COVID-19 Update on Guidance related to Special Education and other Updates Webinar

Rhonda: Hi, hope all is well. Thank you all for joining us today for Kentucky SPIN’s COVID-19 updated guidance that’s been issued that we’ll go over regarding special education and other updates. Kentucky SPIN, I’m Rhonda Logsdon with Kentucky SPIN and we are Kentucky Special Parent Involvement Network. We all are family members or persons with disabilities helping one another. [00:00:40] We have the parent training and information center for the state of Kentucky and have had that since 1988, since Kentucky first received one. We do not act as attorneys, but what we do is, we help to empower families and persons with disabilities to advocate on behalf of persons with disabilities. So we are there to help as a peer support role, to help step through the process, access needed information, resources, and lend a listening ear. [00:01:11] And we are here to sort of help troubleshoot, and sort of work through the different processes to advocate on behalf of your child or yourself. Now, one of the things too, that I think is very important is that we build the partnerships. So we also help to bring people together and how to work together for the best of all of our children. [00:01:38] So, really more so now than ever. And I’ve been so very proud of Kentucky. We have all came together to help one another because none of us ever thought we would be living through this. And none of us do have all the answers because no system, whether you were talking about education or in any other area, was prepared or did any of us have any guidance on what to do in the pandemic. [00:02:05] So really looking at how we figured this out together and how we work together. Now as we go through this, you are going to see if you had joined us for some of the others, where we may talk about some guidance that has been issued since all of this began but towards the beginning. [00:02:24] So there, it’s important though that we’re bringing it back up because they all do relate with one another. Whether it be guidance that’s been issued from the U.S. Department of Education or the Kentucky Department of Education. So we want to make sure we bring up, even if you had already heard about those. [00:02:41] And then on our previous webinars, we want to bring them up because they all do tie together to help us all to understand what to do, and how they help our children and youth in the best way possible. Again, just like none of our systems were set up for it, the federal laws, IDEA, the individuals with disabilities education act, which is what calls for IEPs in school, the individual education program and section 504, the rehabilitation act and ADA. None of them, even the Kentucky administrative regulations, none of these laws had in place guidelines in what you do in case of a pandemic. Because none of us have ever experienced it before. [00:03:28] So it’s very important to always remember this as we go through this, because yes, there are different things within the laws, but they did not account for us going through this. And what we are all having to do so that we stop the spread and help one another, not make it worse. [00:03:48] So just always keep that in mind that it was not addressed in there, in any of it. So, one thing too, I want to point out here, because these were some key guidance. You’ll see there March early on, and the wonderful thing is that we had been getting such wonderful guidance from the U.S. Department of Education, but a lot of guidance from the Kentucky Department of Education on a regular basis that I think has really helped all of us work together. And sort of figure out the best way possible to get the best for our children and youth. [00:04:24] IDEA and section 504. And it did, the reason I want to make sure that everyone sees this is within those guidance documents, it talks about, you know, that, in those, they did not. It’s important, even though it looks like it’s being restated. Right. But that was guidance that has come out from the U.S. Department of Education and Kentucky Department of Education to address and let us all know that those laws didn’t account for it. For this extended period of time due to these exceptional circumstance, right? The pandemic. [00:05:00] So it’s very important because then that sets the stage where then other guidance is going to be issued as we all walked through this. [00:05:11] I want to take a moment to just kind of go over, where does all this guidance come from? Is it just one guy working on stuff at the U.S Department of Education or the Kentucky Department of Education? Guidance comes about in a lot of different forms. And I think it’s important for us to, to walk through here because the majority of it, and especially now with the pandemic, most guidance that comes out is a direct reflection of what key people have shared with them. And when I mean key people, key stake holders that is going to be parents and families, teachers, schools. [00:05:52] So when guidance comes out, many times it’s to clarify things. But then also, especially if things aren’t accounted for like the pandemic that we’re going through, it would be to help to address this, to help, to offer guidance, the U.S. Department of Education, to all state, to offer guidance, but then also from our Kentucky Department of Education, which is our SEA, state education agency. [00:06:21] Then when they do it, then it is guidance and is to help the school districts within Kentucky. And also too, at each one of those it’s to help all of us. And I know from, and I’m going to give you a perfect example from just this week, right? So today is I’m losing track of my days, I don’t know if you all felt the same way because everything, the days are extremely long, these days and, one day goes into the other, but, it was on Wednesday, June the 10th. [00:06:52] This was a perfect example of, and not just with having this one meeting, but since this has all began, there’s been input being sought throughout. From not only from people within the Kentucky Department of Education, who have varying backgrounds, varying experiences, many of which are also parents of children with disabilities as well as they may be teachers. [00:07:18]So there’s a whole pool of talented people that do come together to do that. But it’s not just within that agency, that the guidance documents are then decide everything. It actually gets from the people who are living it as well. That from, from the schools, from their points, but then also too, from families. And that is a very crucial, and the commissioner’s parent advisory council, which Kentucky SPIN is a member