This is a summary of Reopening Washington Schools 2020: Special Education Guidance. It will help families of students with disabilities know what to expect when schools reopen. It will also help families make decisions for their students. The information has strategies for learning online, in person or a mix of both.

Planning for Special Education and Reopening Schools.

• Reopening Schedules.
• This guidance was written to help schools reopen and provide special education services. Services might be online, in person or a mix of both.
• Planning Guide Form.

• The form has guiding questions about family engagement, language access, and technology. There are also questions about supporting students and staff. 
• The form also has space to plan actions, timelines, and how teams will measure success.
• Recovery Services.

• These are extra services for students with disabilities once schools reopen.  Not all students need extra services.
• Teams should identify student needs due to missed school and missed services during spring 2020.
• Recovery services can be outside of school hours or during the school day.
• Staffing Considerations. 

• Train all staff on how to support students with disabilities. Train staff to use accessible technology.
• Train all staff how to ask for and work with interpreters.
• Make sure all staff know how to ask for mental health supports for students and staff. Make back-up plans to support students when an educator is out sick.

Inclusive Practices for Reopening Schools.

• Family Relationships and Communication.

• Schools should work with families to support student needs at home and in school buildings
• Make sure all staff know how racism, ableism, and trauma affect students with disabilities and their families.
• Schools should communicate in ways that work best for families. Communication should occur in the language spoken at home.
• Schools should keep trying until they reach all families. 
• Families with concerns should contact their school and/or district.
• Student Engagement and Supports.

• Schools should help all students to meet their social, emotional, and behavior needs.
• Make sure all staff know how to help students in a way that respects different cultures.
• Make sure all staff know how to help students who have experienced trauma.
• Instruction and Universal Design.

• All staff should work with special education teachers to help students with disabilities meet their goals.
• All students and families need access to online lessons and materials and flexible schedules.
• Students must receive accommodations and supports both online and in person.

Special Education Services.

• Evaluation and Eligibility.

• Teams should monitor progress for all students to support academics and behavior.
• School districts must find and support students with disabilities. This process is called child find.
• Teams should talk with families about student needs in school and at home. Teams should also discuss needs because of school closures in spring 2020.
• Data can include observations and tests completed in person or online. Late evaluations should be completed as soon as possible.
• Individualized Education Program (IEP).

• Students must receive IEP services. This can be online, in person or both.
  • Many students can learn online or through a mix of online and in person.
  • Some students need in-person instruction to learn. When it is safe to do so, schools should provide those services in person.
• If schools group students for safety, students should not be separated because of their needs or disabilities.
• Services can be provided one-on-one, in small groups or in a class.
  • Specially Designed Instruction (SDI) is teaching that is changed to help a student with a disability learn.
  • Related services help students benefit from special education. Supports can include language, movement, transportation and more.
  • Supplementary Aids and Supports help students with disabilities in general education settings. This can include support from a paraeducator, one-on-one or in groups.
• All staff can help students with disabilities. Special education staff must design the instruction and monitor progress.
• Families can help students learn at home and online. Schools should train and support families when needed.
• Technology Supports.

• Technology can help students with disabilities learn online, in person or both.
• Schools must provide technology to help students with disabilities learn.
• Schools must also help families learn how to use technology when students will learn online. 
• Make sure all staff know how to use technology to help students with disabilities learn and be included.
• Strategies to Support Student Needs.

• Students may have difficulties when schools reopen.
  • They may need help learning new routines at school, online or both.
  • Students should practice using schedules and technology for independence.
• Schools should provide behavior supports so all students can learn.
  • Staff should focus on positive behavior supports and should not punish students for misbehavior.
  • These supports should help students who have emotional needs.
• For students with unique needs, specialists should work with teachers and families to provide support at school, online or both.
• Progress Monitoring and Reporting.

• Schools must document student progress data on each IEP goal and objective. For example, staff can listen to a student read a story aloud online to measure reading fluency.
• Progress reports should note which services were online or in person.
• Families must receive progress reports as scheduled in the IEP.
• Early Learning.

• Early learning staff will assist families to engage in both online and in person learning activities.
• Teams must collaborate with families to develop a support plan that is unique to their child's needs.
• Children enrolled in an early intervention program must have an IEP in place by their third birthday.
• Graduation & Secondary Transition.

• Every student in middle and high school must have a High School and Beyond Plan (HSBP). The HSBP should align with the IEP transition for every student with a disability.
• Teams should plan transition services at school, online or both. This must include career exploration.
• Students in high school may need recovery transition services. This might include students who graduated or turned age 21 in spring 2020.