In March of this year, school districts had a very short amount of time to go from in-person instruction to distance learning. It was a huge shift for teachers, administrations, families, and students.
Between changes in our children’s school, our work, our personal lives, and COVID-19; many of us got through the rest of the school year as best we could. Parents of students with IEPs, 504s, or other educational plans had no choice but to watch and wait. Some students flourished, some struggled, and others made little to no progress.
We need a plan moving forward, as the California Bay Area school system will utilize distance learning for the first six weeks of school—and possibly longer.
Here are some frequently asked questions parents have asked us about distance learning:
1) Does my district have to amend my child’s IEP to reflect the change to distance learning?
No, they do not. Unless there are amendments that are necessary to address unique circumstances related to significant changes or alternative service delivery, your child’s IEP is applicable to distance learning the same way it is applicable to in-person learning.
2) What if my child requires in-person or in the home services to access his/her education?
In some exceptional situations, school districts may have to provide certain supports and services in-person to individual students. This is in order to maintain the student’s mental or physical health and safety for the purpose of supporting the student.
If the student is not making progress, then the IEP Team MUST look at alternative approaches and service models. Districts are not allowed to simply wait out Covid-19.
3) Does having an IEP with appropriate goals and baselines matter right now?
An IEP without appropriate goals and baselines will not help your child with their education. Your child is still entitled to a free appropriate public education consistent with his/her IEP. If your child is not making progress on their IEP goals soon after the school year starts, it is time to call an IEP meeting to discuss how the team can more appropriately support your student.
4) What if this does not work – what do I do?
The California Department of Education website states that if the school district can provide special education and related services (as written in the IEP) through distance learning, they should do so.
The website also states, “The Local Education Agency can also consider alternative service delivery options such as in-home service delivery, meeting with individual students at school sites, or other appropriate locations to deliver services.” Both teachers and specialists are to work collaboratively to make sure instruction is accessible for the student based on the student’s individualized needs.
IEPs are crucial to get our students the free appropriate public education to which they are entitled. Well-written IEPs are even more critical now as school districts move to distance learning.
Your child’s progress on their IEP goals will give a clear signal as to whether or not distance learning is working for him/her/them. If there is no meaningful progress, the IEP team needs to discuss what the school district must do differently to support your child and his/her/their needs.
Talk to an advocate. Learn your rights.
As parents, we understand, As advocates, we can help.