of. When we met, and we did virtually this past Wednesday, was to not only for KDE to share with all of us, the different areas. And where kind of things are at, and how to prepare to reopen in the fall, whatever that may look at. And we’re going to talk about that here in just a little bit more. [00:08:09] It was not only to tell us those things. The thing that I’m just so proud of them Kentucky for and very grateful for is that it was to get input from parents, family organization to represent families from around the state to get that direct input from those who are living it. And those who are helping other families who have been working with families throughout this. [00:08:35] So it was very critical and very important to know that all of this can come from a variety of sources. And one thing too, just to let you know, and the one reason, and you’ll have the links, all of the links to all of this will be within the description of the YouTube video, you will be able to access this PowerPoint that I’m showing, but then also we’ll put links in the description that will be to the guidance document. And this article, so you can read a little more because it came out in the press release actually today and that talked about it. [00:09:16] So I just put few key things here because KDE is also working on a, I know many districts are doing it. I know my son’s district has sent out, through text, has sent out surveys on different things to get input from families, right. [00:09:34] So it’s not just at the very highup U.S. Department of Education, executive Department of Education. Our local school districts are sending out to get input for families as well. But even on top of that, what your district may be collecting so that they can help plan what is best for your area. And it can be and as we will see it can look different depending upon what the district decides and how they go from there. [00:10:02] But we’ll talk about that a little bit more in a minute. But KDE’s also working on a needs-sensing survey that is going to be released not only to teachers, principals, superintendents, families across the state and family organizations, just like Kentucky SPIN and others are also going to be sharing that survey. [00:10:25] That survey comes out directly from KDE. And those results were go directly to KDE. It will be completely anonymous. The only thing that, because one of the things we did talk about on a web, the comfort level of families filling out the surveys. And with this, this will go directly to the Department of Education and be anonymous. They may just ask what district are you in? But there will be no other identifying factors that will play a part. [00:10:55] And why I bring that up is because everybody wants to be in the ones that come out from the school district. It is not related directly to, it’s anonymous that it would not have come from you when you fill it out as a link. [00:11:10] But the thing about it is, is that they wants everybody to be comfortable and everybody is at different steps in this process. And again, we are all learning as we go. And really seeing what’s best because access to a lot of resources we know, and we’ve learned very early on with this, that all of us are having, I don’t care who you are, what you do, every one of us have experienced with this pandemic, issues with access to stuff. [00:11:45] So it’s really taken to account, especially in regard to education access and, where everyone is, which is very important, so I do encourage you, regardless if you’re a parent, a teacher, anyone who, it is very important to fill out this survey, because I think the survey results are going to help to guide how Kentucky Department of Education, first of all, acknowledges the issues, the concerns, the barriers. Or things that you are experiencing as a family or as a teacher. And they need that input so that we can help plan so that everybody, we level the playing field. And really being very honest with the struggles. [00:12:29] And there’s nothing wrong with, because I will tell you, just be honest here is that I failed as an NTI mom. [chuckles] So if you were grading me based on that, but you know, it’s not a pass or fail. We’re all doing the best that we can because not only were we trying to do this, we are also trying, we have our job. We have to take care of everybody. So in all of this, there’s no you did wrong, you did bad. You were trying, and really no matter who you are, a parent, a teacher, if everybody is trying their best right now. [00:13:04] And so what we need to do is to be able to help them be very honest with what we may have struggled with as a parent helping our child, or what our child struggled with or what they needed help with. So I’ve encourage everybody once that comes out and we will share that on our e-news, we will make sure it goes out through social media, on our website. [00:13:27] Please fill it out so that everybody gets a true sense and knows the concerns. Cause I bet you, if you have, you know, if it was something that you needed help with, I am pretty sure that there are many other families who needed that, in that very same manner. And so we are not only helping our family. We are helping one another. [00:13:49] Completing this survey so that we can do best and work best so that we’re taking into account everybody’s individual situation too, at the best we can to address it. So. [00:14:03] Now all of Kentucky schools, because when this very first went down, not all schools were on the non-traditional instruction. [00:14:10] We all know that all school districts then did sign on, even ones who had never previously in the past done it. Were now on the non-traditional instruction program, NTI. Which is, it is a school day, it’s just an alternate setting, right. So we know that and from guidance very early on that if the LEA meaning the local education agency, your local public, or independent public school district, if education opportunities are offered to all students, you have to ensure, regardless if it’s at home that they’re doing it like on NTI, just like they would be at school. You do have to, to the greatest extent possible given this situation and the things that we’re having to do, you have to provide special education services and related services for students who have IEPs through school. [00:15:10] Now it may, we’re going to talk a little bit about that. It may look a little different, but if you offer education, for the general population, like it is a school day. If school is in session, then school is in session and you have to do the things that you would normally do, it’ll be on an alternate way, just like it would for the general