Admin

Exceptional Student Education Resources

Parents, if your student wishes to participate in the Grab and Go meal program but their disability makes it difficult to be present, please let the meal attendant aware of this and you will get a meal for your child.

By now 03/27/2020, your child’s teacher(s) should have made contact with you. If they have not, please send them an email. If you go to your child’s schools website, you will find the names and emails of the faculty.

Distance Learning will commence on 03/30. The platforms available for your child’s instruction, if they are appropriate, are digital, telephonic and/or paper/pencil. As we move forward with this new process, please collaborate with your child’s teacher as we determine how to best provide instruction in this new format. We appreciate your flexibility and cooperation.

 

Students with Disabilities (SWD) that are following General Education Standards

  • SWD that are on General Education Standards will follow the grade level standards with any appropriate accommodations.
  • SWD that are in need of academic support in their general education classrooms, will receive support and instruction from their General Education Teacher and their Special Education Teacher. The Special Education Teacher will work in collaboration with the Regular Education Teacher.
  • SWD that are on General Education Standards and receiving support and services in a self-contained setting will receive support and instruction from their Special Education Teacher.

Students with Disabilities that are following Access Point Standards

  • SWD that are on Access Point Standards will follow Access Point Standards with any appropriate accommodations.

Students with Disabilities who have support services on their IEP

  • Therapists will contact you to discuss service provision

Support Services

School districts must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students. In this unique and ever-changing environment, OCR and OSERS recognize that these exceptional circumstances may affect how all educational and related services and supports are provided, and the Department will offer flexibility where possible. However, school districts must remember that the provision of FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically.

The Department understands that, during this national emergency, schools may not be able to provide all services in the same manner they are typically provided. While some schools might choose to safely, and in accordance with state law, provide certain IEP services to some students in-person, it may be unfeasible or unsafe for some institutions, during current emergency school closures, to provide hands-on physical therapy, occupational therapy, or tactile sign language educational services.

Many disability-related modifications and services may be effectively provided online. These may include, for instance, extensions of time for assignments, videos with accurate captioning or embedded sign language interpreting, accessible reading materials, and many speech or language services through video conferencing. (USDOE, 2020)

ESE Staff members that provide services for specialized areas (Speech/Language, Occupational Therapy, Physical Therapy, Vision, Deaf/Hard of Hearing) will review student IEP’s and determine which services can be done remotely. This is an unprecedented time in our history, OCPS staff will make every effort to meet student needs given the current conditions. OCPS support services staff will be in communication with parents of students in the near future to discuss potential remote learning.

 

IEP/504 Meetings

IEP Teams are not required to meet in person while schools are closed. If an evaluation of a student with a disability requires a face-to-face assessment or observation, the evaluation would need to be delayed until school reopens. Evaluations and reevaluations that do not require face-to-face assessments or observations may take place while schools are closed, so long as a student’s parent or legal guardian consents. These same principles apply to similar activities conducted by appropriate personnel for a student with a disability who has a plan developed under Section 504, or who is being evaluated under Section 504.

 

ESE Services during School Closures from Orange County Public Schools:

  • Due to the State’s decision to close all Florida schools, the delivery of your child’s education model will, by necessity, be different during the time that schools are temporarily closed.
  • Your child’s IEP team has not proposed a change of placement but is trying to make a good faith effort to educate your child during this pandemic.
  • Given the nature of the unprecedented events we are facing, Orange County Schools will be utilizing the “flexibility” afforded to it under the law to provide for your child’s needs for exceptional student services.
  • Normally, a change in an exceptional student’s educational program would be considered a “change of placement”, which would be a decision recommended by your child’s IEP team (of which you are a part), and which would necessitate the amendment of your child’s IEP during a properly noticed and scheduled IEP meeting.
  • Due to the immediate and uncontrollable closure of schools, it was impossible for Orange County Schools to follow the typical, above-referenced IEP amendment procedures for the thousands of exceptional students it serves.
  • These same principles apply to similar activities conducted by appropriate personnel for a student with a disability who has a plan developed under Section 504, or who is being evaluated under Section 504.
  • We want to confirm that your child will be temporarily educated through the District’s distance learning program, and that your child’s instructors will alter the instruction, and mode of instruction as best possible to specifically meet your child’s individualized needs.
  • The team will be implementing and applying your child’s IEP goals and services during this period to the fullest extent possible.
  • Once the COVID-19 emergency has passed, and schools re-open, the Distance Learning Plan will automatically cease and your child’s IEP will be implemented as usual.
  • The Distance Learning Plan will also work to temporarily amend any IEPs that are due to expire during the State of Emergency, so as to render them current and implementable until the state of emergency has past and schools re-open. Schools will be doing their best to continue the IEP amendment and re-evaluation process during the school closures. However, to the extent that the circumstances prevent your IEP team from completing that work during the closures, upon the re-opening of schools, a formal IEP meeting will be performed to update the IEP and perform any needed re-evaluations.
  • In accordance with the USDOE’s guidance, to the extent that your child was not able to receive adequate access to their educational during the COVID-19 emergency, upon our society’s return to normalcy and the re-opening of schools, you will be invited to participate in an IEP meeting, during which the IEP team will “make an individualized determination as to whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost.”[1]

