Student Support Services - Providing FAPE for EALM TIER 4

(100% Online Learning Students).

Background: The questions below address how the Academy will provide students with disabilities all services outlined in their IEP.  The questions are answered with TIER 4 EALM (80%-100% Online) in mind.  In addition to a variety of ways students with disabilities can access services, accommodations, and modifications, all SPED students also have an in-person alternative to receive these resources.

1. How many hours do you expect students to spend on online coursework daily or weekly?

1.0 Credit Courses

• Weekly Synchronous hours: 2.0 hours
• Weekly Asynchronous hours: 2.0 hours
• Additional homework/review/study: up to 1.5 hours

Total = 5.5 hours

.5 Credit Courses

• Weekly Synchronous hours: 2.0 hours
• Weekly Asynchronous hours: 0.0 hours
• Additional homework/review/study: up to .75 hours

                Total = 2.75 hours

The IEP Team has the authority to reduce expected online coursework hours in accordance with the students' goals and modifications listed in the IEP.

2. Describe the way in which the program will carry out their Child Find responsibilities as required by Federal and State law, including, but not limited to Child Find process oversight and the referral process.

Face to Face Academy will carry out Child Find responsibilities by adjusting interventions to meet students' present needs in the online learning environment.  Additional screenings may be necessary for students whose academic and/or behavioral progress is insufficient despite the implementation of research based interventions.

For more information regarding the Academy’s Child Find Process, please click on the following link and refer to item I. Child Study Procedures:

Face to Face Academy TSES Manual

3. Online learning programs are required to provide FAPE special education programming to all enrolled students according to the needs identified in the student’s evaluation and outlined in the Individual Education Plan (IEP). Provide a description of each type of service and how the online learning program plans to deliver each type of services. Include an example of how direct and indirect service minutes as indicated on student’s IEP’s will be delivered in an online setting.

(See Chart Below)

4. Describe the role of paraprofessionals in supporting students in the online program.

Face to Face Academy currently employs less than .5 Paraprofessional FTE.  The Academy’s inclusive model prioritizes utilizing licensed Special Education teachers to provide in-classroom support.  This strategy applies to both In-Building and Online Services.

5.  How will the proposed online program offer alternative assessment of student competency such as, but not limited to: Verbal answering of questions, individual virtual meeting with teachers, or displaying mastery of knowledge through a project based medium?

The following are strategies employed and resources available to equitably assess students based on their learning needs:

• Teachers available during school hours for regular one on one checks in for consistent feedback/support-Outreach will include a variety of forums including phone, text, email, Google classroom, video platforms, and messaging.
• Teachers/support staff available on an as needed basis for check in/support
• Students work closely with and communicate regularly with an academic advisor to ensure they are meeting academic standards and progress toward graduation
• Academy teachers will provide lesson plans and assignments in advance to special-Education teachers in order to allow for modifications based on IEP needs.
•  Once assignments are released by classroom teachers, SPED staff will reach out

daily to every student with an IEP.

• SPED students will have the option to complete modified assignments in paper

form.

• SPED staff will attend Google Meets and provide support in the main Google Classroom and through breakout rooms.

6. Provide the language in your district/charter’s Total Special Education System (TSES) that supports the delivery of Special Education services in an online model?

Appropriate program alternatives to meet the special education needs, goals, and objectives of a pupil are determined on an individual basis. Choice of specific program alternatives are based on the pupil’s current levels of performance, pupil special education needs, goals, and objectives, and must be written in the IEP. Program alternatives are comprised of the type of services provided, the setting in which services occur, and the amount of time and frequency in which special education services occur. A pupil may receive special education services in more than one alternative based on the IEP.

A.        Method of providing the special education services for the identified pupils:

(1)        one on one services

(2)        small group

(3)        direct

(4)        in- direct,

(5)        co-teaching

(6)        hybrid learning

(7)        distance learning

(8)        online learning

7. (Supplemental Programs Only) How will you work together with the enrolling district to ensure the needs of students with disabilities are met? Describe the workflow and personnel for obtaining an IEP, sharing observations and evaluations, and working together on case management.

Only students enrolled at Face to Face Academy will be eligible for Supplemental Online Courses at the School.

8. How do you ensure that instructional staff are informed of, and provide, instructional modifications and accommodations needed by a student with a disability (under either a 504 Plan or an IEP)?

The Academy utilizes a team approach that allows for multiple points of collaboration between Instructional and Special-Ed staff and ensures that Instructional Staff are both informed and able to successfully provide modifications and accommodations for students with disabilities.  The process is as follows:

• At the beginning of each semester, a chart is shared with all staff providing educational services and instruction summarizing a student's disability and highlighting the accommodations/modifications listed in the IEP.
• SPED staff review this chart with instructional staff and answer questions that may arise.
• Twice daily staff meetings provide an opportunity for staff to assess the effectiveness of the accommodations and modifications.
• Progress Reports occur every 5 weeks and allow for student and parent/guardian feedback on success and areas where improvement and further modifications may need to be considered.

9. How do you ensure that instruction is designed and presented in ways that meet the diverse learning needs of students with disabilities? Be sure to address accessibility for students with reading, visual, hearing, and cognitive disabilities.

