Special Education

Each school and/or district reopening plan, whether services are provided in-person, remote, and/or through a hybrid model, addresses the provision of free appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those providing special education and services. 

The Fayetteville-Manlius School District will provide free and appropriate public education (FAPE)  for all students with disabilities whether instruction is being delivered in person, remote or in a hybrid model to the best of our abilities, along with being consistent with the need to protect the health and safety of students with disabilities and those providing special education and related services. 

Professional development will be provided to all staff regarding service delivery models and the impact on programming for students with disabilities.  

If the district is providing instruction remotely or in a hybrid model, the special education staff will provide special education and related services to the maximum degree practicable. If in a remote or hybrid model of instruction, the special education teachers will provide daily instruction for students with disabilities who require special education on a daily basis as per their IEPs. Google meets will be scheduled for face-to-face contact, and print materials will be provided. Parent/guardian preference for instruction and communication will be strongly considered. 

High school special education teachers will:

  • Contact students and parents/guardians individually daily as per their preferred method of communication and daily interaction (email, Google, Schoology);
  • Use Google Meet to facilitate face-to-face instruction/interactions;
  • Utilize Google Read and Write, Learning Ally and other Digital textbooks;
  • Complete district-prepared document that outlines the IEP goals being addressed as well as the activities/lessons to meet those goals. The document also articulates time/date and frequency of parent/guardian contact;
  • Upload additional resources to individual students as necessary;
  • Reassure students that they are there for emotional support as needed; and
  • K-8 Special Education teachers (in addition to HS 12:1:1 and 15:1 Special Education Teachers) will make daily contact with students and parents/guardians individually as per their preferred method of communication (email, Google, Schoology)

Special education staff K-8 will :

  • Use Vizzle, Unique Learning System, RazzKids, Learning A to Z and Fast ForWord for lessons/activities to meet IEP goals. Every student has an individual username and password;
  • Send home, via packets or email, additional instructional activities and differentiated classroom lessons; and
  • Complete district-prepared document form that outlines the IEP goals being addressed as per students’ IEPs

Related services personnel  (Speech, OT, PT, Psychologists) will:

  • Contact students and parent/guardians individually as per their preferred method of communication (email, phone call, Google, Schoology) approximately one to two times per week;
  • Create and send home individualized learning packets and activities to meet IEP goals;
  • Use Vizzle, Unique Learning System, RazzKids, Learning A to Z, Boardmaker, StarFall to meet IEP goals;
  • Complete district-prepared document form that outlines the IEP goals to be addressed as per students’ IEPs, as well as date/time and frequency of  parent/guardian communication; and
  • Psychologists will have individual contact times with students via Google Meet or Zoom meeting for individual counseling sessions.

Each school and/or district reopening plan addresses how it will document the programs and services offered and provided to students with disabilities as well as communications with parents/guardians.

In a remote instruction or a hybrid model, the district developed a document that the special education staff will complete on a daily basis. The document will include:

  • Parent communication log;
  • Service/group attendance;
  • Progress monitoring data; and
  • Lesson activities and how they relate to the student’s IEP goals. 

In addition, it documents all efforts to communicate with parents/guardians. Special education staff will communicate with parents/guardians frequently and consistently through Google Meets, phone calls, and emails. It is expected that the special education staff will reach out and communicate with parents/guardians several times per week. 

With in-person instruction, the special education staff will continue to communicate with parents/guardians on a regular and consistent basis. Many students with disabilities have daily communication logs that go from school to home and back to ensure ongoing communication.  

Each school and/or district reopening plan addresses meaningful parent/guardian engagement in the family’s preferred language or mode of communication regarding the provision of services to his/her child to meet the requirements of the IDEA. 

The special education staff will engage in meaningful parent collaboration regarding students’ special education programs and related services through an articulated communication plan that will be delivered in the parents’ preferred language and mode of communication. 

Parent  communication will occur on a regular and consistent basis with the parents/guardians of their students. Parents/Guardians will be asked to what degree they would prefer Google Meets and/or print materials sent home. The special education teachers and related services personnel will honor the parent’s/guardian’s choice for instructional methodology and mode of communication.  

If a parent/guardian of a medically fragile child chooses remote instruction rather than in-person instruction, that request will be honored.

Each school and/or district reopening plan addresses collaboration between the committees on preschool special education (CPSE) and committees on special education (CSE) and program providers representing the variety of settings where students are served to ensure there is an understanding of the provision of services consistent with the recommendations on individualized education programs/(IEPs), plans for monitoring and communicating student progress, and commitment to sharing resources.

The Fayetteville-Manlius School District will maintain collaboration and consistent communication with any school or agency that is providing special education programs and services to any of the district’s students.  

There are some district special education staff (district psychologist, school psychologists, special education teachers and speech therapists) who are members of both the district CSE and CPSE.  This allows for continuity of the educational program and consistency in monitoring student progress. 

Frequent communication between the district CPSE chairperson and PreK program providers and parents/guardians of the PreK students with disabilities assists with decision making concerning programming and services. 

All current CSE and CPSE processes, procedures and meetings will continue as per required timelines. CSE and CPSE meetings will take place via video conferencing.  

Each school and/or district reopening plan must ensure access to the necessary accommodations, modifications, supplementary aids and services, and technology (including assistive technology) to meet the unique disability related needs of students.

All accommodations, modifications, supplementary aids and services and technology needs included in the student’s IEP will be reviewed and discussed by the special education program manager, the general education teacher(s) and the parent/guardian to determine appropriate accommodations, supplementary aids and services and technology that the student will need based on the educational/instructional learning platform.  

The district special education team, including the parent, will review and discuss student IEPs to ensure that the IEPs are implemented with fidelity to the degree possible given any modified instructional/education platform. Frequent communication between the special education staff and the general education staff is essential so that these agreed upon  accommodations/modifications/supplementary aids and services are provided to the students as per the IEPS.

In an effort to ensure access, the district purchased iPads and Chromebooks so that each student has his or her own device at all times to use in both the school and home environment.