Special Programs has been working alongside district and building administrators to develop the Hybrid/Comprehensive Distance Learning (fully remote and able to pivot to Hybrid) and Sherwood Cloud Campus instructional models. Now that we have received community feedback and the Board has reviewed the instructional models, we have begun to develop our support models. The service delivery model will likely be modified over time as we receive input from staff, students, and the community. Comprehensive Distance Learning (CDL) is the core instructional model for all special education services at this time.
The following principles guide our work:
Guiding Principles for Design
- Center our work in equity–apply an equity-informed and anti-racist lens to promote educational systems that support every child.
- Ensure the safety and wellness of our students, staff, and families.
- Cultivate connections and relationships with our families and students.
- Continue to seek feedback and input from our community to inform practices.
- Remain flexible as we move in and out of instructional models.
Service outlines are below for students who need supports for Section 504 and Special Education Services:
- Counselors will remain the case managers.
- Timelines for annual plan reviews remain the same.
- New referrals can be processed but will be in the context of Comprehensive Distance Learning.
- Accommodation plans remain intact.
- Expectations are that 504 plans will be implemented and all accommodations will be available to students.
- 504 meetings can be scheduled through your 504 case manager.
Special Education Services:
Decisions made on the service models below were based on the Guiding Principles, community feedback, and our ability to mitigate risk with safety and health.
- All students on IEPs will have a Learning Specialist or Speech-Language Pathologist as a case manager.
- Placements will remain the same, unless a change is required as determined by the IEP team.
- All IEPs will automatically revert back to the original document/IEP. The interim Emergency Contingency Plans are no longer valid. No meeting is needed.
- In order to determine the needs of students, data must be tracked to ensure educational progress for all students. For students in special education this means progress with both IEP goals and with general education curriculum.
- IEP meetings may need to be conducted to support students in the CDL environment. Amendments to IEPs may be needed, given the changes in educational conditions. Annual IEP review dates will remain the same. If changes are needed, these meetings will be conducted in a timely manner. All meetings will be held via the Zoom platform. Don’t hesitate to reach out to your child’s case manager or principal if you have any questions or concerns about this process. Teachers are scheduled to return to work the week of August 31st.
- The special education referral process will resume at the school building level. Students who have pending referrals will be reviewed to make sure we have the appropriate data to move forward.
- Students who have not been referred for special education prior to the school closure in March will not immediately be considered for a special education referral. All students experienced a regression in some manner due to the closure. Such regression is not necessarily indicative of a disability that requires special education. Data will be reviewed in an ongoing manner to monitor students’ ability to adapt to the new learning environment and the level of engagement the student has demonstrated in distance learning activities.
- In the hybrid model, students with special circumstances (like health conditions) who cannot attend school in-person in any capacity will have an individual meeting with their IEP team to determine the appropriate services.
- IEP instructional services will be offered during teacher facilitated learning sessions with a specialist or instructional assistant in a small group or one-on-one online setting during CDL. When students are able to return to in person learning, instructional services may be online or in person.
- When instructional models change (for example, a move to a hybrid classroom environment), services may shift to either in person or remain online based on Oregon cohorting requirements.
Limited In-person Instruction:
The District is in the early stages of developing a plan for the possibility of conducting limited in-person instruction. As we develop this plan, we will keep the community updated.
The ODE guidance requires that we first consider how to provide educational services to all students in CDL and that in-person instruction cannot replace this requirement. At the beginning of the school year all students will receive special education and related services in the Comprehensive Distance Learning model. For students with disabilities, based on data, the IEP or 504 team may need to meet after a period of time in the CDL model to discuss adaptations, modifications, and additional options for learning.
- If there are no confirmed cases of COVID-19 among school staff or students in the past 14 days, limited in-person instruction can be considered for some student groups (not based on disability, race, gender, sexual orientation, etc.).
- When considering services on site, instruction must focus on skills that can not be otherwise taught via CDL and for students who are unable to access that specific instruction in CDL.
- Student participation in limited in-person instruction must be voluntary and cannot be a required element for any course, grade, or service provision.
- Cohorts can not exceed 10 students and must be stable. Students cannot be part of more than two cohorts (including transportation) in any given week
- Limited in-person instruction is limited to 2 consecutive hours maximum per day
In-person Evaluations and Child Find:
- Our obligation to continue to identify and evaluate students remains intact.
- Many of our evaluations can take place via online platform, such as rating scales, some observations, and interviews
- Limited In person guidance gives us the ability to do 1:1 evaluations for special education as needed as long as there have been no cases of COVID-19 among students and staff for 14 days.
- The District can not require any students to attend an in-person evaluation session.
- Pending evaluations, due to the spring closure, will be prioritized.