Understanding and Documenting
IEP Team Decisions
The Coronavirus has affected every area of society, including education. This disruption exposed the need for the education system to anticipate a significant interruption of services and be prepared to continue educational services if disrupted in the future.
In order to support changes in the delivery of services so that educational services are not disrupted in the future, IEP teams need to discuss and decide what services and supports a student will need in a variety of delivery models. As families and educators, you will be included in those decisions.
Iowa schools are currently planning for three possible models: on-site (brick and mortar), hybrid, and virtual learning. Virtual learning includes services that are provided through technology such as online, telephone, or hard copy materials/packets. Hybrid learning refers to educational services that are provided as a combination of virtual learning and on-site learning.
While the services listed on page (pg F) will remain the same during on-site (brick and mortar), changes during the period of virtual/hybrid learning will be documented and recorded in the IEP on the additional information page (pg. I). As IEP teams are working to develop and document virtual/hybrid learning plans for students, the following questions will assist families and educators in planning.
Describe the General Education services and settings for virtual/hybrid learning.
• What are the student’s peers engaged in and receiving for universal general education?
What Accessibility needs are unique to the student for virtual/hybrid learning?
• Description of the services, supports, and activities provided and student access in a virtual/hybrid setting.
• How can a child attend school as provided by the district (virtual/hybrid)?
• Describe the student’s ability to access online/virtual platforms?
• If partial accessibility is available, what can be provided to supplement the rest?
What other needs of the student are unique to the virtual/hybrid setting and his/her/their individual circumstances?
• Describe the needs of the child.
• How are the needs of the child different if/when we move to a virtual setting?
• How will the accommodations and modifications this child is receiving change if/when we move to a virtual setting?
How will Services on the services page (pg. F) be prioritized, adapted, and delivered to the student to make progress in virtual/hybrid learning? What, if any, services will not be delivered in virtual/hybrid learning?
• Describe what services will be provided to the child to make progress in a virtual/hybrid setting.
• What changes in services, supports, and activities will occur during hybrid/virtual learning (e.g., frequency, duration, goal areas)?
• What additions or modifications to the special education and related services are needed to enable this child to meet the IEP goals and to participate, as appropriate, in the general education curriculum during hybrid/virtual learning?
• What services will be provided for this student to make progress in hybrid/virtual learning?
• What supports will this student need to make progress?
• What supports will parents/caregivers need?
What Goals are prioritized by the IEP team and how will Progress Monitoring for these goals be adapted for a virtual/hybrid setting?
• Discussion of goals (baseline, goal, and progress monitoring) for each goal on the IEP
• Are there adjustments in progress monitoring that need to be considered?
Consider other questions as relevant to the unique circumstances of the individual.
Remember, as we continue through this pandemic, the services page (pg F) will continue to reflect the services and activities that will be provided to the individual student on-site (brick and mortar). The additional information page (pg I), will reflect the learning plans to support the student in both a virtual and hybrid learning settings.