STUDENT SUPPORT SERVICES

Student Services has been working hand-in-hand as part of the Instructional Team to develop the base instructional models of In-Person (Full-Time or Hybrid), Comprehensive Distance Learning (CDL), and CASA Learning (parent selected fully on-line). Based on the framework below, School Teams and IEP Teams will customize services to meet the needs of individual students. Our work has and will be directed by the Guiding Principles below.

 

Guiding Principles:

  1. Health and Safety for Students, Staff and Families – Oregon Health Authority and Oregon Department of Education Guidance
  2. Inclusion and Equity – Individualized and Purposeful (IEP Team decisions)  
  3. Flexibility as district moves between In-Person, Hybrid, or CDL (based on metrics) to ensure continuity of services
  4. Care and Connection – Establishing and maintaining student connection to staff, curriculum, and peers

Service Framework

Section 504
  • Case management provided by counselors
  • Timelines for annual plan reviews remain the same
  • New referrals can be initiated, and evaluation will be in the context of whichever model the school is operating within.
  • 504 plans remain intact and will be implemented with all accommodations available to students. 504 plans may need to be adjusted by the student’s 504 team to meet student’s needs during Hybrid or Comprehensive Distance Learning
  • 504 meetings can be scheduled through the 504 case manager
English Language Development
  • All English Learners will have an English Language Development specialist as a case manager, regardless of instructional model.
  • Services will be provided through co-teaching, virtual class/small group/individual instruction, or phone in collaboration with classroom teachers. 
  • Limited in-person instruction during CDL or hybrid-models may be provided for students who have limited growth or success under distance learning, provided required health metrics are met. In-person learning during CDL is optional for families.
  • The Oregon ELPA Screener will be required in  2020-21 and administered by the school ELD specialists within the limited, in-person exception.
  •  If a parent elects to enroll in CASA Online Learning program, English Language Development support will be provided for identified students.
TAG
  • TAG plans will be maintained, and classroom teachers will differentiate to meet the needs of students.
  • District testing and identification for TAG support will be available.
Intervention/Title I
  • Title I-A Supplemental Services will be available, through mostly teacher-facilitated instruction (synchronous or asynchronous), specific to the student skill and need.
  • Support may be delivered through limited in-person learning, online video or audio conferencing, phone calls, or two-way messaging tools
Counseling
  • Counseling services will be provided across all grade levels to support social emotional learning and behavioral health.
  • At the high school level, counselors will continue to support students planning towards meeting graduation requirements and transitioning to higher education.
Special Education
  • All students with IEPs will have a special education teacher or speech language pathologist as a case manager, regardless of instructional model.
  • All IEP services and placement determinations will automatically revert back to the original document/IEP. COVID Interim IEPs are no longer valid. No meeting is needed.
  • The special education referral process will resume at the school building level.
    • The extended school closure has impacted all students, meaning that several weeks of high quality instruction may be necessary before a team can assess a student with validity.
    • Teams are encouraged to focus first on best instruction, identifying student strengths, and providing support based on team reviews of data regardless of student identifiers.
    • Referral for evaluation may need to be considered for students with disability or suspected disability who are unable to comply with health and safety measures or adapt to a new learning platform (e.g. comprehensive distance learning).
  • Students who have pending referrals will be reviewed to make sure the team has the appropriate data to move forward.
  • All timelines are in effect, including initial assessment, annual review, and three-year eligibility assessment/review.
  • Specially designed instruction must be teacher-facilitated, and the majority must be delivered synchronously (live).
  • In CDL, parents and caregivers are partners for instruction. Teams will consider consultation/training/coaching parents need from specialists/related services providers to ensure FAPE, and amend the IEP accordingly.
  • Limited in-person instruction during CDL or hybrid-models may be provided for students who have limited growth or success under distance learning, provided required health metrics are met. In-person learning during CDL is optional for families.
  • Students with special circumstances who cannot attend school in-person will have individual meetings with their IEP teams to determine the appropriate services and service delivery. 
    • When the district is in CDL, staff cannot provide 1:1 in-home instruction. All meetings and interactions will be virtual.
    • The school district cannot unilaterally determine placement.
  • Accommodations/modifications will be available to students in all instructional models
    • Students with a disability or medical conditional who are unable to wear masks will receive accommodations to ensure access to curriculum
    • Team may need to meet to update accommodations/modifications to meet student needs for CDL