• HEB ISD Online Special Education and Dyslexia Services

    Appropriately supporting students with specialized services and supports in an online educational setting requires collaboration and instructional planning and preparation. Special education services and supports in an online setting may not mirror the services and supports that a student receives in the traditional school setting. Students enrolled in the HEB ISD Online Learning Option who are eligible for special education services will require an ARD meeting to review present levels and develop an appropriate IEP, which addresses critical areas of need and priority for online specially designed instruction.

    Note: The situation with COVID-19 is continuously changing, as are the protocols and measures needed to keep students and staff safe. Plans will remain flexible to accommodate potential changes and these guidelines may be modified as needed. As adjustments may be necessary throughout the coming school year, it will be our priority to keep the community informed of those changes and updates. The HEB ISD website will provide you with the most up-to-date information.

     

    Description of Special Education and Dyslexia Services & Supports

    There are two methods of virtual instruction: asynchronous and synchronous. The chart below provides a description of two models for online learning. The ARD committee must review student data, prioritize critical areas of need, and determine how services and supports may need to be adjusted to support the student in the online educational environment. A meeting will not be required for students who receive dyslexia services through 504.

    Indirect (Asynchronous) Delivery Model

    "Asynchronous" refers to a curricular experience where students engage in learning on their own time, interacting intermittently with teachers/service providers via an electronic device

    • Collaborating, planning, and/or designing digital accommodations and/or modifications to make instructional resources/materials accessible in accordance with the specially designed instruction outlined in the IEP or 504 plan
    • Training on instructional materials, strategies, and/or resources to support progress toward annual IEP goals and ensure access to the general education curriculum, as outlined in the IEP and 504 plan

    Direct (Synchronous) Delivery Model

    "Synchronous" refers to two-way, real-time, live instruction between teachers/service providers and students through an electronic device

    • Access to district digital platforms for students to receive specially designed instruction or Standard Protocol Dyslexia Instruction via live sessions so that the student makes progress toward annual IEP goals and receives access to the general education curriculum
      • virtual meetings/check-ins to support a student with instructional content
      • regularly scheduled virtual lessons with a student
      • virtual meetings/check-ins to support with organizing, monitoring and completion of work

     

    ARD Meetings for Online Learning Option

    • If the Online Learning Option for instruction has been selected, an ARD committee must convene and discuss the goals, objectives, accommodations, and services to be provided in an online environment. If there are no changes to the Schedule of Service, an Amendment to the ARD may take place to discuss services to be provided in an online environment
    • At each annual ARD, an online instruction plan will be developed in addition to the IEP in order to plan for movement between home and school as well as any possible future school closures.

     

    Special Education and Dyslexia Plan for Online Learning: General Information

    • Students receiving special education and dyslexia supports will follow the same guidelines and have access to the same benefits as all HEB ISD students who select the Online Learning Option.
    • Special Education and Dyslexia staff will follow the same requirements as all Online Learning Option teachers
      • Special Education and Dyslexia teachers will be assigned office space at an HEB ISD facility and be required to report to this location daily to complete their job responsibilities and duties.
        and
      • Special Education and Dyslexia staff will use CANVAS to deliver both synchronous and asynchronous instruction.
    • All special education and dyslexia staff members are expected to be available via a district approved methods of communication in order to:
      • Collaborate with general education teachers, campus specialists, and service providers about the delivery of instruction and supports needed for students;
      • Meet with parents;
      • Attend virtual ARD meetings, 504 meetings, or meetings to collaborate with personnel; and
      • Attend online campus meetings and other online professional meetings
    • Special education and dyslexia teachers are required to contact families each week through newsletters, district-approved applications, phone calls, or classroom systems.
    • Special education and dyslexia teachers will develop daily schedules that include time for synchronous and asynchronous delivery models aligned with legally required parameters.
    • Special Education service providers (speech, OT, PT, etc.) will develop daily schedules that include time for synchronous and asynchronous delivery models so that each student on their caseload receives their designated time for services.
    • Special education teachers will provide specially designed live sessions that allow students to make progress toward annual IEP goals and gain access to the general education curriculum.
      • Special education teachers may need to directly train students on digital adaptations, applications, or instructional supports.
      • Special education teachers are required to schedule regular student meetings/check-ins, and meetings to organize, monitor and support completion of work.
    • Dyslexia teachers will provide live sessions aligned with the Standard Protocol Dyslexia Instruction.
      • Dyslexia teachers are required to schedule regular student meetings/check-ins, and meetings to organize, monitor and support completion of work.
      • Dyslexia teachers will regularly monitor student progress in the Standard Protocol Dyslexia Instruction.
    • Students who participate in online learning will take on greater responsibility for their learning; parents will take on greater responsibility as their student’s learning coach by ensuring the student logs into CANVAS each day, follows the daily published schedule and regularly monitors student progress. Since the Online Learning Option for grades PK-2 is required to be asynchronous, parents must understand they will have an increased role to ensure their student’s academic success.