Strategies for Students with IEP's

“During a virtual education day, PGCPS will continue to implement the services indicated in a student’s Individualized Education Program (IEP) by providing appropriate support via Google Meet to ensure access to specially designed instruction and IEP accommodations.

The following are considerations for students with disabilities: 

• Support may include monitoring chat features, providing verbal prompts, using private messaging for redirection, and facilitating breakout rooms for re-teaching, small-group instruction, or behavioral supports, as appropriate. 
• Educators will implement a range of evidence-based strategies, including but not limited to individualized visual schedules, choice boards, communication supports, and simplified or scaffolded supports aligned to student IEPs.
• Students with attention, sensory, or regulatory needs may participate in modified synchronous schedules that allow for shorter instructional intervals with planned breaks. This approach supports chunking instruction into manageable segments and provides opportunities for asynchronous learning activities, consistent with each student’s IEP and individual needs.
• To ensure equitable academic access, assignments may be broken into smaller, sequential steps and supported with visual or adapted instructions. Educators may utilize breakout rooms to further individualize instruction and provide targeted support. 
• Built-in accessibility features and accommodations such as text-to-speech, speech-to-text, and closed captioning may be used to support access to instruction and materials. Students who require extended time will be provided such accommodations without the need for individual requests. Assignments may be modified, as appropriate, to align with documented IEP accommodations and supports.
• PGCPS teachers will provide appropriate asynchronous learning materials that are meaningful, standards-aligned, and consistent with IEP goals and services. These materials will be designed to be completed with appropriate supports, as outlined in each student’s IEP. PGCPS will also provide families with access to resources for virtual instruction engagement, such as language boards, social stories, and visual support that could be printed or viewed at home.
• PGCPS recognizes that some IEP services may be limited in a virtual setting for a student despite good-faith efforts. Teachers and case managers will document any services or accommodations not fully implemented and plan for delivery during subsequent in-person instruction, as appropriate, including additional resource support, related services, or targeted interventions. When direct services cannot be provided virtually, the IEP team will convene to review the educational impact for the student and, if warranted, determine the need for compensatory education during an IEP meeting.
• All IEPs currently include an IEP planning for emergency conditions component.  This emergency condition occurs when a local school system cannot implement a student’s IEP or special education services at school for a period of ten (10) or more days, but continues to provide instruction to its students.”