Can my child still be referred for a special education evaluation?

Yes.  Whether your child attends school via virtual learning or in-person at a campus, a special education referral may be initiated.  If your child struggles despite interventions in the general education classroom or in spite of Multi-Tiered Systems of Support (MTSS) and/or Section 504 supports, you or the school may refer for a special education evaluation. To initiate a referral for special education, please contact your campus staff directly.  This may involve scheduling a conference with your child’s teacher, the school counselor, or campus administration to discuss your concerns or reaching out to the appropriate campus staff with your concerns in writing. 

Region 13’s Parent Handbook for Special Education

Will my child receive a full individual evaluation upon referral if I choose virtual learning?

Alief Special Education prioritizes the health and safety of students and their families, along with our staff so District safety, health and hygiene practices will always be followed.  Certain components of the special education evaluation process can be completed remotely.  There are other components that require direct face-to-face interaction with the student.  Appointments will be scheduled with appropriate evaluation personnel for all face-to-face evaluation components as district and city health and safety protocols allows. 

Evaluation timelines will continue to apply for compliance reporting purposes.  However, Alief’s Special Education Department prioritizes the health and safety of our students, their families and our staff over meeting compliance deadlines.  Alief will make a good faith effort to complete relevant components of the evaluation, to the extent practicable, during times of district-wide virtual learning. 

How will pending evaluations be completed during the mandatory suspension of in-person instruction? 

In situations in which the District already had consent for evaluation, either an initial or re-evaluation, but the evaluation was not completed due to the need for face-to-face administration of assessment instruments, the District will prioritize based on when consent was obtained / due dates and availability for face-to-face assessment.  If students are receiving virtual instruction, evaluation staff will contact families to schedule the face-to-face assessment session as appropriate. 

Why do we need to have an ARD at the beginning of this school year?

Virtual learning is an educational platform that was not considered when developing student’s PLAAFPs, IEP Goals, and schedule of services during the 2019-20 school year.  Last school year, students ARD Committees were not able to foresee the local health conditions in the fall, the fully virtual school start, or that families would have the option to choose and change between in-person and virtual learning this school year.  Therefore, each student receiving special education services must have an ARD meeting during the first grading period to address the student's specific needs related to virtual instruction and to consider COVID Compensatory Services. 

How can I participate in ARD meetings for my child?

Federal law has always allowed families and schools to agree on alternative options for IEP/ARD meetings.  (Sec. 300.328 Alternative means of meeting participation Federal Regulation​)  All annual ARDs will be completed by the annual due date.  Alternative options are now available during times of in-person and virtual learning through the use various web meeting platforms (such as Zoom), or a phone conference to comply with social distancing guidelines and in an effort to protect all participants.  As campuses reopen, ARD meetings may continue to be held virtually or by phone to help ensure social distancing. 

How will my child’s IEP be implemented if schools are closed?

Alief Learns at Home will provide all students with equal access to learning, including the provision of FAPE. Federal law and Texas state education code both require Alief ISD to provide students, regardless of disability, with an equal opportunity to participate in and benefit from the district’s education program. Accessibility will be provided through resources tailored to each student’s individual abilities and needs. 

A continuum of special education services are available to implement student IEPs such as curriculum accommodation and modification, special education support during synchronous and asynchronous learning, virtual direct instruction with a special education teacher, or individualized learning experiences to provide students with disabilities equitable access and meaningful participation. Related services will include consultation and virtual speech therapy, occupational therapy, physical therapy and adapted physical education as determined by the ARD committee.

If there are services, accommodations, and/or modifications required by the student’s IEP that cannot be provided during times of virtual learning, the ARD committee will meet to determine the impact not receiving these services had on the student.  If additional services are needed to remedy skill, behavior loss and/or lack of progress that resulted from the missed services, the ARD committee will create a compensatory plan of action. 

Understood.org Coronavirus:  Legal FAQs About IEPs

What will my child’s IEP look like in remote learning?

To the extent possible, Alief will continue to implement your child’s IEP through all Alief Learns instructional platforms. For some students, virtual learning may result in different needs than the program designed for in-person learning.  Your child’s ARD committee will determine the services needed during virtual verses in-person learning to create an individualized program for your student no matter the learning platform being used.   