population beyond an alternate way. But there still are those special education and related services in a child’s IEP that needs to be provided. [00:15:46] Now, one of the things, and that was from the U.S. Department of Education. This part that addressed them in the family letter, from the Kentucky Department of Education also stated that, that when you’re utilizing Kentucky’s NTI program, because that is a school day in an alternate format, but a school day for all students, right. Cause our students who have disabilities, are students first. Then you have to create and allow those same opportunities. The free appropriate public education, as you do for all students to choose the, who are covered under the IEP and in their 504 plaintiff, they happen to have that provide services. That are in that. [00:16:30] Again, it’s going to look a little different. It’s going to look a little different for all kids, regardless if they have an IEP or a 504. But again, this was more guidance that then also identified and addressed that you do have to provide those services. [00:16:49] Now. It also from the U.S Department of Education stated that if school was closed, IEP teams were not required to meet. Right. Because it wasn’t like a school day. It’d be the same as if there were summer break, Christmas break. They said they weren’t in session. Now, if they’re open, then you do have to provide the IEP, you know, special education services and your timelines are in place because remember what we said, a law shouldn’t changed. The individuals with disabilities education act, the IDEA, for the Kentucky executive administrative regulations timelines, and everything did not change. [00:17:28] But say while this is all going on, if your child needed, was being evaluated for services for an IEP, or was like a reevaluation of services, if it required them to be face to face for the assessment or observation, that part, they had to be delayed until school reopened face to face to do it. [00:17:54] But one of the things too I want to stress here and that the Kentucky Department of Education has been very clear and sharing too. We do not want to delay anything, timelines that are within that unnecessarily. Right. Because there’s a lot of things that you look at in an evaluation to qualify a child for special education services for an IEP or reevaluation. [00:18:20] But also to look at, if it doesn’t require that face to face, how can we still do it? While the schools, you know, are not physically open. They might be under the NTI and how can we do it to where it is going to be able, with the parent’s consent, to get those results, right? So it’s not being delayed by the pandemic and us all being a person. Because there’s a lot of opportunity where we can all do it virtually, but there are some things that you just can’t. It has to be observation that way. [00:18:57] So, but it also further went through here to that and states again, there must be the free appropriate public education, FAPE, consistent with the needs, but also the need and the requirements, and what has been issued by our president, by public health, by the Kentucky Department of Education, because of the health and safety of students. That they aren’t, we also have to look at how are we going to be able to accomplish that in the non-traditional way, if it does not definitely required that it’d meet in person, right. Because we’re all on this to where that can’t be done. But there were a lot of things that can be, and the flexibility. [00:19:46] And the identifying and I think it was very important that the U.S. Department of Education acknowledged that and said that the department is going to offer flexibility where possible. Especially, you know, if you’re doing all you can and working together to provide these and really looking at how do we provide this distance learning, the NTI, virtually online or by telephone to where we could still do it. [00:20:12] So some might be just by doing Facetime or Zoom with a teacher or therapist, there could be the telehealth opportunities. So really looking at tailoring that, to try to still, it may not be at the same level that it would have been if it was in person, but you’re still working on it so that they are still receiving educational services. [00:20:35] Now, one of the things too, that was addressed is, because we are in this national emergency, that they may not be able to provide all services in the same manner that typically would. Which we are all very aware of that we’ve all been working around that. And very well and adapting, the best that we all can. [00:20:58] So while some might safely coordinate stuff, certain services and this is where we would look at is, can we do, does it have to be the hands on or can it be FAPE if it’s a related service, physical therapy or occupational therapy? Are there some aspects that we could do it say through telehealth. [00:21:21] And I know a lot of families have used, have been using the telehealth and it’s really helped. Because it also, so if you, as a parent to be on there as well, it may help to teach you some things that you can help with your child as well. Sign language, educational services, making sure that if there are the related services or things in their program that are laid out, accommodations modifications, making sure we look at what isn’t, if it can’t be provided, like it always would in this alternate location. What degree and how can we get it as close as possible. Right? So accessible reading materials, speech or language services through conferencing, interpreting. So making sure that we’re providing things in accessible formats for all children with disabilities. [00:22:17] So also in that it was addressing, one of the things here that I love that was brought out, you know, an example here, if a teacher who has a student who is blind in her class is working from home and she can’t get accessible documents sort of, in braille, they haven’t been for prepared. So they may be able to how to provide them and that might be an audio recording of it. So it’s typically they would have been getting the book or the information in braille. That had not already been before all of this hit, and we all had to change course. [00:22:53] You know, because, our children, they keep working on stuff and, stuff is created all the time. So it might be that the audio recording or, you know, a book on tape, well, we always called it book on tape, but you know, it’s on CD or through, it might be or a video these days. [00:23:11] It could be a teacher who read it and would send the recording, or it could be over the phone they’re reading it to. It could look like a variety of