If appropriate, special education teachers will collaborate with related service providers about each student’s individual progress. Physical therapists will collaborate with the general education teacher and other special education team members on a weekly basis. In addition, special education staff will collaborate regularly with general education teachers in order for students to access the general education curriculum with the modifications and accommodations in their Individual Education Plan (IEP). Teachers will collaborate with classroom teachers and/or special education staff on a weekly basis about each child’s progress. Social workers will contact students who receive counseling services or consult on a weekly basis via phone conference or email communication. Once schools are operating, the DOE requires that schools “must make every effort to provide special education and related services” in accordance with the child’s IEP or 504 Plan. In addition to special education teacher services, students will be provided with an online self-regulation program entitled Positivity. Some LEAs and parents have agreed to amend the IEP by incorporating a distance learning plan outlining the special education and related services being provided to the student during the temporary, emergency situation created by the COVID-19 pandemic. The district ensures that the distance learning plan provides FAPE and provides parents the opportunity to participate in the IEP process. Students will have access to online learning programs including Lexia Core 5,  IXL Language Arts, IXL math, and Unique Curriculum. Special education staff will continue to reach out to families and students with individual activities based on their IEP. Duluth Public Schools One term Texas uses is a "Special Education Emergency Contingency Plan." Students will be provided each week with a taped morning meeting video which will help to provide consistency for them. Special Education and COVID-19 Questions and Answers: Due Process. The related arts providers (including physical education teacher, art teacher, and music teacher) and related service providers (including speech and language pathologist, school psychologist, occupational therapist, and physical therapist) will all be designated as teachers in each class. Occupational therapists will collaborate with the general education teacher and special education staff on a weekly basis. Follow national and state guidance on the procedures and delivery of services for students with IEP’s. The plans will apply to any emergency that forces a school to close for 10 days or more, including wildfires, earthquakes and pandemics. Special education teachers may create individualized instructional videos based on a student’s IEP. Special education teachers will review and provide feedback on student work that is emailed to them or completed using Google Docs. Copies of that student’s scheduled services will also be part of the student’s special education file. School psychologists will contact students who receive counseling services for permission to have live individual sessions. Uncertainty. Social workers will collaborate weekly with families to provide coaching for implementing strategies. Written Parent Input Statement for Distance Learning . Please refer to the district’s distance learning plan for additional instructional guidance in this area. Answers to common questions about Child Find, evaluations, reevaluations, eligibility, IEPs, 504 Plans, and special education instruction. BCBA will consult with the general education teachers and special education staff as needed. School psychologists will complete any testing which does not require face to face sessions. Starting on March 30, 2020, the State of Minnesota has required all school districts to move to a distance learning model for all educational services. Madison Public Schools is located in New Haven county, on the shoreline in Connecticut. For the remainder of the 2020 school year, the CDE plans to host Distance Learning webinars on Thursdays. Collaboration between case managers and related service providers will occur to ensure students continue to make progress on IEP goals and objectives. In addition, each teacher will invite the class to join their Google Classroom. Creating a parent input statement is easy and straightforward when you use an outline approach. This may mean if there is a face-to-face component REQUIRED to meet state special education criteria, the evaluation will be completed when distance learning has ended. School psychologist will consult with families via phone conferencing and emails. Students will have access to online learning programs including  IXL Language Arts, No Red Ink, and XL math. Consultation or emails to families and students class to join their Google Classroom to deliver their instructional! 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