COVID-19 and the 2020-21 School Year

COVID-19 & the 2020-21 School Year

By Robin McCraw, Autism Resource Specialist

When NC public schools stopped face-to-face instruction in March, a minority of high school students were participating in virtual learning classrooms, fewer in middle school, and even fewer elementary students. Overnight, the face of education changed. Through astounding efforts, we made it to the end of the 2019-20 school year, remotely. Remote learning did bring some positive aspects, but also challenges. The experiences will have a compelling effect on the future of education, both short and long term.

Among the positive aspects was that general and special education teachers and related services providers acquired new ways to collaborate through virtual platforms. Continuing this will improve teamwork for meeting each child’s unique needs. Most children with Autism Spectrum Disorder, regardless of functioning level, have a relative strength in technology. During remote learning, technology allowed some students with autism to demonstrate academic skills they struggle to demonstrate in a traditional classroom setting. Going forward, beneficial technology will be more accessible to students.

Challenges to remote learning included technology access and proficiency, learning differences, attention span, lack of interest, developmental level of students, academic content, and parent work schedules. Although the same standards were taught statewide, instruction looked different from district to district, sometimes even from class to class. Although there were many effective educator, parent, and student partnerships across the state, for some, communication and/ or support was inadequate. Some students experienced regression. A parent’s unique perspective should be voiced during the IEP process, especially now. EC staff want parent input concerning

2020-21 School Year in Flux

At the time of publication, the state had announced a combination of in-person and remote learning for reopening K-12 schools in August. That decision might be updated based on available data metrics from the NC Department of Health and Human Services. Regardless of the state plan, school districts may choose to begin with a more restrictive plan, so refer to your school district’s website and district correspondence. As the school year progresses, the NC Department of Public Instruction (DPI) will continue to monitor state and regional Legislative bills are currently being considered in both the state House and Senate to provide additional support for school districts, staff, and students. Refer to the ASNC blog, www. autismsociety-nc.org/blog, for legislative and DPI updates. On May 21, the State Board of Education approved requirements for remote instruction plans, listing 15 components that each must include. Component 10 requires that all plans address the needs of students with disabilities: “ensuring that students with disabilities have equal access to the remote instruction provided by their public school units and that remote instruction is provided in a manner consistent with each student’s individualized education program (IEP) or 504 plan.” Remote learning plans are to be considered and included when appropriate during revisions of or development of an IEP or 504 plan.

Your Voice is Important

metrics to determine whether districts will need to alter plans. your child’s interests, strengths, and challenges. You are your child’s best advocate. Parent involvement in the IEP process and their child’s education supports the best educational outcomes. If you are unable to attend an IEP meeting in person, consider participating virtually through Zoom, GotoMeeting, etc. Video chats offer improved interactivity over participating by phone; however, participating in person is still preferable when possible.

Keep Data Now

The instructional changes due to COVID-19 make your documentation more important than ever. School personnel have data, but you know your child best. Your data will help you be an effective advocate for your child. If you are not already doing so, start ongoing documentation. Follow these tips and refer to the ASNC IEP toolkit at www.autismsocietync.org/toolkits for guidance. •

Behaviors, sensory issues, attention, social or academic deficits may be a barrier. Document specific examples that demonstrate how this is a barrier in the education setting. Note progress or lack of progress from the remote learning period through work samples and notes. Write down specifics concerns and questions. Document any regression, including related services such as speech, OT, or PT. For IEP purposes, valid data usually consists of at least six weeks, preferably 8-10 weeks of work samples, notes, or other information. Any verbal conversation with school staff concerning IEP, 504, or other education issues should be followed up with an email summarizing what was discussed. Sometimes busy school staff may forget a conversation or interpret the conversation differently than a parent. Your email documents the conversation and reduces the chance of misinterpretation. Save and print important emails for future reference.

List Concerns Before the IEP or 504 meeting

As you plan for any IEP or 504 meeting, create an outline of information to share, including your child’s successes, strengths, and weaknesses. Include concerns that have risen since the last meeting, including education setting, amount of services, etc. Keep your concerns specific. Be part of long-term education planning by communicating your vision for your child, including long-term goals.

Writing Goals in the IEP or 504

Bring your meeting outline and relevant documentation to the IEP or 504 meeting in an organized binder or folder so you are prepared to share about what worked and what did not. Consider any lack of progress or regression. If this is due to a lack of appropriate instruction, your child may be eligible for compensatory education. (Learn more about compensatory education with this ASNC webinar: www.autismsociety-nc. org/asncwebinar/compensatory-education.) Use your data to voice concerns, providing potential solutions when possible. Do you have ideas for possible annual goals? A goal should be reasonably accomplished within one year. Focus on specific skills to maximize overall academic, functional, socialemotional, or behavioral competency. If goals are added, ask

Learn More

Toolkits: www.autismsociety-nc.org/toolkits

Blog: www.autismsociety-nc.org/blog Webinar library: www.autismsociety-nc.org/autism-webinars

COVID resources (see “Education Updates and Resources” section):

www.autismsociety-nc.org/coronavirus

whether staff have enough time to work on these goals with your child. Increase instructional time (service delivery) if needed.

Considering Learning Environments

In response to COVID-19, many school districts have announced virtual academy options for the 2020-21 school year. Virtual learning may be an appropriate option for some students with technology strength. For those with autism, issues beyond academic strength must be addressed, including socialemotional, sensory, functional, and behavioral needs. The needs of each student with a disability must be addressed in the least restrictive environment under the Individuals with Disabilities Education Act (IDEA). The appropriate setting looks different for every student. Before moving to a more restrictive setting, needs should be addressed through extensive IEP accommodations and modifications.

Ask questions before you agree to a change of educational setting, including a virtual academy or other remote learning option. How would the change affect your child’s long-term educational outcomes? Could it limit attending college, earning a high school diploma, chances for employment, or create other limitations? Goals and individual needs, not EC category, should drive placement.

Considering Accommodations and/or Modifications

During remote learning, you may have observed a need for IEP accommodations and/or modifications to support your child’s learning. IEP accommodations and modifications are not intended to provide advantage but help “level the playing field” for a student with a disability. Accommodations adjust instruction, material or environment without altering what is taught. Modifications alter the academic content. Both are based on individual need. In addition to academic deficits, anxiety, stress, social issues, processing speed, etc. that limit access to the curriculum and/or work completion can be addressed this way. The focus of the IEP meeting is your child and his educational needs. Personnel issues and past grievances should be addressed at another time. If you disagree with the rest of the IEP team, be prepared to have data to support your view. Our ASNC webinars and IEP Toolkit provide further guidance for advocating for your child’s educational needs. g Thank you to EC Department directors Kathryn Green and Barbara Skelly for their insightful contributions.

ASNC Autism Resource Specialists are available to help families in every county of North Carolina on topics such as accessing services, community resources, IEPs, and residential options. They are all parents of children or adults with autism themselves, so they have firsthand knowledge and a unique understanding of what you are going through. They also are trained professionals with many years of experience. Find one near you: www.autismsociety-nc.org/ resourcespecialists