PRIDE Transitions will follow the plan for secondary students – beginning the school year in Hybrid Learning but then making individual decisions about additional days through the student’s IEP teams.
Special Education and Section 504
To the greatest extent possible, each student with a disability will be provided the special education and related services identified in the student’s IEP developed under IDEA or a plan developed under Section 504.
If changes to the 504 plan are required in any learning model (in person, hybrid or distance), the 504 coordinators will initiate the process of updating the 504 plan. Social workers/Counselors will work with families to address 504 related questions.
If a student qualifies for special education services, Individual Education Program (IEP) teams will work with families to review and create individualized plans to address specific services in all three learning models. If current IEPs require changes to appropriately support a student’s education through any learning model (In-Person, Hybrid or Distance Learning), parents will have an opportunity to provide input into these plans and will be contacted to discuss appropriate changes. Parents will be given a prior written notice for consent. Throughout the school year, special education case managers will work with families regarding IEP related questions. Any changes to a student’s IEP will be determined by the IEP team.
Special Education Evaluation processes and timelines will remain in effect and will continue to be completed. Evaluations will be conducted following MDH and district safety procedures.
Early Childhood Special Education (ECSE)
Instruction will be provided through child-focused, family-centered plans. The focus is to support families and caregivers in engaging their child in learning through routines at home. Individual student teams will work together with families to determine any necessary changes to a student’s plan.
English Language Learners
Regardless of the learning model, English Learners will continue to receive language development services. Service and support will be personalized based on individual students’ English language proficiency. General education teachers and English Language teachers will collaborate to ensure equal access to grade-level standards. Individual instructional approaches, content and communication with families are based on individual student instructional needs. ELD teachers will collaborate with families and mainstream teachers to provide support for English Learners.
Homeless Learners
Individuals will be contacted to confirm access to needed support required during a hybrid or distance learning model. Families will be connected with appropriate and necessary resources as needs are identified.