Alief Learns utilizes Schoology as the learning management system.  Instruction includes synchronous instructional times scheduled and led by the campus special education team (teachers or paraprofessionals) through various web meeting platforms and asynchronous assignments that target both the course curriculum and your child’s IEP goals. Many disability-related accommodations and modifications may be effectively provided during virtual learning, such as extensions of time for assignments, accessible reading materials, digital reading and writing tools, and speech/language services through video conferencing. Special Education campus teams will be collaborating with parents to discuss delivery of these services in a way that promotes each child's progress toward meeting the goals in their IEP.    

Behavioral support at home will likely look very different than behavioral support in schools, and parents/caregivers may request assistance on how to implement interventions and supports. Examples of behavioral supports that may be implemented in the home include parent/caregiver coaching, or coaching and support around interventions such as:  “first, then choice boards,” activity schedules, functional communication strategies, implementation of reinforcement contingencies, etc.

How will my child receive related services (such as but not limited to:  Speech Therapy, Occupational Therapy (OT), Physical Therapy (PT), Adapted PE, Vision Services…) during virtual learning?

During times of district/school-wide virtual learning, related services will be provided through teletherapy (virtual) following teletherapy guidelines.  When in-person instruction resumes, students enrolled in virtual learning will continue to receive all services through teletherapy (virtual) following teletherapy guidelines.  Students receiving services in-person will receive all related services on campus at a time scheduled by the service provider and classroom teacher.  Families may change the learning platform method selection every grading period in accordance with Alief’s 2020-2021 School Start Overview.  

Can my child receive homebound services?

Even during more typical circumstances, all instruction is directed by a campus based educator.  Students unable to attend school for medical reasons have been able to access their instruction through a homebound teacher.  During times of virtual learning, when all students access instruction at home, students will access the campus based educator’s Schoology Course for all learning needs.  Individual ARD committees will determine if supplemental homebound services are needed during virtual instruction, provided the current health conditions allow.

How can parents get help during remote learning?

The first line of communication is always your campus special education team.  The Special Education Department is also working with Family Liaisons as an additional resource for families at the campus level.  If you require additional assistance, we have created a “Parent Request for Contact” form.  The information from this form goes directly to the Special Education Administration Team. 

Request for Special Ed Contact/Support (English)

Solicitud para Education Especial Apoyo/Contactar (Spanish)

How will Special Education support families during this time?

Providing families with information, resources and support is a top priority for our district as we continue with Alief Learns this school year.  The Special Education Department is working collaboratively with other District departments to ensure all families are equipped to respond to the challenges ahead.  We are currently developing a system to capture parent questions / concerns regarding specific topics.  From that information, the Special Education Department will provide or connect families with the information, resources or support needed.  We are also working to vet and/or create short informational videos / trainings by topic that families and the community may access through our website.   

At the state level, Texas Education Agency supports The Special Education Information Center website (www.spedtex.org).  SPEDtex works collaborative with stakeholders to provide resources and facilitate collaboration that supports the development and delivery of services to children with disabilities in Texas.  SPEDtex has both a call center and live chat feature to support families across the state. 

How can I get behavior support for my child during remote learning?

Behavior support coaches are available to provide behavioral intervention support as needed during remote learning. This includes assisting teachers with incorporating behavioral best practices in the remote learning environment, consulting and collaborating with parents/guardians as needed on behavioral strategies to support remote learning in the home environment, and providing district training and resources for supporting the learning environment by incorporating behavioral best practices. Contact your campus based special education team to initiate connection with the Behavior Support Team. 

What will my child’s class look like during virtual learning?

ECSE (Formerly PPCD)

ECSE students will have the opportunity to engage in virtual learning via Schoology, Remind 101 and/or live virtual lessons designed by the ECSE teacher targeting individualized student learning experiences to work on documented IEP goals.  ECSE staff will connect with families to better understand their preferences, strengths/needs, technology accessibility, learning methods, and any behavior related issues that may interfere with virtual learning environment success.  If pure online tools do not meet a child's needs, the ECSE teacher, support service staff, and/or parent(s) will work together to develop an alternative plan to better meet your student's needs.

