Face to Face

  • Special Education Considerations  

    • Students with an IEP will receive services as designated by their current IEP or in accordance with a revised IEP depending on the student’s health needs.
    • IEP meetings may be held in person following social distancing guidelines. If this is not possible, virtual meetings should take place.
    • Schools will adhere to the 70/30 rule for general education settings.
    • Students should be appropriately clustered in classrooms to support instruction and to limit cross-classroom exposure.
    • Students with low incidence disabilities who typically are in one of D115’s special education programs like LASP, STARS, Diagnostic, and Compass for example should attend school daily since their needs are more difficult to meet via a hybrid or e-learning approach unless this is contraindicated by a medical condition. Parent choice of instructional modality will be honored.
      • Consider that social distancing may not be possible with some students with special needs.
      • Staff working with medically fragile students or those that cannot maintain social distancing requirements should be provided with appropriate PPE and proper hand washing.
      • Evaluate and consider locations for specialized procedures such as tube feeding. If the current location is not feasible, seek an alternate location.
      • Suctioning and Nebulizer treatments require a N95 mask fitted to the healthcare worker.
    • Evaluations/Re-Evaluations that:
      • Required face-to-face or in-person assessments or classroom observations will be conducted during phase 3, 4,and 5 using the appropriate health safety protocol.
      • For the domains that were adjusted with parental permission and open domains, complete the testing waived once school resumes.
      • With either option, for initials, teams should work to have IEPs in place at the start of the 2020-2021 school year.
      • For triennials/reevaluations, teams should:
    • Pursue parent agreement to continue the testing over the summer or until the in school year if phase 3, 4 or 5.
    • Complete the evaluation process now with testing/rating scales/file reviews, have eligibility meetings now to meet triennial deadlines, and explore additional testing next year when school reopens for those students who may need more evaluative data.
    • When possible, students should receive related services in their classroom. If this is not possible, related service personnel should follow the guidelines set by the IDPH, CDC, and ISBE.
    • Students that are not able to attend school due to health reasons, should be integrated virtually into the classroom setting as often as possible.

     

     

    Interventions Consideration 

    • In person instruction should be prioritized for English Learners.
      • Dialogue should take place in native language as often as possible.
      • Ensure that EL students receive appropriate accommodations.
      • Ensure that authentic targeted lessons will be implemented.
      • Ensure that the Illinois English Language Development Standards and WIDA Can-Do Descriptors are being implemented for listening, speaking, reading and writing.
      • Work closely with the communications committee to ensure all materials and parent training are provided in students’ native languages.
    • Review of current IEP, 504, and rti plans to assess additional counseling or social work needs.
    • Implementation of a response to intervention plan with a specific timeline and requirements for each developmental level.
    • Student services teams will work collaboratively to identify students in need of academic, behavior and socio-emotional interventions. Our goal is to support student engagement, personal well-being, coping skills, and academic success.
    • Assessments will be conducted at the start of 2020 to determine any potential points of regression that may have taken place following e-learning.
    • Provide parents with resources to outside agencies for social emotional well being and support.
    • Staff to demonstrate flexibility and care in delivery of services.
    • Staff will be aware of the plan for student disengagement and attendance issues.

     

     

    Procedural Considerations

    • Large group activities and back to school events should be virtual and inviting.
    • Establishment of normalcy, as possible, for all stakeholders.
    • Parent teacher conferences should be done over ZOOM, or if necessary, face to face following social distance protocols and in a large open space or outdoors.
    • Staff, parents, and students will be provided with mental health resources and steps for communicating student or staff concerns.
    • Staff and parents should be trained on the signs of trauma, abuse, neglect, and depression.
    • Staff and parents should be trained on teaching resilience to students of all ages. Morning meetings and/or social emotional lessons should be provided daily.
    • Provide parents with choice in learning modalities.
    • Provide tools to help students cope with change.