[1] USDOE (March 2020) Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak, retrieved from https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf

 

Exceptional Student Education Parents without Digital Access

For Exceptional Student Education school families these are some examples of activities to support learning at home. We have also listed free websites, for various ESE areas, with links to provide additional support. We recommend the following activities for the week beginning March 23, 2020.

Speech/Language 

  • If your child has Speech and/or Language Therapy services on their Individual Education Plan (IEP) your child’s therapist will contact you.

Speech

  • Model the correct production of your child’s speech sounds. 
  • Practice your child’s speech sounds at least 10 minutes a day (e.g., isolation, syllable, words, phrases/sentences).

Language

  • While reading a story or article; ask questions related to the story and/or article (who, what, when, where, why, how).
  • Identify and define unfamiliar words when reading a story with your child.  Try using the word in a sentence.
  • Watch a movie or read a book and sequence and retell the events as they occurred. 

Deaf/Hard of Hearing

  • If your child has Deaf Hard of Hearing services on their Individual Education Plan (IEP) your child’s teacher will contact you.
  • It is important to check your child’s personal amplification (hearing aids, cochlear implants etc..) every morning and make sure he/she continues to wear it throughout the day.  Communicate any device issues to your personal Audiologist or OCPS Audiologist. The OCPS Audiologist can be contacted by emailing beverly.ligon@ocps.net
  • Continue to use and support your child’s preferred mode of communication as indicated on their IEP.
  • Engage in home activities that include rich language and vocabulary: use daily routines, age-appropriate books, and ask questions and initiate discussions that require expanded responses and multiple exchanges.
  • Enable closed captioning on the television to provide additional opportunities to connect listening and text.

Visually Impaired

  • If your child has Visually Impaired services on their Individual Education Plan (IEP) your child’s teacher will contact you.
  • Have your child help with household chores and show them a new skill for a household activity: make bed, help with laundry, set the table, put dishes away, vacuum, get the mail, etc.
  • Read stories out loud to your child or have them read to you- stopping and thinking what might happen next, retelling what happened in the story, tell why they liked or didn’t like the story.
  • Collect items in your child’s environment and have them make experiential books or box with the items (EX: outside - collect different leaves or stones from doing a walk, put items together for brushing teeth) and have them review items with conversations about: what the items were for, how they were used or where they were found.
  • Identify sounds environmental sounds your child hears (sounds coming from different rooms as well as the same room, etc.) and where they are in relation to your child (in front, behind, left, right, up above, near, far away, etc). 

Occupational Therapy

  • If your child has Occupational Therapy services on their Individual Education Plan (IEP) your child’s therapist will contact you.
  • Fine motor activities you can do with your child: Cut straws, paper or junk mail, Sort items using kitchen tongs or tweezers, practice writing strokes and letters with sidewalk chalk or shaving cream and playdoh.
  • Write a journal with your child including; the events of the day or a story read; add pictures with details and color with small crayons and small pencils.
  • Have your child participate in chores and household activities completed together such as making meals, sorting laundry, feeding pets, and gardening.

