DRP_FINAL_Oct16

IN PERSON LEARNING: SPECIAL EDUCATION

The Darien Public School’s Special Education and Student Services (SESS) Department is committed to the provision of meaningful educational programming to students with learning differences whether instruction is delivered in-person, in a hybrid model, or through a remote platform. The SESS administration has worked closely with various stakeholders from the community and school District to ensure that students with learn- ing differences are planned for thoughtfully. In order to accomplish this, the SESS administration worked closely with the CT State Department of Education (CSDE) and its Bureau of Special Education (BSE) to remain aligned with best practices in providing special education services with fidelity. SESS administrators attended each BSE webinar regarding school closure, reviewed all guidance documents and memorandums from the CSDE and BSE, to ensure that District practices are aligned with guidance received in these forums. Additionally, the SESS Department worked closely with building administrators to identify District practices regarding the identification or screening of social and emotional concerns related to the school closure or the reentry to school. Mental health providers from the departments collaborated with building administrators to translate guidance from national organizations (e.g., National Association of School Psychologists (NASP)) in an effort to align best practices and recommendations with District practices. District practices with respect to unique student needs were also considered. SESS administrators have col- laborated with families and community members to outline unique concerns related to student reentry, including planning for students with unique health concerns, students who require adaptive living and mobility support, and students with behavioral challenges. The SESS administration has collaborated with building administrators to consider the IEPs of these students to determine if additional supports may be required given each reopening scenario. The collaboration between the general education and special education administration resulted in the successful development of individualized protocols through the lens of unique learners, including changes to (1) classroom spaces, (2) adaptive living protocols, (3) procedural meeting facilitation, (4) student cohorts, (5) feeding, (6) special transportation, (7) individualized protocols for PPE, (8) evaluation procedures, and (9) restraint and seclusion procedures. Structures and recommendations for assessing baselines of students’ IEP goals and objectives upon reentry have also been established in collaboration with District staff and building administrators. This includes ensuring that students, based on developmentally appropriate timeframes, have enough time to acclimate to the new school environment before assessing any possible regression.

Darien Reopening Plan: In Person Learning 50

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