In-Class Support (ICS)

The special education In-Class Support (ICS) staff will work collaboratively with general education teachers to ensure students have appropriate access to quality learning experiences.  Students participating in ICS will be part of the general education Schoology Course and participate in all live sessions with their general education peers.  Special education service time will depend on student needs as identified by the IEP goals. The general education class consists of differentiated lesson concepts, activities, methodology, assessments, and instructional delivery. For students who can perform all tasks in the general education class as designed for their peers, they may not require direct ICS support for that particular lesson.

ICS service time by a special education team member may be allocated to before, during, or after live general education instruction times and will look different for each student based upon their individual needs. Special education staff may create additional materials and resources for students to access as a supplement to the daily lesson.  They may request a short (5-10 minute) live session with student(s) prior to joining the general education time to pre-teach concepts or vocabulary, review daily expectations or tasks to be completed, or simply check-in with student(s) to determine their social/emotional well-being.  Special education staff may also join the general education live lesson to collect data, monitor student participation and/or conduct small group “break-out” lessons.  After live general education instruction, special education staff may meet with student(s) to check for understanding, provide additional practice/feedback, review daily concepts for repeated practice, or reflect on the lesson.   

READ 180

Specialized reading instruction will continue to be delivered during virtual instruction.  Students will receive targeted, data-driven instruction unique to their individual learning needs while building meaningful relationships with their teachers in a small group setting.  In the Reading Center students will engage in content-rich texts to which they can apply their newly acquired vocabulary and comprehension skills.  Students work independently on intervention software, following a personalized path that accelerates their learning.

Structure / DC

Students in the Structure/DC programs will receive online social skills instruction in addition to their academic course work. Remote group lessons will be conducted to address identified behaviors on the behavioral intervention plan (BIP) and teach appropriate alternative behaviors. Individual student meetings with the student’s case manager will be held remotely to review behavior goals, problem solve, and discuss ways to use the skills they have learned at home and in the community.

LIFE

Students participating in the LIFE program will access asynchronous or synchronous instruction and connect with their LIFE teacher via Schoology or ZOOM.  LIFE teachers will utilize the district’s alternate curriculum to develop learning activities for students based upon their individual needs.  Some students accessing an alternate curriculum will need the support of a parent/caregiver to meaningfully participate in online instruction.  Additional resources will be used to develop and reinforce student learning, data collection and parent collaboration in the learning process. 

Vision or Hearing Services

Hearing and vision teachers will support access to communication and participation in remote learning for students with hearing and visual impairments. Services will range from collaboration and consultation with teachers to real-time, multimedia interaction with families and students. Additionally, hearing and vision teachers will work with classroom teachers and case managers regarding the expectations for presentation of instructional materials. They will also assist families to understand how to implement appropriate accommodations such as closed captioning, educational interpreting services, and auditory and visual supports in the online environment.

Being the parent of a child with a disability can be stressful under normal, every day conditions.  The added pressure of social distancing and virtual learning creates even more axiety and stress.  Below are resources intended to assist you in managing your role in the day-to-day tasks with your child in your home.  

 Rethink Ed: Dealing with the Emotional Stress of the Corona Virus Pandemic (Parent Video)

Rethink Ed Mindfulness Support (Parent Video)

Rethink Ed: Dealing with Stress and Anxiety During Uncertain Times (Parent Video)

Rethink Ed has expanded their parent resources to include a website especially for parent supports.  These include videos, webinars and blog posts in the areas of Social Emotional Learning and Special Education Instruction to support our parents.  They have more videos and supports being added to this website on a daily and weekly basis so check back frequently.  

Rethink Ed Parent / Caregiver Resources

Here is a Social Story created by Dr. Susan Catlett to teach your student the importance of wearing a mask.

Wearing A Face Mask Social Story

The Meadows Center has created a parent video series on "Helping Kids Learn From Home"

Helping Kids Learn From Home: Parent Video Series 

Provides you with all that you will need to help structure your child’s day at home - School Closure Toolkit

A visual schedule for home - Visual Schedule

YouTube video of Dr. Tony Attwood addressing autism and the pandemic - YouTube

A copy of Dr. Attwood's notes - Autism Hangout

Tips for Deaf or Hard of Hearing Students - DHH Video Tips