different things, the key thing to remember about this is, that is going to look and be just as unique as each child’s IEP because every child is different. [00:23:31] So how do we adapt it, by using what we can so that we keep all of our children and families and teachers and everybody safe. How can we adapt that? And it’s going to look different. It would look different for me as if you were adapting it for someone else. So it’s not going to be the same just as all IEPs are to be unique to that child. [00:23:53] The individualized education program. And looking at digital, now, there is a lot of and making sure the data is being tracked. And how and developing, you know, how the teachers are going to collect the data, the therapist, all of them. [00:24:08] Now, one of the things too, to keep in mind, because this is a huge issue. First of all, many of our families, there is not the internet access. It is not the readily available. And if you may have it, it may not be strong enough. If you have more than one child then how are all children going to be able to do that? Do you have access to the technology? So everybody has a different, point in this. [00:24:36] And so it could be tailored. Different ways to meet the needs of the family, to be able to provide that. And it’s going to look different and this is regardless of the disability or not. There has to be, for all children, if you’re educating, if it is a school day, right. Even though it’s on NTI, it’s in an alternate setting, you still have to offer those opportunities and that access to everyone. [00:25:04] Now it may not, again, it’s going to look a little different. Some may, and we look at some of this, and we’ll look a little bit more. It may be in different forms. It may be virtually, you know, online. It may be over the phone help. It may be paper packets, but making sure that there is a means that each child who attends public school has access to it. [00:25:30] And then on top of that, for children who have disabilities and have IEPs, or 504 plans ensuring that that is provided, those services and that education and that access to it, then also takes into account what is in that child’s IEP, that is their appropriate program. So it adds another layer to it. [00:25:54] Now, the reason I want to bring this up because this is key about, everybody is familiar with the, the Cares Act. And that is the relief, the funding coming from the U.S. Department of Education or the United States government. So there’s different sections of it though. [00:26:15] And most of us are most familiar with hearing about the stimulus package, right. To where there would be the stimulus check for adults and parents. And then also most people are very familiar with, because of the unemployment rate is so high, there’s part of that, Care’s Act that provided funds to States for the overwhelming spike for, cause unemployment skyrocketed. And that’s providing those funds so that families can survive. [00:26:51] Now, there are two other parts of that that are very important and there’s a lot of parts. But two others, and especially as important for us to bring up when we’re talking about children with disability. There’s two parts and when we’re looking at education that provides funds to help schools. There’s what’s called the governor’s Emergency Education Relief Year Fund. Then there’s also the Elementary and Secondary School Emergency, ESSER, Relief Fund. [00:27:22] It’s important that we know about these because guidance came out and we’re going to step through each one of these from the Kentucky Department of Education that is offering, that has information in them about considerations. Because the funds come through and will come down to the different school districts. [00:27:46] So why it’s important to know about that and to have guidance is so that, and they are large sums of money, but you’ve got to think too, that the amount of things that have been and will need to be provided are astronomical. Because it actually is offering guidance. [00:28:04] These that we’re going to go through here from the Kentucky Department of Education of consideration that school districts need to take into account of what they need to be used for. So KDE had released the guidance on the GEER Funding, and we’ve got two separate ones because these are two pots of money. Right. It’s all under the Cares Act. [00:28:25] But there was a part in there, in this guidance, was it’s sort of the aids. This guidance was to aid the use of the GEER Funds that the school districts are going to, I don’t know that any of them have actually got any of these funds yet. But it is sort of a work in progress. And if they have, I don’t believe they’ve had it very long. [00:28:50] But this is to help to guide them in the learning, not only providing the learning, but the food services. These guidance documents I would encourage you to look at, because it looks at a lot of different categories. For our purposes, I have just concentrated on where it is related to special education. [00:29:08] And it’s very key because, and it makes me proud to be from Kentucky, because as we’re going through this, you will see that we are asking and looking at questions so that we are meeting the needs of all children. And that is critical. Because first of all, we don’t know if there’s going to be any more funds given, outside of these to help our children, our youth, our families, our teachers, anyone. [00:29:40] So we need to be very careful, although they are large sums the money. It will not, it has got to be spread over all of Kentucky school districts and the needs that are there are great. So, one of the things here is to ensure that the IEPs are implemented during school closures and really looking at the development and the funds being used to development of contingency plans that are gonna be taken place for every child who has an IEP and really looking at what these plans need to have in them. [00:30:16] And a part of that too, and what’s important is, these guidance documents are not only because this is what you should be considering, and the districts. These also because they are stating this and states that every ARC, Admissions and Release Committee, meeting or IEP team is to look at and develop a contingency plan as part of every child’s IEP. [00:30:43] That is very important to know. Now how all of this is going to look and play out, I think we’re all working through that. So, and as soon as we have more information on contingency plans and guidance, we will certainly share that as we have with all of the other stuff, just to help and how we can all work together. [00:31:04] But what they’re saying is, here are some