EC Teacher Resources

Specific Exceptional Children’s Program Guidance:

• EC Informal Assessments & Formal Evaluations:
• School PLC teams and MTSS teams would be expected to monitor student outcome data during remote and hybrid instruction periods. Some of the data points that can be monitored during remote or hybrid learning include:
  • Ready Math data in Grades K-5
  • STAR Math assessments in grades 1-8
  • Reveal math data in grades 6-8
  • ALEKS math data in grades 6-8, program progress and skill reports
  • 3-8 STAR reading assessments
  • Freckle program progress, skill reports, and lexile growth
  • MyON reading progress and lexile growth
  • Scholastic Math Inventory for students in High School Math Foundations
  • STAR Assessments in Reading and Math for High School students with IEPs
  • STAR Assessments in Reading for students in Reading Foundations courses
  • Common Assessment grades in High School (i.e. CANVAS quizzes) courses
  • Work completion
  • Student performance on assignment rubrics

Specific to EC teachers for EC students:

• Work completion
• IEP goal data collection
• Student performance on assignment rubrics
• Academic and social-emotional intervention data
• easyCBM probes for reading and mathematics as appropriate (specific to EC students or being referred to EC)
• CORE Reading Assessments (EC only as appropriate)
• Number Knowledge Test (EC only as appropriate)
• Unique Learning System CheckPoints & Benchmarks (ECS students only)
• Formal special education referral and evaluations will be provided based on local health and safety recommendations from Chatham County Health Department. Additionally, CCS will determine if there are individual assessments that can be conducted in a virtual manner that would not invalidate the assessment process and provide the required components of assessing a child’s unique needs for possible special education eligibility, continuation of special education services, or exit from special education services. Parents are expected to make students available for virtual evaluations, when possible, as arranged by school psychologists, related services providers, and other pertinent staff. Depending on the evaluation that is needed, parents may have to actively facilitate, or complete questionnaires or rating scales in a timely manner. As students are allowed to return to schools physically, assessments will resume in a face-to-face manner.

EC Technology:

• Site-based school teams are responsible for the distribution of technology that will allow students with disabilities access to remote learning opportunities

EC Instruction and Resources:

• Site-based school teams with critical support from special education teachers and related service providers provide/design written materials and/or learning packets modified at students instructional level for students who do not have access to home based internet services. (Wifi)
• Online & Offline instructional resources include:
  • EC Teachers will have the materials available to develop learning packets for students who get the majority of their content learning in EC Resource classrooms via:

EC Preschool Materials - EC Preschool Materials

EC Resource Materials - EC K-5

EC Resource Materials - EC 6-8

EC Resource Materials- EC- High School

Extended Content Standards - ECS Materials

• Best practice for specially designed instruction will include the use of video lessons to allow students repeated access and viewing of the instructional content. Video lessons alone will not serve as specially designed instruction unless the content has been previously taught/introduced to the student. Instead, videos can be used as resource tools for students to assist in reteaching or pre-teaching of content/curriculum. Direct virtual instruction is expected for all EC students while CCS operates in remote and/or hybrid learning plans where appropriate.
• EC teachers & related service providers will collaborate with general education teachers to plan and provide specially designed instruction/support for students with Individualized Education Programs (IEPs) in virtual inclusive settings
• EC teachers & related service providers will plan and conduct specially designed instruction for students with IEPs through virtual small groups and/or individualized sessions
• Once students are allowed to attend school physically, students on the Extended Content Standards (ECS) will be prioritized for attendance in classroom instruction on a daily basis as described by the plan or option the school district implements
• Once students are allowed to attend school physically, EC students who are identified as not having internet access will be prioritized for attendance in classroom instruction on a daily basis as given described by the plan or option the school district implements

EC Documentation:

• EC Teachers & related services providers will maintain logs of services rendered and parent contacts made, specific to remote learning:

COVID EC Teacher services log ‘20-’21: COVID-19 Service Form

COVID Related Service log ‘20-’21: COVID-19 Rel Ser Form

Principals and EC Chairpersons will review these logs during bi-weekly school based EC Departmental meetings to ensure compliance and implementation of services

Assigned School Instructional Program Facilitators (IPFs) and related services Leads will review these logs on a monthly basis to ensure compliance and implementation of services

EC teacher should establish with families methods of assigning and returning student work. Teachers will give feedback or give credit for the work completed. Applicable grading policies apply to students in the OCS program and for EC students that participate in general education classrooms

• EC teachers & related service providers will maintain and update parent contacts on a weekly basis in ECATS. These contacts are specific to students who miss three consecutive days of remote learning sessions for EC services. EC teachers and related services providers will continue to use the contact log to support documentation for (i.e.: setting up IEP meetings, updates to parent information, asking about medical documentation, etc.)
• Chatham County Schools Exceptional Children’s Department has developed a protocol for conducting Virtual IEP meetings to support critical and timely changes to student’s needs during the school year. IEP meetings can also be held by telephone. Once the general public is allowed into school buildings, face-to-face IEP meetings will resume.

EC Contact Protocol:

• When concerns and/or questions arise regarding a child’s IEP, parents, age appropriate students, and outside agencies are encouraged to contact the following personnel, in this order: to schedule IEP meetings, resolve programming/servicing issues, and collaboratively discuss/plan successful transition for students

1. Student’s case manager
2. School’s EC Chairperson
3. School Administrator
4. School Assigned EC Central Services Support EC Central Services Support

If you have additional questions, please contact your assigned IPF via email.

EC Contact Protocol:

• When concerns and/or questions arise regarding a child’s IEP, parents, age appropriate students, and outside agencies are encouraged to contact the following personnel, in this order: to schedule IEP meetings, resolve programming/servicing issues, and collaboratively discuss/plan successful transition for students

1. Student’s case manager
2. School’s EC Chairperson
3. School Administrator
4. School Assigned EC Central Services Support EC Central Services Support

Other Supportive Resources:

• Presence Learning Parent Letter: Parent Letter
• At-Home Learning Tips for EC: Remote Learning Tips & Resources
• Online & Offline instructional resources include:
  • EC Teachers will have the materials available to develop learning packets for students who get the majority of their content learning in EC Resource classrooms via:

EC Preschool Materials - EC Preschool Materials

EC Resource Materials - EC K-5

EC Resource Materials - EC 6-8

EC Resource Materials- EC- High School

Extended Content Standards - ECS Materials