Students' successful participation in remote learning requires routine daily engagement and consistent supervision and support from an adult. HISD teachers and staff will support through all means outlined and designed for being responsive to learners’ individual needs. Still, their limited ability to have daily in-person contact necessitates the need for high levels of parental support at home.

• Students needing instructional support beyond what is provided through the weekly synchronous instructional sessions with their teachers and the online instructional resources provided must take the initiative to request additional support by emailing their teachers to schedule a phone conference.

• To address questions or concerns regarding instructional accommodations and modifications for students receiving specialized instructional services under 504, Special Education, Dyslexia, ESL, or GT should be met to the greatest extent possible. Any need to alter the modifications or accommodations students receive in response to the different nature of remote learning should be discussed and agreed upon by the appropriate committee.

  • 504, Special Education, and Dyslexia Questions: Dr. Harvey, Director of Special Education, at harveyk@hempsteadisd.org.

  • Bilingual/ESL Questions: Yuki Yamaguchi, Director of Bilingual/ESL at yamaguchic@hempsteadisd.org

  • GT Questions: Diana Wood, Advanced Academics Coordinator at woodd@hempsteadisd.org

Students identified and participating in HISD's GT program that opt for Remote Learning will continue receiving GT activities and support through Google Classroom.

Hempstead ISD understands students receiving special education support has an individualized education plan (IEP) that entitles students to specific services, placement, and programming. Remote learning may limit service delivery and prevent the implementation of certain elements of a student’s IEP. The district takes each student’s individual needs seriously, and HISD ensures, to the greatest extent possible, that students with disabilities receive the special education and related services identified in their IEP. HISD will be using Google meets as a communication tool to help facilitate face-to-face interaction for instruction, provide related services as appropriate, and hold meetings. Google Classroom will also be used as a tool, and hands-on materials will be provided for at-home use. Reasonable efforts will be made to provide ancillary instructional and related services. For instance, speech and language therapy, and counseling as a related service may be effectively provided during remote learning.

Additionally, instructional accommodations may be met during remote learning by providing additional support through video or telephone conferencing. Service providers will communicate with parent(s) to discuss and coordinate services. Also, the collaboration between general education and special education staff will occur in the provision of services. If during the time of remote learning, there are services, accommodations, or modifications required by the student’s IEP that cannot be provided, the student’s ARD committee will determine services that can be provided to meet the needs of the student. The IEP amendment process and the ARD process will be used to reflect changes in services and accommodations. When a student returns from remote learning, the district will consider where each child is and plan for compensatory education as appropriate. Also, initial and annual ARD meetings will occur throughout the year through on-campus meetings, through Google meets, or over the telephone. Staff is also available through video, phone, or email. Ongoing communication between school and parent/guardians will occur through google meets, telephone conferences, or written format. Child Find efforts are ongoing with the information provided on the district website. Initial evaluations and reevaluations will continue during the time of remote learning. If an evaluation or components of an evaluation can not be completed due to health and safety concerns during times of remote learning, efforts will be made to complete portions of the evaluation that can be completed. Parent(s)/guardian(s) will be notified regarding an evaluation’s status or the need to delay the completion of an evaluation or components of an evaluation. When an initial evaluation can not be completed, the district will consider additional interventions and supports through general education for students based on the suspected disability or disabilities or evaluation information collected.

Our Campus 504 coordinators will host 504 meetings following traditional parameters to review student needs and progress. For students unable to participate in on-campus learning due to health concerns, our Campus 504 coordinators will contact parents of students served by Section 504, to explain their child's Interim Accommodation Plan which outlines how their child's accommodations will look during the COVID-19 Pandemic. A copy of this plan will be emailed or mailed to parents, and a copy has also been shared with all teachers that directly work with the child. If despite efforts, there is an instance where a particular service is not feasible, the Section 504 committee will make decisions about the need for compensatory services.

504 staff will ensure that all students have had a meeting within the last three years. Any meetings needed for current students and initial meetings will be held On-Campus, through Google Meets, or by phone.

Students with dyslexia who cannot attend on-campus instructional services due to health concerns will continue to receive services. The campus dyslexia specialist will provide synchronous and asynchronous intervention and materials to promote students’ continued progression and growth. Evaluations will be decided on an individual basis, but those that require face to face testing will be conducted on-campus.