Option A - Planned Instruction

For LEAs considering Planned Instruction, what options are available?

• Flexible Instructional Days for districts/schools with approved plans

• Online/digital learning opportunities

• Non-digital learning opportunities (e.g., materials sent home with students)

The decision to employ one or more of these Continuity of Education methods is made at the local level based on feasibility, availability of resources, access and equity considerations, and the Commonwealth’s social distancing recommendations.

The significant consideration is that if the LEA chooses to provide Planned Instruction, then the LEA must consider equity of participation for students, with particular consideration of reasonable and appropriate assurances of FAPE. The LEA must make certain that every student has the ability to access and participate in instruction.

There are five broad questions that each LEA needs to address when considering Planned Instruction:

1. How will the LEA address access to technology to ensure all students have access to and can participate in instruction?

• Description: Given the fact that the majority of the instruction provided with Continuity of Education will be offered via a combination of various online formats, questions of access to technology need to be addressed first to determine initial feasibility.

• Within the question of access to technology the following considerations need to be taken into account (see the Technology Access and Resources page for more information):

• General technology considerations - internet access, costs logistics etc.

• Availability and compatibility of hardware

• Cyber education programs provided through IU partners

• Instructional options with associated costs

• Scaling up for districts already participating in online education

• Accessibility options of hardware and software

  • • There are collections of resources available for LEA consideration:

• Resources for internet/broadband access (Technology Access)

• Resources for remote collaboration (Resources)

2. How will the LEA address the instructional needs for the overall student population?

• Description: The LEA needs to determine what instruction will look like for the general education student population. What broad systems are going to be in place to meet the needs of students based on age/grade level.

• Within the question of overall educational program, the following considerations need to be taken into account:

• Guidance on Continuity of Education

• Teacher Created Instructional Content: Best Practices, Hybrid Models

• Paper and Pencil Instruction, Activities, and Assessments: Requirements and Considerations

• Guidance on Social Distancing

• Considerations to Comply with Social Distancing Realities

• Guidance on Hour/Day Requirements

• Guidance on Transportation for Non-Public Students

• Guidance on State Assessments

• COVID-19 and Issues Relating to Family Education Rights and Privacy Act (FERPA)

• Returning to School

3. How will the LEA address the instructional needs for the students receiving special education services?

• • • Description: The LEA needs to determine what instruction will look like for students receiving special education services. How is the LEA planning on modifying the systems established for the general education student population to meet the various needs of special education students?

    • FAPE for students with disabilities is measured against what is being provided for all students in this context and circumstances. Providing a Continuity of Education, within the context of the current environment, that includes Planned Instruction is critical for students with IEPs so that there is access to instruction, focus on learning and growth, and attention given to the individualized needs of the student. LEAs should examine the continuity of instruction and determine how to employ reasonable supports and appropriate accommodations/modifications to support students with disabilities.

• Within the question of overall programming for students eligible under IDEA, the following considerations need to be taken into account (see the Special Education resource and related pages for more information):

  • • • • • IDEA and Chapter 14 Processes

            • • LEA Considerations

              • Communication with families about services and Continuity of Education

              • Evaluation & Re-evaluation Processes

              • IEP Processes

              • Progress Monitoring (Requirements & Timelines): Considerations for the Provision of Data Collection

              • Planning for potential compensatory education when school buildings are open

1. • Building the Schedule and Routine

     • • 1. 1. • Student’s needs and current program (see IEP)

               • What Does FAPE Look Like When Educational Opportunities Are Provided Remotely to Students with Internet Access and to Students Without Internet Access?

