FREQUENTLY ASKED QUESTIONS

What guidance has GaDOE provided in reference to instruction?

• FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically

• Although federal law requires distance instruction to be accessible to students with disabilities, it does not mandate specific methodologies

• Consider practices such as distance instruction, teletherapy and tele-intervention, meetings held on digital platforms, online options for data tracking, and documentation. In addition, there are low-tech strategies that can provide for an exchange of curriculum-based resources, instructional packets, projects, and written assignments

What are the expectations for providing instruction to SWD?

• APS must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student’s IEP developed under IDEA

• Documentation must be maintained of instructional support and services provided to students

What instructional supports are provided to students and teachers? How?

• Interrelated Program (IRR) & EBD Regional Program (KK-5^th Grade)- Students who receive services under the IRR & EBD model should continue to follow the school’s digital learning plan. For each content that receives special education supports (consultative, supportive instruction, co-teaching, and/or resource), Special Education staff should continue to instruct, accommodate, and modify per the student’s IEP to meet their unique needs

• Regional Programs (Autism, MOID, SID/PID)- Students who receive services in the self-contained regional program should utilize TeachTown enCORE (KK-5^th Grade) or Unique Learning (6^th-8^th Grade) via the digital platform when appropriate or the Department of Special Education will provide the student an instructional work packet.

• All Special Education case managers are to contact parents/students to assess the student’s needs at least 2x per week and log communication via Documentation for Provision of Services in addition to the digital learning they are participating in for each class.

• Case managers facilitate instructional supports for SWD with content teachers.

• Case managers must communicate with parents and/or students on their caseload

• There are daily check-in calls from 8:30 am to 9:00 am facilitated by Troy Keller for regional teachers.

• SELTs and Coordinators are available for instructional supports

What responsibilities do case managers have to support Special Education?

• Check in with all parents/students on their assigned caseloads at least 2x per week and log via Documentation for Provision of Services

• Adhere to your assigned school’s closure plan

• Collaborate and plan with co-teachers and/or content specialists

• Active participation in the planning and delivery of all virtual/extended learning opportunities

• Provide contact information to administrators, SELT, co-teachers, paraprofessionals, and parents

• Ensure parents have a copy of student’s IEP