15 home/neighborhood school of enrollment. IEP team meetings will be held to determine any necessary changes to existing supplementary aids, services, program modifications and supports in order to have an IEP for a free appropriate public education for the student through the goals and objectives and services determined by the team, including the critical teammember(s), the parent(s). The services will be provided by the WCPS Special Education staff and occur as delineated in the IEP. Additionally, secondary transition planning and instructional activities will be provided as outlined in the affected student’s IEP for ages 14-21. Special Education teachers and/or instructional assistants under the guidance of the Special Education teacher and secondary transition program specialist coach will implement college, career and functional independent living activities per the curricula and provide transition supports to these students with disabilities using a variety of in-person resources as well as online platforms including but not limited to Microsoft Teams, Zoom, Career Cruising and Virtual Job Shadowing. These virtual instructional programs engage student learners in career and college readiness and provide special educators with tools for evidence-based learning and planning for future student goals and objectives development. Consideration of services will also be reevaluated for each student in alignment with their IEPs and post-secondary goals for employment, education/training and independent living. Work-based learning will continue to occur where allowed with our business partners utilizing appropriate PPE if required, using the current guidelines of the CDC and in collaboration with the individual businesses and partner agencies. For BVP students, online/virtual job shadowing programs will be utilized in order to meet the outlined goal(s) and strategies for the students within their IEPs. Instructional planning for Special Education teachers and related service providers will occur during school scheduled times throughout the day. Collaborative communication between general education and special education professionals will occur daily to ensure that when implementing IEPs, teachers will provide supplemental services outlined in the IEPs such as Check-in/Check-out, organizational assistance and social skills support provided by school psychologists, school social workers and school counselors. Data charts for provision of accommodations, behavior data collection, etc. will be kept by staff in order to provide this necessary data for evaluation of student progress academically, socially, emotionally and behaviorally. Special Education teachers will provide consultation to general education teachers, instructional assistants and related service providers in person or through Microsoft Teams and Zoom platforms if students are participating in blended virtual learning. Parent/teacher conferences, IEP team and 504 team meetings and communications will be conducted through these platforms, in person, or through a dedicated telephone conference line dependent on the parents’ needs and access. Assistive technology devices specific to the needs of individual students will be provided to students for use along with laptops, and parents/guardians are encouraged to ensure that they have internet connectivity at home for use as needed. Face-to-face assessments with students needing psychological, educational and related services evaluations for determination and/or re-determination of eligibility for Special Education and related services will continue throughout the school year. PPE will always be available for both students and staff to support the health and safety of all involved whilemeeting critical timelines for compliance with the regulations of the IDEA.
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