ways that you can use that GEER Funding to provide specially designed instruction, providing supplementary aids or services, reimburse travel costs by school employees that are providing these services to students with IEP. Distributing the necessary materials to facilitate remote learning. [00:31:28] Right? Because not only because every child is in a remote location, right? They’re in the alternate location, so there are costs that play in that. Providing interpreting services, expanding the access to mental health services, telehealth, looking at, you know, facilitating summer learning programs, contingency plans, all of this is important to know that this is what this money can be used for. [00:31:57] And there are a lot of things. Another too is that, additional costs to look at because it’s stated in guidance from the U.S. Department of Education and the Kentucky Department of Education, one of the questions we’re going to have to ask is, is compensatory education services needed, right? Was there not a means, that they were able to get the educational services due to the pandemic. Right? [00:32:29] So it’s going to have to be looked at, and this is going to be huge. And this has been my worry all along if we don’t have funds to do that, right. Because our school districts, they don’t have, they don’t receive the funding nor does the state that they should have been receiving to provide all the services and the things that is required by the law. And all of the things that they know that they need to do for all children and that they do. [00:32:56] But then you throw a pandemic on top of it. And that this has been my huge concern is that the amount of compensatory education that’s going to be needed, there’s got to be money to come through for that. So it is good to know that it was addressed and that GEER’s funding can be used for it, but I’ll also feel, I guess I’m trying to have great hope that there is going to be other funding. Because if you start, it could be used for all these other things. [00:33:23] And then again, remember what I said, I’m only showing you the parts of that guidance document that had to do with special education. Those funds have got to be spread out and looked at for a lot of different areas. Not just special education. The needs of the children on a variety of different levels. [00:33:43] So I am very happy that they also put in here about computer software, hardware, access to it. And it could be high tech, low tech. It doesn’t, you know, all different types of assistive technology. But then also that is going to be able to help the children so that they have access because we know access to internet, to devices within the home, and many of us, you know, on our cell phones, that may be what you have, but there’s not data plans that will cover that. [00:34:18] So we’ve got to really look at that the things has to be provided, it’s going to have to be tailored. So it’s almost, it does allow the flexibility to them to tailor it to the individual children’s needs. [00:34:34] And I think that’s important because what is going to be needed, just like I said earlier, for one child who has a disability could be totally different from another child, just like for all students in general. It’s going to look very different. But it is very important that it was brought up in here, that is areas that we are all thinking about. [00:34:52] And I would encourage you to look at those complete documents. Because these questions that are brought up are not only going to be good, if it’s something that could help your child. These are bringing up questions that as I went through these, and you’ll see in the next one as well, that are great ways to guide, and to help you with your approach that might not have been something that we would have thought of. Because let’s just face it, all of us are doing the best we can day by day. Just trying to hold our head above water. [00:35:22] So it’s not only about providing something with money. It talks about the providing of different things. The increase, the learning, not just about equipment, but it’s about how we provide these services and things though, that you can bring up and work together on. Now, then there was KDE released the guidance on how districts could use the federal ESSER Funds. Right? [00:35:50] So, in this it was designed to help districts respond to COVID-19 as we know. But this, provided emergency aid to the States, just like the other did, but in that it provides guidance for the districts on how to evaluate their needs. So really staying mindful of that this was an emergency fund meant to overcome barriers, right? [00:36:16] This is not going to be money that is there to start something new and hopefully it lasts. This is to evaluate your needs over and to help overcome the barriers, right. That we’re experiencing living through this pandemic together. And as our children go back. So it’s even looking at the sanitation, and all of these different things. What I’m going to look at too, is and what’s important is that it also States as well as activities to address the needs of certain groups of students, such as low income, English learners, recial or ethnic minorities. [00:36:53] Also looking at our minority groups, which is very important because all of our children, there are a lot of things that we need to do to make sure that they receive that and what the funds can be used for. Now it did state within that guidance document, which I was so over the moon about just like it did with the other very specific on special education, bringing up key things to let everybody know that these funds could be used for this. [00:37:27] And also giving you some of the questions that you would build on. And being able to educate our children on IEP during this remote learning. And one of the things too it can help on IDEA maintenance efforts. It might’ve been that the local funds were spent to provide this special education related services, and that it could cover those costs that had already been spent. [00:37:57] So, I loved the bullet points that and here’s another, you’ll see the third one. Which is huge for many of our children, is access to the internet. Not only that because in some of our areas, as you all know, within Kentucky, you don’t, you can’t even get reliable internet, because of the location of where you’re at. [00:38:21] So it could be used to provide those specialty design related services, internet access, so that the children have access that can do it in an accessible format. And it enables equality, right? It is helping to level the playing field. [00:38:40] And students meals. One of the other things that I had been so