Hybrid/Blended

  • Special Education Considerations

     

    • Students with an IEP will receive services according to their IEP in a face to face format. If this is not possible, students should have opportunities for integration virtually with the classroom or special educator and students.
    • IEP meetings may be held in person following social distancing guidelines. If this is not possible, virtual meetings should take place.
    • Students should receive counseling or social work services face to face when in school if possible. If this is not possible and they are fully remote, this should take place virtually.
    • Classes will adhere to the 70/30 rule for general education settings. Students should be appropriately clustered in classrooms to support instruction and to limit cross-classroom exposure.
    • Students with low incidence disabilities who typically are in one of D115’s special education programs like LASP, STARS, Diagnostic, and Compass for example should attend school daily since their needs are more difficult to meet via a hybrid or e-learning approach unless this is contraindicated by a medical condition. Parent choice of instructional modality will be honored.
      • Consider that social distancing may not be possible with some students with special needs.
      • Staff working with medically fragile students or those that cannot maintain social distancing requirements should be provided with appropriate PPE and proper hand washing.
      • Evaluate and consider locations for specialized procedures such as tube feeding. If the current location is not feasible, seek an alternate location.
      • Suctioning and Nebulizer treatments require a N95 mask fitted to the healthcare worker.
    • Evaluations/Re-Evaluations that:
      • Required face-to-face or in-person assessments or classroom observations will be conducted during phase 3, 4,and 5 using the appropriate health safety protocol.
      • For the domains that were adjusted with parental permission and open domains, complete the testing waived once school resumes.
      • With either option, for initials, teams should work to have IEPs in place at the start of the 2020-2021 school year.
      • For triennials/reevaluations, teams should:
        • pursue parent agreement to continue the testing over the summer or until the in school year if phase 3, 4 or 5.
        • complete the evaluation process now with testing/rating scales/file reviews, have eligibility meetings now to meet triennial deadlines, and explore additional testing next year when school reopens for those students who may need more evaluative data.
    • When possible, students should receive related services in their classroom. If this is not possible, related service personnel should follow the guidelines set by the IDPH, CDC, and ISBE when pulling to a separate workspace. Students would receive the intervention in the days/times they attend school.
    • Students that are not able to attend school due to health reasons, should be integrated virtually into the classroom setting as often as possible.

     

    Interventions Considerations

    • In person instruction should be prioritized for English Learners. But if this is not possible:
      • Dialogue should take place in native language as often as possible.
      • Ensure that EL students receive appropriate accommodations.
      • Ensure that authentic targeted lessons will be implemented.
      • Ensure that the Illinois English Language Development Standards and WIDA Can-Do Descriptors are being implemented for listening, speaking, reading and writing.
      • Work closely with the communications committee to ensure all materials and parent training are provided in students’ native languages.
    • Review current IEP, Section 504 and rti plans to assess additional counseling or social work needs.
    • Review response to intervention plan for timeline and requirements for each grade.
    • Student services teams will work collaboratively to identify students in need of academic, behavior and socio-emotional interventions. Our goal is to support student engagement, personal well-being, coping skills and academic success.
    • Assessments will be conducted at the start of 2020 to determine any potential points of regression that may have taken place following-learning.
    • If possible, provide interventions virtually and in small groups for students that are e-learning. When in school, students should receive interventions face-to- face, and the staff member should push in whenever possible to provide these services in the classroom.
    • Provide parents with resources to outside agencies for social emotional well being and support.
    • Staff to demonstrate flexibility and care in delivery of services.
    • All staff should be aware of the plan for student disengagement and attendance issues.


     

    Procedural Considerations

    • Large group activities and Back to School events should be virtual and inviting.
    • Parent teacher conferences should be done over ZOOM or if necessary face to face following social distance protocols and in a large open space or outdoors.
    • Staff, parents, and students will be provided with mental health resources and steps for communicating student or staff concerns.
    • Staff and parents should be trained on the signs of trauma, abuse, neglect, and depression.
    • Staff and parents should be trained on teaching resilience to students of all ages. Morning meetings and/or social emotional lessons should be offered both virtually and in person.
    • Establishment of normalcy, as possible, for all stakeholders.
    • Provide parents with choice in learning modalities.
    • Provide tools to help students cope with change.

