• To view the below plan information in PDF format, click here.


    Under all three instruction models, the district will address the provision of free appropriate public education consistent with the need to protect the health and safety of students with disabilities and those providing special education services.

    • In-person: Students will receive their programs, services, accommodations, and modifications as outlined in their IEPs.
    • Hybrid: Students with disabilities will be afforded the opportunity to attend in person four out of five days to ensure that their recommended programs, services, accommodations, and modifications, as outlined in their IEPs, are provided to the greatest extent possible.
      • On the day the students will receive remote instruction, asynchronous learning opportunities will be available to learners to ensure that they have access to the general education curriculum to the greatest extent possible.
    • Remote: Students will receive synchronous and asynchronous learning opportunities to participate in specially designed instruction and related services.

    Documentation and Communication

    • In-person: Student attendance will be documented daily and progress will be monitored throughout instructional times. All minutes of related services provided will be documented in the related service log in Frontline IEP. Progress monitoring data will be shared at the schedule indicated per each student’s IEP.
    • Hybrid: Students with disabilities will attend four out of five days. Therefore, program participation will be documented through student attendance and progress monitoring data collected during times of instruction. Additionally, all minutes of related services will be recorded in the related service log in Frontline IEP. Progress monitoring data will be shared at the schedule indicated per each student’s IEP.
      • On the day the students will receive remote instruction, teacher and related services providers will provide learning tasks and materials that will extended and enhance in-person learning opportunities .
    • Remote: Case managers and related service providers will record opportunities, synchronously and asynchronously, to provide services to individual students. Progress will continue to be monitored, determined by tasks completed, and this information will be shared with parents/guardians at the scheduled times per each student’s IEP.
      • Communication related to this will occur via a district-level correspondence to families. Additionally, parents/guardians will be provided communication, be it written or via telephone, from case managers and related service providers.

    The district will provide access to necessary accommodations, modifications, supplementary aids and services, and technology (including assistive technology) to meet the unique disability-related needs of students.

    • In-person: Student with disabilities will have full access to necessary accommodations, modifications, supplementary aids and services, and technology a per their IEP.
    • Hybrid: Students will attend four out of five days. Therefore, students will be provided access to necessary accommodations, modifications, supplementary aids and services, and technology per their IEP.
      • On the day the students receive remote instruction, case managers and related service providers will ensure that materials provided are tailored to the unique needs of the students and thus contain any appropriate accommodation and/or modification as per the students’ IEPs.
    • Remote: Students will have the opportunity to learn synchronously and asynchronously. Case managers will work to ensure that all proper accommodations are provided and modifications are made to work provided so that students can fully access the general education curriculum to the greatest extent possible. Related service providers will tailor their instruction to ensure that materials provided are done so with proper accommodations and modifications as per the students’ IEPs.

    For information about regular communication and engagement with parents/guardians of special education learners, visit the Communication/Family and Community Engagement section.