overjoyed with, is how Kentucky has come together to help to ensure and how districts have went into action to ensure our children have food. [00:38:56]That is apparent, especially as we’re living through all this and all experiencing different things at different levels. And many who may not have ever experienced that or had that worry before, this has really helped. And I think made a huge difference because meals and our children being fed was just as important as instruction because we know if children don’t have their basic needs met, then they’re not able to learn. So that too, and that it is in both of these that can be used for that. [00:39:29] So, again, interpreting services, health services, creating learning libraries, sort of assistive technology lending libraries to where if they don’t have access to it at home, that they are able to loan it out while they’re on the non-traditional instruction program. [00:39:49] And again, here we have the emergency contingency plan. This says that they may choose to develop the emergency contingency plans to determine the students IEP and implement in order to provide FAPE during periods of remote learning. Including in the contingency plans, the student’s IEP offers the least restrictive environment and planning for periods of the remote learning. [00:40:14] And again, you know, it’s going to be critical too, to look at is compensatory education. Is that a concern? Is that going to be something we need to evaluate? So this too then set the stage of the contingency plans and making sure, you know, there may have already been some contingency plans before the COVID outbreaks, just because based on that individual child’s disease. But there could also be the contingency plans that are developed in accordance and going right within their IEP to help them. [00:40:50] And again, it’s going to be based on, and what’s going to be in that is it’s a contingency plan for that child. So it could look very different than it would from another child who has a disability who has an IEP, because it is their contingency plan. It’s not the contingency plan for the district. It is the individual child’s contingency plan. Now, and again, just like I said, it will vary based on the child’s needs. [00:41:21] And things that we’ve got to consider that then also, and we’ve talked about that as we’ve been going through this. But really looking at the, how the technology could create those face to face learning experiences, even if you can’t, you know, be there, hands on in-person. [00:41:41] And we have all, I think come together a great deal and altered not only within education, but the workforce, within the healthcare system. All of that, we are accessing things that, yes, it may have been available before, but I do think it’s created a greater, not only awareness, but access to those so that everybody can receive those services. [00:42:07] So I’m really looking at that, one of the things too, that we want to make sure in this ESSER Fund too, it’s cited that, the LEAs, the local education agencies, the least restrictive, or excuse me, your local and independent public school district, public school districts need to reserve some of that funds of the ESSER Funds to pay costs, to provide cause it’s to compensatory services to students with disabilities. [00:42:39] I guess, here again, too, right? There’s going to be any need it’s it’s going to vary. And it may not be every student who needed to compensatory services, but we have to look at that and what they need. [00:42:59] So when we’re going through this, it’s important to know though, because there’s no guarantee there’s going to be any more funding that can help. And there’s, there is not compensatory education fund that just sat there. Right? So we need to make sure that this is taken into account. And again, this is just a part of that guidance. There are other things that it talks about and take into consideration of the use of the funds. [00:43:32] So when we’re looking at this too the, although the ESSER Fund will not increase, the LEAd amount of local or state and local funding. It needs to maintain in the future. If ESSER Funds supplant, local, or state or local funds, it could result in the LEA failing to meet MOE, and when it talks maintenance of effort. So this is where it gets into the technical and in planning for the use of the funds they cautioned in this guidance, them have to be aware of the potential impact of not spending the amount necessary to meet the needs. Cause again, they’re telling, you know, and the guidance to districts was reserve a part of it. [00:44:16] Right. So if it was not, and that’s used to meet those needs from that district, then that doesn’t mean that that need was not still there. Right. So it doesn’t mean that those compensatory services are not going to be required. It’s just, okay, got to figure out where it’s got to come from. So, and that is the big question. But not only that it’s still is not going to alleviate the requirements that it has to be provided. [00:44:54] So just want to make sure that we all sort of are taking those things into consideration. Now, and I know I’m spending a lot on these funds, but the thing within that, when they’re issuing this guidance, use of the funds, they’re also stating and giving guidance on what’s to be done and to consideration. So it’s not just a guidance document about what funds yes, or can’t be used for. [00:45:22] Because it’s also setting the stage that these are areas that we all need to look at and where our children could need compensatory education can need services, how can they access those services? So it has much, that’s why it’s important to know about all this guidance, because one feeds into the other. [00:45:44] And really looking at, and there will continue to be guidance issued. The thing is, I hope more funding does come to the states because I know that everyone needs them. But again, there’s no guarantee. So the assistive technology, I mean, we’ve already talked about, it could be high tech, low tech, voice recognition, sensory. It could not even be like, technology like a computer or electronic device. Low tech tools, which is assistive can be just as helpful and work just as well, depending upon the child and what they need. [00:46:24] Looking at the tools such as book holders, adaptive pencil grips, all of those different things, just like you would provide it in-person in school. We’ve got to look at how this is going to be able to be provided, in the alternate setting, right? Because it’s still a school day. And how do we adapt it to still be able to provide it? Although it may be on a different degree, we’re still working