The Academy utilizes the strategies below to ensure instructional needs of SPED students are addressed including accessibility needs specific to their disability:

• Face to Face Academy is effectively equipped to work with Special Education students identified as Federal Level 1 & 2 and in most instances Level 3 when the appropriate services and delivery settings outlined by the IEP can be replicated.  The Academy does NOT enroll Level 4 students as the school is not in a position to provide contained environments and such restrictions do not fit the Academy model.
• Variety of teaching and learning methods offered to accommodate student learning styles (synchronous, asynchronous, digital and/or paper copies)
• SPED staff present in google meets to ensure modifications are delivered and can be active participants to modify instruction in real time.
• Small student body ensures small class sizes and ample opportunity for additional 1:1 with classroom teachers and/or SPED teachers to address specific learning needs.
• Classroom teachers, SPED, and social workers meet together regularly to develop short and long term plans to support students who need individualized plans addressing reading, visual, hearing, and cognitive disabilities. This may include having assignments modified, being read to, having paper copies of assignments delivered to homes (what else?)
• For additional inventions Academy staff consults its SPED Director provider (currently INDIGO Education) to determine appropriate equipment and supplies needed to effectively accommodate students.
• Google Meets allow for closed captioning for students with hearing disabilities.

10. How do you ensure that parents of students with disabilities are able to contact instructors and administrators when they are concerned that the instructional needs of their child with a disability are not being met?

The following tools and resources are available for the parents and guardians of students with disabilities to express their concerns if their child's instructional need are not being met:

• Every student is assigned an advisor.  The advisor formulates a relationship with the family and are required to conference with the parent & guardian at least once every 5 weeks.  This conference provides a forum for parents to communicate their concerns.
• Students with disabilities are assigned a school social worker that engages in multiple points of contact weekly with the student and parent/guardian.  These points of contact are designed to support the student and address needs, concerns, and barriers to optimal learning.
• Upon Enrollment in an approved Online course, every parent/guardian and student receives a contact list of staff that provides phone number, emails, and roles in the school.

Example Contact Information for Special-Ed Support:

Name       Role                                   Email                                   Phone Number

Bryan:      Special-Ed Teacher           bakkeb@f2facademy.org             651-772-5553

John:       Special-Ed Teacher           vaseckaj@f2facademy.org           651-772-5547

Chana:    School Social Worker         ourayc@f2facademy.org              651-200-7539

Rachel:    School Social Worker        samuelson@f2facademy.org    651-200-7529

Tim:         School Social Worker        zwierst@f2facademy.org          651-772-5568

Jennifer:   Academic Director                 plumj@f2facademy.org                651-772-5548

Darius:     Executive Director                    husaind@f2facademy.org       651-772-5554

11 &12. How do you track the academic progress of students with disabilities and intervene when a student with a disability is not being successful with instruction, tests and assignments conducted online? How do you respond when tracking the academic progress of a student with a disability, or a student who may have a disability, is indicating that they are not being successful with instruction, tests and assignments conducted online?

One of the hallmarks of the school is that the staff meets twice a day to discuss student

progress and how to better ensure each student is receiving a quality education. Thus,

Special Education staff have unparalleled access to regular education staff who are

teaching the core and elective classes to Special Education students. These meetings

provide a forum to review academic progress, any concerns,  IEP goals and growth.  

In addition to the twice daily meetings, the Academy’s identification and intervention program is described below.

• Twice daily staff meetings to discuss specific student specific academic and attendance concerns
• Progress reports with each student every five weeks to address attendance and work completion
• One of the Social Workers or student advisors call home when a student does not provide an excuse for absences and/or is not making academic progress.
• Advisor calls home additionally when a student has missed two days in a row of unexcused absences
• Staff check in with students to address school, family, or student concerns about academic progress.

• Frequent communication with Ramsey County Probation Officer on a case by case basis.
• Communication and coordination with the School Attendance Matters (SAM) program
• Frequent communication with Ramsey County Social Workers and Public Health Nurses
• Written attendance and academic contracts and intervention plans
• Supportive services are offered like counseling to address specific obstacles to attendance and/or academic progress.
• Family meetings with staff when other health issues affect steady academic progress like pregnancy or other health concerns

13 & 14. How will you determine when student equipment (such as sensory, access from OT, or other) is required and how will you provide support to access/use this equipment in the home online learning environment?  How will you determine when assistive technology is required and how will you provide support to access/use this equipment in the home online learning environment?

The need for student equipment and technology in the online learning environment is determined by the IEP team. This need is documented in the IEP.  Technology, Assistive Technology  and related tools will be distributed as determined by the district’s technology agreement.

15.   How will you provide services when students are not able to access instruction in  the   online learning format? (For example, a student may require physical therapy, medication management, hand over hand paraprofessional support).

SPED services for All Students are regularly reviewed by the SPED Team and the instructional staff.  If a student is enrolled in a class that is 100% online and it is determined that a student is unable to access a specific service or instructional support outlined in their IEP, the following strategies may be implemented:

• Site visit to the students house to provide the designated service.
• Open option for the student to receive the service In-Building.  

Progress in the Online program is formally monitored at a minimum of 5 weeks.  This fact allows staff to be responsive to the needs of the student.  At any point, however, student, family, and IEP Team Staff may mutually agree that the percentage of online learning should be reduced.  In these situations, a student may elect to increase their In-Building instructional/service time.

        16.  Describe any supports provided specific to students with a primary disability of Autism Spectrum Disorder.

Supports for students with a primary disability of Autism Spectrum Disorder include:

• Direct one-on-one instruction for social skills and emotional regulation and behavior regulation through Zoom or Google Meets.
• Develop IEP goals and objectives and implement these modifications and supports.
• Consultation with staff to work through challenges and issues as they develop in order to support the student.
• A student may elect to receive these services in-person and still continue instruction through the online format.