP developed pre- COVID-19. iii. Make required changes to each student’s IEP to address the duration and overarching changes to education delivery and contingency plan for pivoting in and out of distance learning. iv. Use the District’s models for all students as the basis for establishing FAPE. v. Ensure children with disabilities are included in all offerings of school education models by using the IEP process to customize educational opportunities and provide supports when necessary. vi. Use annual IEP to plan for traditional school year and while not required, include distance learning plans or addendums, where necessary, to address distance learning needs during immediate or future school site closures. b. Special education teachers and case managers will maintain service logs documenting all instruction and upload to SEIS not less than weekly. c. Special education teachers/case managers will work collaboratively with core content teachers to accommodate or adapt lessons to meet the needs of students in a distance learning environment and ensure that lessons and activities are appropriate, as documented in the student’s IEP and the recommendations identified by the administration. d. Students with disabilities will be offered continuity of learning through a variety of distance learning resources, and in-person learning options, as appropriate. e. For F or students who are placed in a Special Day Class (SDC), the District will w ill provide both a blended learning and a distance learning option. This is i s due to the small number of students in these classes, which allows for students to maintain safe physical distancing, while still being at a physical school site for instruction. Parents of students enrolled in the DistrictD istrict’s SDC programs will also have the option to enroll their child in the t he District’s distance learning option. However, should they choose to enroll in the distance learning options, there will be changes to the manner and delivery of special education services, as necessary, in an online environmente nvironment. f. Related Service Providers (Adapted PE, etc.), will prepare appropriate distance learning activities that can be performed by students at home, as appropriate, to provide students with the opportunity to work on specific skill areas to provide educational benefit, maintain current progress, and prevent regression towards identified goals. All Related Service Providers will maintain service logs and upload them to SEIS no less than weekly. g. Virtual tools will be used to hold any necessary IEP meetings and to meet and collaborate on a student’s IEP, to the extent allowed by law. h. School Psychologists and mental health counseling staff will provide virtual or telephoneappointments to students for social, emotional and/or behavioral needs as deemed necessary by the District in consultation with the psychologists, as well as communicate with families to provide support. Any appointments scheduled may be conducted by telephone or virtual tools, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and uploaded to SEIS not less than weekly. i. Counselors will provide virtual or telephone appointments to students for academic counseling, monitoring, and guidance as well as college/career questions. These appointments or conversations may be conducted via email, telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and upload as required. j. Speech and Language Pathologist will provide individual and/or group virtual lessons. These lessons may be conducted via email, by telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law. k. The Parties agree to meet at the request of either party to discuss implementing guidance from the California Department of Education and/or United States Department of Education in order to ensure that the District provides equitable and appropriate education for students with special needs.

Serving Students with Disabilities During Distance Learning. a. In addition to the other requirements outlined throughout this agreement, and to meet the needs of students with disabilities during distance learning, the parties agree to ensure a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act, and therefore agree to do the following: i. Provide required instructional minutes as set forth above and consistent with each student’s IEP. ii. Work with each family and student through the IEP process to determine what FAPE looks like for each student and family during COVID-19, which may require changes to the IEP developed pre- COVID-19. iii. Make required changes to each student’s IEP to address the duration and overarching changes to education delivery and contingency plan for pivoting in and out of distance learning. iv. Use the District’s models for all students as the basis for establishing FAPE. v. Ensure children with disabilities are included in all offerings of school education models by using the IEP process to customize educational opportunities and provide supports when necessary. vi. Use annual IEP to plan for traditional school year and while not required, include distance learning plans or addendums, where necessary, to address distance learning needs during immediate or future school site closures. b. The parties agree that service logs will be maintained as necessary to comply with the applicable law. Special education teachers and case managers will maintain service logs documenting all instruction and upload to SEIS not less than weeklyweekly as necessary to demonstrate compliance with student IEPs. The District and SCTA will meet on September 8, 2020 to discuss compliance requirements and how to meet those requirements. c. Special education teachers/case managers and service providers will work collaboratively with core content teachers to accommodate or adapt lessons to meet the needs of students in a distance learning environment and ensure that lessons and activities are appropriate, as documented in the student’s IEP and the recommendations identified by the administrationadministrationIEP team. d. Students with disabilities will be offered continuity of learning through a variety of distance learning resources, and in-person learning options, as appropriate. e. For students who are placed in a Special Day Class (SDC), the District will provide both a blended learning and a distance learning option. This is due to the small number of students in these classes, which allows for students to maintain safe physical distancing, while still being at a physical school site for instruction. Parents of students enrolled in the DistrictD istrict’s SDC programs will also have the option to enroll their child in the t he District’s distance learning option. However, should they choose to enroll in the distance learning options, there will be changes to the manner and delivery of special education services, as necessary, in an online environment. f. Related Service Providers (Adapted PE, etc.), will prepare appropriate distance learning activities that can be performed by students at home, as appropriate, to provide students with the opportunity to work on specific skill areas to provide educational benefit, maintain current progress, and prevent regression towards identified goals. All Related Service Providers will maintain service logs and upload them to SEIS no less than weekly. g. Virtual tools will be used to hold any necessary IEP meetings and to meet and collaborate on a student’s IEP, to the extent allowed by law. h. School Psychologists and mental health counseling staff will provide virtual or telephoneappointments to students for social, emotional and/or behavioral needs as deemed necessary by the District in consultation with the psychologists, as well as communicate with families to provide support. Any appointments scheduled may be conducted by telephone or virtual tools, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and uploaded to SEIS not less than weekly. i. Counselors will provide virtual or telephone appointments to students for academic counseling, monitoring, and guidance as well as college/career questions. These appointments or conversations may be conducted via email, telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law and as appropriate given the student’s needs. Service logs will be maintained and upload as required. j. Speech and Language Pathologist will provide individual and/or group virtual lessons. These lessons may be conducted via email, by telephone, or other virtual tools, as deemed appropriate, to the extent allowed by law. k. The Parties agree to meet at the request of either party to discuss implementing guidance from the California Department of Education and/or United States Department of Education in order to ensure that the District provides equitable and appropriate education for students with special needs.