     

     

     

E-learning

  • Special Education Considerations

    • IEP team to create a schedule that allows for flexibility and maintains the integrity of related services. This should be done with collaboration with student’s parent(s)/guardian(s).
    • Yorkville 115 IEP meetings will be conducted via the Zoom platform only (encrypted software). Make all reasonable efforts to comply with the Annual Review and Re-evaluation due dates. See District 115 Student Services e-learning guidelines.
    • Students should receive related services virtually as determined by the student’s e-learning plan.
    • Students with low incidence disabilities who typically are in one of D115’s special education programs like LASP, STARS, Diagnostic, and Compass for example should attend school daily since their needs are more difficult to meet via a hybrid or e-learning approach unless this is contraindicated by a medical condition. However, when this is not possible, e-learning will take place. Parent choice of instructional modality will be honored if given the choice.
    • Evaluations/Re-Evaluations that:
      • Do not require face to face assessments during e-learning; but checklists, rating scales, etc. can be completed by parents and staff.
      • Required face-to-face or in-person assessments or classroom observations will not be conducted during phase 1 or phase 2 unless the assessment used can be facilitated via an on-line platform.
      • Required face-to-face or in-person assessments or classroom observations will be conducted during phase 3, 4,and 5 using the appropriate health safety protocol.
      • If parents are agreeable, domains should be adjusted to remove classroom observations and formal face-to-face assessments during phase 1 and 2. Parents will need to re-sign consent for this change. This does NOT start the 60 day timeline over. Continue with the eligibility meeting.
      • For the domains that were adjusted with parental permission and open domains, complete the testing waived once school resumes.
      • With either option, for initials, teams should work to have IEPs in place at the start of the 2020-2021 school year.
      • For triennials/reevaluations, teams should:
        • Pursue parent agreement to continue the testing over the summer or until the in school year if phase 3, 4 or 5.
        • Complete the evaluation process now with testing/rating scales/file reviews, have eligibility meetings now to meet triennial deadlines, and explore additional testing next year when school reopens for those students who may need more evaluative data. 

     

    Interventions Considerations 

    • In person instruction should be prioritized for English Learners. When this is not possible ad e-learning is the only option:
      • Dialogue should take place in native language as often as possible.
      • Ensure that EL students receive appropriate accommodations.
      • Ensure that authentic targeted lessons will be implemented.
      • Ensure that the Illinois English Language Development Standards and WIDA Can-Do Descriptors are being implemented for listening, speaking, reading and writing.
      • Work closely with the communications committee to ensure all materials and parent training are provided in students’ native languages.
    • Review current IEP, Section 504, and rti plans to assess additional counseling or social work needs.
    • Implementation of a response to intervention plan with a specific timeline and requirements for each developmental level.
    • Interventions should be provided in small groups through ZOOM.
    • All lessons should also be recorded to allow for students to watch at a later time.
    • Student services teams will work collaboratively to identify students in need of academic, behavior and socio-emotional interventions. Our goal is to support student engagement, personal well-being, coping skills, and academic success.
    • Assessments to determine current benchmark scores and needs of students should be done virtually.
    • Staff to demonstrate flexibility and care in delivery of services.
    • Provide parents with resources to outside agencies for social emotional well being and support.
    • All staff should be aware of the plan for student disengagement and attendance issues.

     

    Procedural Considerations

    • Large group activities and Back to School events should be virtual and inviting.
    • Establishment of normalcy, as possible, for all stakeholders.
    • Parent teacher conferences should be done over ZOOM or phone if ZOOM is not suitable for families.
    • Staff, parents, and students will be provided with mental health resources and steps for communicating student or staff concerns.
    • Staff and parents should be trained on the signs of trauma, abuse, neglect, and depression during e-learning.
    • Staff and parents should be trained on teaching resilience to students of all ages. Morning meetings and/or social emotional lessons should be offered virtually.
    • Provide parents with choice in learning modalities.
    • Provide tools to help students cope with change.

     

     

Members

  • Team Leader:
    Dr. Pete Marcelo
    pmarcelo@y115.org

    Sub Team Leaders:
    Shannon Hamm
    Jeannine Pacetti
    Tracey Hosey

    Members:
    Teri Brady
    Brittany Davi
    Leslie Erb
    Beth Gambro
    Melissa Madden
    Chris Palmisano
    Julie Renda
    Wamecca Rodriguez
    Jennifer Rutkas
    Kendall Thornton