to provide that. [00:46:52] Now, one thing too, I thought was important to point out up at the top before I get rid of this, that it could be something that was just off the shelf and modified right, technology. It could, which, is something that is very good, that it doesn’t have to necessarily be, I guess, through a certain, because this is allowing the piece of equipment and because you know, a lot of times you have to, with different stuff, especially when you’re looking at different disabilities, things have to be adapted or a doctor or a physical therapist, somebody has to write, you know, a script for different things, or it has to be evaluated. [00:47:33] So different things may not have to go through the technical way that it did before. That’s not a guarantee. But because things are having to be adapted that we could easily take what we have access to right now and adapt it to the best way possible to fit the needs of the child. So now other guidance that was released was initial data on how to restart school for all of 2021 school year. [00:48:05] So everybody is, if I understand right now in Kentucky are now on summer break. So it’s technically, you know, it’s summer break. There’s not anybody do the NTI. [00:48:19] So on this, they’re first trying to ask questions of the districts. Getting that it takes us right back to the critical questions, what’s going on? What do you need? What are the issues that you’re having? Again, this is critical parts of it. And they’re getting input from the key stakeholders, which is the districts, the schools, the communities, from parents. Because we’re learning from it, right? None of us had ever been through it before. So we’re learning as we go. [00:48:47] And I can tell you I’ve made a million mistakes, but the thing is, is as long as we’re trying and really working to the best we can, with what we have, that is really, some days, you know, because then that doesn’t mean we’re not going to have to look at, do we need, are there some things that we need to do to make up for what maybe wasn’t done or able to be done? Because we were in a pandemic. [00:49:10] But really getting that input from them. And then looking at how the situation evolves. Right. So right now we don’t know how anything’s going to look, much less one day from now, one week from now, to the start of the school year. But there has to be some planning that takes place so that we are ready to hit the ground running, regardless of what level we can go back to. [00:49:37] Now, in it is guiding questions. And this is again, in this consideration document, it asks districts to be thinking of all these different questions. And again, it is a long, I encourage you to look at the guidance document because it’s again, looking at all different things. But there’s a section for exceptional learners and where I have just put in here, because we’re concentrating just on the special education. [00:50:09] These are guiding questions and this is important too. So, as a parent, you can read this, and this is also going to help you to plan. And really, if you look at these areas, help you to know things to take into account, right. Or questions to ask. Is how will the needs assessment work? How will my child be able many children who are medically fragile, or they may not be medically fragile, they may still fall into the high-risk category. A lot of our children qualify, or fit the high-risk category. [00:50:49] So even if some kids do get to go back, it may not still be safe for our children who were in that high-risk category. So there’s gotta be a lot of things take into consideration. [00:51:00] So these guiding questions is not only, I don’t think helpful for the school and the district to be taken into account. It is us as parents too. Okay, well, we’ve got to think through these things so that when we talk, we can kind of work through it and develop our plan together. And that’s how the districts are looking in. [00:51:18] These are questions that the districts are bringing up so that they can plan as well. And I think that’s very important. The guidance coming from KDE to help everyone do so. [00:51:29] Now, again, it goes through, I mean it lists and I was very impressed with the consideration in that is being taken to make sure that all areas, regardless of if it’s special education or what it is, that these are things that we’ve all got to be thinking about, for all of our children to be educationally successful. [00:51:52] And ensuring you know, the lessons learned during the previous period. Were there things that they weren’t able to learn, access to it, and asking all of these different questions, because we’ve got to be thinking about it because we, first of all, even if it rose back to complete normal, like it was, and I don’t know that it’s going to, but I, you know, none of us have a crystal ball and we can’t tell that. But they’re still going to have to be these questions answered if it started back just as it would normal, like every school year. But even more so if it’s not. [00:52:22] And then we’re going to talk in a moment about what that could look like. But having these questions and I’m not going to read through all of this because you’ll be able to have those, but having this so that we answer that there may be, you may experience all of these different difficulties. Maintaining the social distancing, especially for some of our children where there are some social, emotional concerns. Or providing the services for our children who need personal care assistance. So different things still have to be provided, but we’re going to add a look at how is it going to be provided in a safe way for the child and the person assisting them. And really making sure all of those things have taken into consideration. [00:53:10] Now, considerations for reopening school, supporting student and staff wellness. This guidance was a huge to me. And, I thought it was so important because, you know, our children, there are some social, emotional things that we’ve got to take into account going through this. Right. We’ve all, children are gonna come back at different, and teachers, families with different varying experiences and things that they lived thorugh. So we’ve got to really take into account. And this, supporting the wellness, the mental wellness, because it’s not just as important about your physical health, it’s just as important about your mental health as it is your physical health. [00:54:02] And we’ve really got to look at because our children are in a very high risk. Many of our children, not only medically to catch COVID, but then also dealing with grief and, the uncertainty and mental illness. So