Physical Therapy

  • If your child has Physical Therapy services on their Individual Education Plan (IEP) your child’s therapist will contact you.
  • Encourage movement with your child as appropriate:
    • set up an obstacle course in your home or backyard 
    • have a dance party in sitting or standing
    • play ball activities in sitting or standing such as: throwing, kicking, catching, hitting a target
    • play with a hula hoop or jump rope
    • play Twister
  • Balance activities: walking on balance beam or line, standing on one foot, walking sideways & backwards, hopping, jumping all directions

Behavior

  • Use a checklist for a list of tasks to complete with rewards
  • Use a rewards chart
  • Practice sharing

Students with Learning Disabilities

  • Read books and magazines
  • Daily writing journal
  • Write about the stories, characters, and topics that you read about
  • Write stories that include characters, problems, and solutions
  • Write letters to service members and community helpers, thanking them for their service
  • Write letters to family members
  • Printing or cursive handwriting practice
  • Practice math skills such as counting, comparing, ordering, rounding, adding, subtracting, multiplying, and dividing using games
  • Engage in real world math activities (cooking, creating word problems, measurement, etc.)
  • Use measuring tools to cook family meals
  • Predict and measure how much liquid various items found at home can hold
  • Identify, create, sort, and name various shapes
  • Build larger shapes from smaller ones
  • Look for various number, color, and/or shape patterns in the environment
  • Engage in real world science activities comparing objects, cause and effect questions, etc.)
  • Take a nature walk and write observations
  • Track weather observations
  • Observe and journal about living and nonliving things in their environment
  • Do at least 30 minutes of physical activity a day

 

Exceptional Student Education Parents with Digital Access

Orange County Public Schools has created a site for students and parents to help prepare for the possible transition to Distance Learning. 

The student section of this site contains information about how to use LaunchPad and Canvas as well as other resources that would be relied upon for Distance Learning. 

The parent section of this site contains links to help parents learn more about the digital resources available to students through LaunchPad and Canvas. Parents will also find recommended resources for independent student learning organized by subject area.​

Below you will find a link to a document that will provide you additional information on addressing special needs, and setting up your home for a virtual learning environment.

Elementary Parents with Digital Access

Digital Textbooks

VPK-5 students will have access to digital textbooks through the LaunchPad Digital Backpack App. These can be accessed from internet-connected devices such as tablets and laptops.

Curriculum Tools

VPK-5 students have access to Curriculum Tools on LaunchPad that include videos, lessons, tutorials, interactive games, and more to support Distance Learning throughout the content areas.

Library Research Tools

VPK-5 students are encouraged to check out eBooks using Destiny and the Orange County Library System’s Virtual Library Card through LaunchPad. Students are encouraged to log their reading using Beanstack found in the Library Research Tools folder on LaunchPad.

Access Points Website

Access Points information for Parents

Secondary Parents with Digital Access

Digital Textbooks

6-12 students will bring home their OCPS provided laptop and assigned hotspot (if qualified). Students will continue to access their digital textbooks through the LaunchPad Digital Backpack App or Canvas.

Curriculum Tools

6-12 students have access to Curriculum Tools on LaunchPad that include videos, lessons, tutorials, interactive games, and more to support independent learning throughout the content areas.

Library Research Tools

6-12 students are encouraged to check out eBooks using Destiny and the Orange County Library System’s Virtual Library Card through LaunchPad. Students are encouraged to log their reading using Beanstack found in the Library Research Tools folder on LaunchPad.

The Florida Standards provide the foundation for instruction in OCPS. Curriculum and Digital Learning provides training, ongoing professional development, digital resources, and documents, based on these standards, to guide teaching and learning. These areas of support ensure consistency of curriculum and instructional strategies to address the superintendent's goal of maintaining an intense focus on student achievement.

Access Points Website

Access Points information for Parents 

ELEMENTARY RESOURCES

 SECONDARY RESOURCES

PBS Learning Media

Florida PBS Learning Media

CoolMath4Kids

My Florida CFO

Funbrain

Practical Money Skills

Readworks

Khan Academy

Openculture Free K-12 Educational Resources

Social Emotional Learning Activities

Starfall

Floridashines

Learningally

Readworks
  Eduplace
  EmployFlorida
  Mint
  Funbrain
YouTube Videos for Jobs
Employability Skills- All Eight Skills Get the Job ... Keep the Job!
#43: Top 10 employability skills for young people 
Lunch and Learn Webinar