Part B (Ages 3-21) Recovery Services

Before any decisions regarding what types of recovery services will be offered and when, where, how, and by whom those services will be offered, student needs must be identified.

Starting in September and early October, IEP/IFSP teams should start reviewing student data, making sure to get input from general education teachers and related service providers. Though not required, teams are encouraged to use the Part B COVID-19 SpEd Recovery Services Considerations Chart (linked above in Go-To Tools) to review their caseloads and identify which students are likely in need of recovery services.

There is no set timeline by which data reviews need to be completed, however, teams should consider the following:

• Completing the majority of data reviews in September and October will position teams to determine what recovery services might be needed in a timely manner, which will assist with planning.

• A lot of the data needed is likely available for most students, but there may be some who need more data to be collected before determinations can be made. These students may not have data reviewed until later in the fall, after they have had the opportunity to recoup services.

• Data needs to be comprehensively reviewed before parents are invited to IEP meetings and recovery services determinations are made.

As needs emerge, building teams should identify themes and work with their building administrator and special services supervisor (SSS) to decide what recovery services may be needed and when, how, and by whom those services will best be delivered (i.e., before school, after school, ESY, WIN time, etc.).

This will allow districts to begin determining what resources need to be allocated to special education recovery services and equipping IEP teams with options for parents to consider.

Please note, while a district may determine a general structure in which to provide recovery services, it may not limit individualized determinations that may be appropriate and necessary based on a student's unique needs.

All parents of students with disabilities must be invited to a meeting, however not all invitations will result in a meeting. Based on the needs of the student and the input from the family, any of the following might result:

1. The district and the parent(s) agree that a meeting is not necessary and determine, via phone that no recovery services are needed.

2. The district and the parent(s) agree that a meeting is not necessary and determine, via phone that the IEP will be amended to reflect needed recovery services.

3. The district and the parent(s) determine that a meeting is necessary and the full IEP team is convened.

There are scenarios that may occur following contact with parents regarding the invitation to an IEP meeting to determine the need for recovery services:

1. The parents and district agree that no recovery services IEP meeting is needed

2. The parents and the district agree that the IEP team will be convened to discuss recovery services

3. Recovery services consideration is embedded within the annual IEP Meeting (as long as annual IEP is due before winter break)

Note: if a parent wants to meet, then the team needs to meet, even if the district doesn't believe that a full meeting is necessary.

If the parents and district agree that no IEP meeting is needed, then proceed to Step 4 for guidance regarding proper documentation

If the parent would like a full IEP team meeting, or if the district determines a meeting is necessary, then the consideration of recovery services needs to be clearly indicated in the Notice of Team Meeting (NTM).

All of the typically required IEP team members must be in attendance, including district administrators and related service provides, for the duration of the meeting, unless the excusal process has been followed.

There is are two drop-down options in SpEd Forms specific to Recovery Services that users may select. It is recommended that the "SCRED Recovery Services" option is the one selected, though both the SCRED and SpEd Forms options are acceptable.

If the consideration of recovery services is being embedded into an annual IEP meeting, then add the Recovery Services drop-down after the annual IEP meeting purpose statement. Again, it is recommended that the "SCRED Recovery Services" option is the one selected.

Regardless of whether or not a formal IEP team meeting occurs, case managers and IEP teams need to consider whether or not recovery services are needed. Teams need to determine if impacts from the COVID-19 pandemic caused any of the following (NOTE — The Part B Recovery Services Considerations Chart is an optional resource that can help teams make this determination):

1. Lack of progress in the general curriculum

2. Lack of progress toward meeting IEP goals

3. A loss of learning or skill

If the answer to any of those questions is "yes", then the team needs to determine what, if any, special education recovery services are needed (see below). Examples of recovery services include, but are not limited to:

1. academic supports

2. behavioral supports

3. mental health supports

4. related services; and,

5. other services and supports.

