General Special Education Guidance

  • Students with disabilities will follow the district's health and safety protocols as well as the district's attendance and engagement guidelines for traditional On-Campus Learning and At- Home Remote Learning. Special considerations will be given on an individual basis.
  • Students who choose On-Campus Learning will have their current IEP implemented.
  • Special population students moving from On-Campus Learning to At-Home Remote Learning, or from At-Home Remote Learning to On-Campus Learning, could result in a change in the delivery of certain educational services and/or related services provided as a part of their IEP. An Admission, Review, Dismissal (ARD) committee, which includes parents and other required members, will be convened to document the appropriate changes in services.
  • The student's schedule of special education and related services should be accurately documented in the IEP to reflect what supports and services the student requires for FAPE whether served On-Campus or At-Home Remote..
  • Whether On-Campus or At-Home Remote, student progress will be reviewed to determine what, if any, additional supports may be needed to continue to progress in the curriculum and on their IEP goals/objectives.
  • Following any school closures, when students return to On-Campus Learning, ARD committees will address student-specific needs on a case-by-case basis to determine what additional supports may be needed.

On-Campus Learning

  • Students who choose On-Campus Learning will have their current IEP implemented when they return to a traditional school setting.
  • Students who receive the majority of their services through the general education setting will continue to receive support for their IEP goals, and the accommodations and modifications provided by special education and general education staff.
  • Students served in a special education setting will continue to receive support for their IEP goals, and continue to receive individualized, modified and/or alternate curriculum as appropriate.
  • In an effort to minimize potential exposure during On-Campus instruction to our most vulnerable students, and similarly for all students, Texarkana ISD will:
    • Focus on social distancing for students.
    • Frequent hand washing for 20 seconds and/or the use of hand sanitizer, when developmentally appropriate.
    • Require masks/face shields of staff in common areas and in classrooms while teaching.
    • Require students to wear a mask or face shield, if developmentally appropriate, when social distancing is not possible.
    • Post visual supports throughout building and classrooms to remind and support understanding of expectations.
    • Keep each student's belongings separated using student designated containers or areas.
    • Minimize sharing of high-touch materials (e.g., assign each student their own materials for the day when possible).
    • Sanitize all used materials in between different users, as appropriate.
    • Utilize grouping strategies to reduce exposure and to ensure social distancing.
    • Utilize visual clues such as floor tape, signage, or dividers to separate large areas into smaller spaces and to visually support individual spaces.
    • Utilize protective barriers as appropriate for the setting/task or when social distancing is not possible.
    • Be sensitive and responsive to the individualized needs of a student when some practices are not developmentally appropriate for that student.

At-Home Learning

  • Students who are entitled to instructional and related services through an IEP and who choose to participate in Texarkana ISD's At-Home Remote Learning can be assured of having the appropriate services in place as documented in the IEP as a Continuity Plan.
  • As most students had a Continuity Plan developed last spring, an ARD committee can continue to provide special education and/or related services as described in an existing Continuity Plan or an ARD Committee can choose to revise an existing Continuity Plan. Some students may need a Continuity Plan to be developed as a part of their IEP to document the At-Home services necessary to meet their individual needs.
  • Special education teachers and general education teachers will collaborate to ensure lessons and assignments for At-Home Learning are appropriately designed (accommodated or modified as required) to meet the needs of their assigned students. This includes the provision of certain learning aids to the student, such as supplemental aids, calculators, or manipulatives.
  • Remote services could include direct virtual access to the assigned teacher as well as access to relevant individualized digital resources to reinforce the target skill.
  • For students who have chosen At-Home Remote Learning, based upon an established need of the student, an ARD Committee decision might require individualized access for a special education student to an on-campus special education service.
  • Transportation for a special education student needing access to an on-campus special education service might be provided if the student is eligible for special education transportation as a related service in order to access that particular special education service.
  • In the event of a mandatory school closure for all students, special education students will receive their special education and/or related services as detailed in the IEP's documented Continuity Plan.

Related Services

  • Providers will develop schedules that maximize time in a single classroom and minimize the number of rooms visited per day in an effort to minimize exposure.
  • Service providers such as speech-language pathologists, occupational therapists, physical therapists, dyslexia teachers, and teachers /interpreters of the deaf or hard of hearing will wear clear face masks/face shields when doing so better serves the student.
  • For special education services which would require the provider to see the mouth of the student and if social distancing is not possible, students will be served behind clear barriers and/or have their own clear face masks/face shields provided, if developmentally appropriate. In these specialized situations, a student's clear face mask/face shield will be cleaned and stored for that student, solely dedicated to that student.
  • Clear barriers will be available for small group instruction and individual assessments as needed. Clear barriers will be cleaned in between student sessions.
  • Students for whom it is developmentally appropriate should wear face coverings over the nose and mouth, except while engaging in an activity where the mask cannot be worn (e.g., eating). Students' individual needs will be addressed on a case-by-case basis.
  • Remote services could include direct access to the related service provider as well as access to relevant individualized digital resources to reinforce the target skill.