When Students Return

• (re) Build relationships with students and families

• Assess each student on the following:

  • knowledge/use of technology for distance learning; device/wifi access

  • IEP goals and objectives, as appropriate AFTER relationships are built  

• Implement each students IEP

• Schedule an IEP meeting for each student.

Prioritize IEP/504 meetings based on the complexity of each student's case.  

• • New needs

    • Does the student have obvious “new current needs” that should be addressed upon return to school?

  • Disengaged in distance learning

    • Was the student appropriately engaged in learning during the spring and summer? If not, this is a priority.

  • Obvious severe regression and skill loss

    • Has the student experienced obvious severe regression in critical skills due to the break in instruction that cannot be recouped within a reasonable period of time?

  • IEP annual due; 504 due

    • Is the student’s IEP/504 due for annual review?

• Parent requests

During Quarter 1

• (re) Assess each student on their IEP goals and objectives

• Purpose:  to determine if a student has maintained at the same level prior to the school closures and whether additional needs have surfaced.

• Recommend that students be given several opportunities to demonstrate skills over multiple sessions, opportunities, days, etc., as appropriate.  Collect and maintain data.

• Administer universal screeners, informal assessments, observations, as needed.

• Continue to implement each student's IEP/504 and track each students progress on their IEP/504 goals and objectives

• Gather current student work samples, permanent products, and other evidence of learning.

• Conduct an IEP/504 meeting for each student.

Self-Monitoring for Explicit Instruction Fidelity Implementation Sheet

Data collection for Explicit Instruction Implementation

Intervention Intensification Strategy Checklist

Use these ideas, as well as your own, to intensify interventions.

Impact Services Process Checklist