FAQs

CLPs need to be sent to parents as soon as possible, but no later than _September 14th. (Best practice would include a completed plan by the first day the student begins school). While a date of September 14th doesn't allow sufficient time for consent (14 calendar days prior to the student's first day of school), this date has been determined to be a reasonable amount of time given the current circumstances. If a parent/guardian does not provide consent for the CLP prior to the first day of school, then the student's current IEP must be implemented to the greatest extent possible until consent is obtained. Please follow the timeline outlined below to the best of your ability:

• Contact Parents as soon as possible to seek consent to amend and gather their input on the CLP

• If the parent wants to hold an IEP meeting, or if the district determines an IEP meeting is necessary, schedule it as soon as possible, preferably prior to the student's first day of school.

• Send the proposed CLP home as soon as possible, but no later than September 14, unless the date of the IEP meeting does not allow ample time for the paperwork to be sent home, in which case, the CLP should go home as soon as you are able, following the date of the IEP meeting.

Yes. It is still recommended that the entire CLP be completed regardless of whether or not a parent opts into distance learning. The reason for this centers on the IEP team's obligation to provide a FAPE, regardless of what the parent selects. If at anytime during distance learning data suggests that the student is not making adequate progress in distance learning, and other attempts to adjust instruction haven't been effective, the district will then need to propose a plan that includes in-person learning. Similarly, if a parent identifies that their child with a disability is in need of in-person learning after attempting distance learning, then the IEP team needs to consider whether or not this change would result in the district being better able to provide a FAPE.

As is the case in typical circumstances, the district is considered the expert when it comes to the provision of FAPE, and for this reason, the obligation to provide it falls to the district. To this end, the district needs to offer to the parent a plan they believe is reasonably calculated to allow the student to make progress in light of his/her unique circumstances. If that involves in-person learning through a hybrid or in-person for all students model, then the district must propose that plan, even if the parent chooses not to accept it.

Again, a complete CLP should be developed for each student, regardless of what the parent chooses. Please contact the Assistant Director covering your grade level for further guidance and support.

If the change to the CLP is significant, you should obtain parent consent for the proposed changes to the CLP. Because the CLP is considered part of the IEP, significant changes must follow due process requirements for prior written notice. Case managers should operate using the same procedure that is used when changes are proposed for an IEP in SpEd Forms. This is similar to previous guidance for amending BSPs.

Significant changes include: Larger changes that alter the intent of the intensity of the CLP.

• Significant change to instruction based on student not making progress

  • Example: Student needs additional support (time with teacher or addition of a para) to assist with accessing distance learning lessons

• Change to annual IEP goals/progress monitoring/amount of service time

  • Example: Student requires a change to their annual goal and the amount of service time needs to change in response to the goal changing.

For significant changes, a prior written notice is required to be sent for consent or objection along with the revised CLP and the IEP with an updated amendment date.

Minor changes include: Small adjustments that do not change the intent or intensity of the IDLP.

• Adding a new accommodation/modification/support

  • Example: access to a virtual work center for support from a paraprofessional (when this support wasn't previously included in their IDLP/IEP).

• Adjusting instructional activities

  • Example: Method of delivery is changing from video to phone call.

• Reinforcement strategies

• Motivational strategies or incentives

Although prior written notice is not required for minor changes , the change needs to be highlighted and a date for the change noted in the contingency plan and the revised version needs to be sent to parents.