When deciding when and how to provide recovery services, the IEP team must take into account the timing and delivery method most appropriate for the student, such as the time of day, day of the week, or time of year, and the availability of other services accessible to the student to address learning loss. Some options for when recovery services may be provided include:

1. ESY

2. Additional summer programming

3. Before school

4. After school

5. During Flex or WIN time

Note: Each building and district is working on their own menu of recovery services. While these menus of services are a good place to start and will likely meet most student recovery services needs, they are not an exhaustive list of options. Individual considerations must be made when determining the type of recovery services to provide. Work with your building administrator regarding specifics for your program options.

Important: The law states that the IEP team may determine that providers in addition to school district or charter school staff are most appropriate to provide the special education recovery services and supports. If the team believes this is the case, or if a parent requests services from outside agencies be provided, contact your SSS to assist in decision making.

This IEP meeting agenda template was designed to help facilitate considerations of recovery services at IEP meetings or over the phone with parents, if the IEP meeting invitation is declined.

It can either be used on its own or attached to another IEP meeting agenda, if the recovery services consideration is being embedded within an annual IEP meeting.

Districts may determine that a student's recovery services will be provided via ESY. If this is the case, any ESY recovery services need to be documented in the same manner as they are documented in the IEP Services grid, by selecting "Recovery Services" in the first box and the specific type of services (i.e., social skills instruction) in the second box.

As is the case in any school year, parents and students still have the option to not attend ESY. However, the IEP team must propose services that are believed to be necessary for the student to recover lost skills due to the pandemic, which may or may not include ESY.

Note, it is possible that a student who would have qualified for ESY under typical services, say for regression and recoupment in the area of reading, would, in addition, qualify for recovery services ESY in another area, say social skills. If this is the case, then the student's typical ESY services would be documented as they normally would and the services being provided specific to recovery services would be documented under the "Recovery Services" heading; see the example below for specifics:

Students whose recovery services are provided outside of the regular school day will receive special transportation in order to access those services.

Your district leadership team has outlined how your district will support Special Education Recovery Services; use your district specific plan when making recommendations on service provisions for Recovery Services.

DISCLAIMER: Recovery services are meant to be individualized services; the example provided below is used as a reference to guide documentation about Least Restrictive Environment.

All three required components of the LRE statement need to be included when describing the LRE as it pertains to recovery services.

Example LRE "formula" for recovery services:

For recovery services, Fake will receive [INSERT SERVICE] in a [LOCATION]setting. This service will occur when other students are [INSERT WHAT STUDENT IS MISSING]. This is the least restrictive environment because [WHY THIS IS LRE].

Example LRE statements:

For recovery services, Fake will receive an additional check-in with his case manager in a special education setting three times per week. This service will occur when other students are in their advisory class. Fake will attend his advisory two days per week instead of five. This is the least restrictive environment because Fake requires additional specially designed instruction to improve his organization and self-management skills to recoup skills lost as a result of impact from the COVID-19 pandemic.

For recovery services, Fake will receive additional math instruction during the after school tutoring program. This will occur in the general education setting twice per week for 30 minutes. This service will occur after school through the school-wide tutoring program which is accessible to all students. This is the least restrictive environment because Fake requires additional specially designed instruction to improve his math calculation and math problem-solving skills to recoup skills lost as a result of impact from the COVID-19 pandemic.

PWNs documenting recovery services consideration will need to be completed for all students with disabilities in the district, regardless of whether or not the student needs recovery services . In order to assist with this task, there are several drop-down options within the PWN in SpEd Forms. Please note- the 2 week passive consent still applies if a signed PWN is not returned within the timeframe.

• Once the PWN is sent to parents, they have 14 calendar days to provide written consent or objection before passive consent goes into effect and the district can proceed with the recovery services proposal.

• If a parent disagrees with the district's recovery services proposal, the dispute resolution process is initiated and the case manager must respond according to the parent's request of how to proceed by either:

  • 1. Scheduling an IEP meeting with relevant members of the student's IEP team; or,

    2. Contacting the SSS immediately if the parent requested a conciliation conference, as these need to be held within 10 calendar days of the request.

• Upon consent (written or passive) the team should implement recovery services according to the plan outlined in the student's IEP.

CONTENT COMING SOON!