• Student Services Considerations

     

    Section 504

      • Students with section 504 Plans will continue to receive accommodations as outlined per their 504 plan.  Prior to the first day of school, 504 plans will be reviewed by the staff working with each student and staff will contact families to discuss additional ways to provide support in a remote learning environment.

     

      • 504 Meetings will continue to be held virtually to the greatest extent possible; however, if the parent is not able to participate or is not agreeable, the meeting will be scheduled at another time that is mutually agreeable

     

    MTSS

      • Interventionists will work with the school/classroom schedule, teachers, and families to host regularly scheduled synchronous sessions to continue the targeted work of the tiered literacy or math intervention.

     

    Services for Students Experiencing Homelessness

      • District 109 will continue to follow state and federal guidelines to make certain that every child of a homeless individual and every homeless youth has access to the same free, appropriate public education, including preschool education, as other children and youth.

     

    A transition to in-person instruction will be prioritized for students (pre-K to 8) who receive special education services throughout the school day, per an Individualized Education Program (IEP), as well as for English Learners.  The Student Services Department will work collaboratively with families to discuss the timeline to transition back to school for some in-person instruction. 

     

    Special Education

      • The Student Services Department will work with families to develop a learning plan that will address IEP goal areas, educational accommodations/supports and special education/related services. 

     

      • The district will adhere to timelines for annual IEP meetings. All Individuals with Disabilities Education Act (IDEA) timelines remain in effect. IEP teams should meet to determine whether any revisions to IEPs are necessary to address current levels of a student’s performance.

     

      • Meetings should be held virtually to the greatest extent possible; however, if the parent is not able to participate or is not agreeable, the meeting will be scheduled at another time that is mutually agreeable.

     

    • Evaluations and Reevaluations

     

      • The district will make every effort to complete all unfinished initial evaluations and reevaluations that were in progress prior to school closures and during school closures as promptly as possible.

     

    English Learners

      • EL Teachers will continue to support differentiation and modifications as needed. EL Teachers will work with the teacher and parent/guardian to schedule synchronous Zoom sessions according to grade level and English language proficiency levels. 

     

    • English Language Screening

     

      • A certified EL teacher will work collaboratively with families who upon registration have checked “yes” to one or both of the questions on the Home Language Survey. Students will receive an individual language proficiency assessment within 30 days of their enrollment in the District. Students identified as limited English proficient based on the assessment scores are eligible to receive services from the Transitional Program of Instruction (TPI)  instructor.