Student Services departments continue to offer virtual post-secondary planning meetings and post-secondary presentations for their students and families. School counselors are utilizing their Student Services Canvas page to communicate with students and families to ensure they are aware of the entire post-secondary process. In addition, the Office of School Counseling will collaborate with high school counselors to offer a post-secondary planning series to support seniors during their post-secondary planning, similar to the series offered in the spring.

Some students cannot benefit from distance learning or cannot benefit without extensive in-person assistance by trained personnel. Families and teachers may have witnessed this during spring and summer virtual learning, and it may be well documented in IEP Progress Reports for Quarter 3, Quarter 4, and ESY. It is important that families exercise their rights to request an IEP meeting to discuss what alternatives are possible. FAPE requirements dictate that the school system make alternatives available.

Parents are encouraged to confer with their student’s case manager whenever there are questions or concerns. If parents disagree with the ASDM amendment to the IEP, they may request an IEP meeting.

Yes, parents are given the option of accepting the proposal as is, conferencing with the case manager to discuss the proposal, or requesting a meeting with the IEP team. A parent’s signature on the proposal confirms the selection of one of the following options:

If parents agree with the proposal as it is first written, parents may accept the proposal and sign the form confirming their selection.

If parents have questions about the proposal, they may request an informal conference.

Family input is critical to the IEP process and, likewise, to the preparation of the student’s ASDM amendment to the IEP. Families may contribute information about the student’s access to virtual learning and performance in the spring distance learning model. Families may also provide input on a student’s current progress on IEP goals and objectives, priorities during virtual learning, accommodations and adaptations that may be necessary, any scheduling concerns that may exist, etc.

Be sure to provide parental input in writing.

Case managers and related service providers will begin to define ASDM proposals (drafts) during the first two weeks of school. The proposal will be sent home for family review. Parents are encouraged to check voicemail and email for messages from the case manager. (Note: “No Caller ID” may appear when the case manager calls.)

If parents do not hear from the case manager by September 21, parents are encouraged to email the administrator and/or special education instructional team leader at their child’s school.

The details of the student’s individual program of specially designed instruction are included in the ASDM amendment to the IEP. Depending on the student’s IEP and needs, this amendment will address any specific changes related to a student’s goals/objectives, supplementary aids and services, related services, accommodations, and service hours.

The ASDM plan amends the IEP to include any revisions based on the method of service delivery. This amendment addresses how the student’s specially designed instruction and IEP services will be implemented and evaluated.