               • Need for transitions and breaks (attention and adult interventions)

               • Transition Planning

               • Positive Behavior Support Plans

               • Specially Designed Instruction

               • Instruction towards IEP goals: Direct instruction and Practice and Supports

               • Related Services

               • Core Curriculum

               • Staffing Roles and Considerations

1. • Students who participate in general education courses

     1. 1. 1. 1. • Considerations for Accommodations and Modifications

                 • Considerations for Student Access to Instruction and Materials Utilizing Technological Accommodations or Support

                 • Considerations Based on Age/Ability of Student

                 • Specially-Designed Instruction

• • Students who receive individualized instruction

    • • • • • Considerations for Accommodations and Modifications

            • Considerations for Student Access to Instruction and Materials Utilizing Technological Accommodations or Support

            • Considerations Based on Age/Ability of Student

            • Specially-Designed Instruction

            • Students who need replacement instruction

            • Considerations for Provisions of Students Receiving Information/Instruction

            • Considerations for Provisions for Students Responding to Assignments/ Interacting with Teachers and Peers

1. • Students who receive related services

     • 1. 1. 1. • Considerations for Accommodations and Modifications

                • Considerations for Student Access to Instruction and Materials Utilizing Technological Accommodations or Support

                • Considerations Based on Age/Ability of Student

                • Specially-Designed Instruction

1. • Students who have more complex learning needs

     1. 1. 1. 1. • Considerations for Accommodations and Modifications

                 • Considerations for Student Access to Instruction and Materials Utilizing Technological Accommodations or Support

                 • Considerations Based on Age/Ability of Student

                 • Specially-Designed Instruction

                 • Students who need replacement instruction

                 • Considerations for Provisions of Students Receiving Information/Instruction

                 • Considerations for Provisions for Students Responding to Assignments/ Interacting with Teachers and Peers

1. • Students who are in out of district placements

     • 1. 1. 1. • Communication with providers

                • Considerations for Provisions of Students Receiving Information/Instruction

                • Considerations for Provisions for Students Responding to Assignments/ Interacting with Teachers and Peers

1. • Considerations

     • 1. 1. 1. • Relevant Definitions Within Special Education

                • United States Department of Education and Pennsylvania Department of Education Guidance

                • IEP Processes

                • Special Education Timelines

                • LEA Considerations

1. • Resources

     • 1. 1. • • IU TaC staff

               • PaTTAN website and staff

               • Online free resources

               • Paper and pencil

               • Federal Department of Education - OSEP Guidance and Updates

               • PA Department of Education - COVID-19 Guidance and Resources

               • CEC - Council for Exceptional Children (resources)

               • Michigan guidance

               • Your local attorney(s) and counsel

               • Sweet Stevens: Andrew Faust, Esq. updates (could add Pool Counsel link if your IU subscribes)

4. How will the LEA address the instructional needs for the English Learner (EL) student population?

• Description: The LEA needs to determine what instruction will look like for the EL student population. How is the LEA planning on modifying the systems established for the general education student population to meet the various needs of EL students?

• Within the question of the EL program the following considerations need to be taken into account (see the EL Development page for more information).

  • • Definition of ELD Program

    • Requirements for Educating English Learners

    • Right to Dual Services

    • ELD Settings

    • Content Area and ESL/ELD Teacher Considerations

    • ELD/ESL Instruction Provided Remotely to Students With Internet Access and to Students Without Internet Access

    • Platforms’ Functionalities to Support ELD

    • ELD/ESL Instruction Based on the Age/Proficiency Level of the Student

    • Scaffolds for ELs

5. How will the LEA address the instructional needs for the gifted student population?

• Description: The LEA needs to determine what instruction will look like for the gifted student population. How is the LEA planning on modifying the systems established for the general education student population to meet the various needs of gifted students?

• Within the question of the gifted program the following considerations need to be taken into account (see the Gifted Education page for more information)

  • • Definitions Pertaining to Gifted Education

    • Bucket 5/Consideration: General Considerations for Gifted Education

    • FAPE Considerations Pertaining to Gifted Education

    • Adherence to the Timelines Outlined in Chapter 16

    • Roles and Responsibilities of Educators When Providing Continuity of Education, Pertaining to Gifted Education

    • Implications to Curriculum and Instruction for Students Who are Identified as Gifted

    • Role of Curriculum Compacting in Supporting all Learners

    • Providing Enrichment