there’s a lot of things, regardless if you have a disability or not, that needs to be taken into account. [00:54:25] Because every student coming back may have experienced something different. So everybody and the staff as well are going to be at different levels. So this guidance really helping to address that is key. [00:54:39] Now there was also guidance issued and the considerations that need to take place on reopening the school is the evaluation. [00:54:48] Because when the kids go back, we’re going to have to evaluate where are they? And every school year, when kids go back in Kentucky public schools, there is a level of sort of assessing that goes on, right. Is to see where the children are at when they come back from summer break. And really to guide their instruction in the development of that. [00:55:14] Okay. So now we not only are going to have coming back from summer break, we are going to have, we were on the non-traditional instruction program and it is going to be even more critical that we are assessing this. So that we see where our children are academically, and especially developing the plans that are gonna help and use their strengths and the areas that are concerns just like in their IEP. [00:55:43] So it is going to be very critical that we know where they are at because where they are at right now, you know, whether they have a disability or not, it’s going to be very different than when we all had to stop going in-person to school. But even more so for children with disabilities too that IEP, that present levels is probably not going to be exactly the same as it was prior to COVID hitting. [00:56:12] So there’s gotta be a lot of evaluating, and assessment that’s going to take place because a childs present levels can and will probably look very different depending upon where they are at. And again, that’s based on individual child’s needs and evaluation and where they are, but we’ve got to take these things into consideration. [00:56:33] We’ve got to get a good handle on where every child is, so that then we can plan appropriately. And so everybody can get the appropriate education. [00:56:44] Now, so then once we did the considerations for that, then there has to be considerations for the reopening about drafting curriculum, right. And that they’ll be releasing this guidance in sort of two stages. [00:57:02] So this was the first stage that it was this guidance, which was on June 1st. And they’re hoping and saying in July the second will be offered. But in this is steps initially that they can take to look at how our curriculum is going to be drafted. [00:57:27] So when we go through this, here are, so this gives guidance on that. Because not only all right, we’ve got to see where they’re at, then we’re going to have to adapt our curriculum for it. Right. Because the curriculum they would have planned on, it’s not going to look like, because you’ve got to see where they’re at, so that then you can adjust that curriculum. [00:57:49] Other important guidance that came out, which is very critical. Is guidance on how to facilitate a conversation about race-based stress and trauma. Everything that we’re all living through right now is I think it’s more than any of us ever thought. And the thing is, is we’ve got to see how we can be better and do better than we did before. [00:58:17]And this is not only true regarding race. This is true regarding any minority group. These are our children. And the thing that I think is very important is the very beginning of this, it’s states, and again, this is, this is just a snippet from it, it states, we acknowledge what happened. And show people love and acceptance and recognize it because, and I know as parents that you feel this, I know as a family that we have felt this, that you’ve got to get people to see that there are issues, right. [00:58:57] Or that there is something, regardless is getting people to acknowledge it because you can’t get people past it and to help to address it until they acknowledge it. And really the emotional response that it creates, for everyone involved because, and students and staff that it’s okay to feel that way. [00:59:18]But then how are we going to look at it and do better than we did yesterday? How are we going to make sure and ensure that these things, that this bias is not, it is the same as, as we all are working on based on disability. The same about race. And I’m not saying that one part just like when you’re looking at disability, one person’s experience is very different from another. [00:59:43] So I’m not assuming that every one of us is walking the same road because really everybody’s road is paved different. But we can all come together and we can show love and acceptance and treat one another the way we always should have treated them. And really looking at the emotional things of it and teach how, what to do if you see that happening. [01:00:06]And because we know it’s critical for race, for disability, for everybody., But here’s the thing too especially our children who may also be in several of those, if they want to call it categories. Right. So the thing is, you know, everybody just needs to be treated, how they always should have been. [01:00:36] But the thing is we’ve got to acknowledge it. We’ve got to work from it. And I was very pleased to see on this, that there is, it’s going to be addressed, that you should put into plan things that are done, because this is an issue. And everybody is living through very tough times. And our children who may have experienced these racial differences and everything takingn place, there is going to be judgments made. [01:01:07] We know that judgments are made every day. And those judgments, you know, should not lead what is done. And again, really how we can work together to help one another and looking at the three tiered approach and how we’re going to assist, and really laying that out, that this was something that is going to have to be addressed. And very important to be addressed for all students to feel safe, to feel valued, to receive the education. Because if you can’t get past these things, you can’t truly receive an appropriate education, just like whether it be about race, disability, LGBTQ, any of that, those things play a part and every child needs to be that, every child, every person, every adult needs to be valued at the same level and respected. And we just all need to work together to make it better and acknowledging it. [01:02:07] And. Issuing guidance that states, we need to put some things into place because this needs to be taken as account, just as important as planning the academic what is going to be the child’s schoolwork, that they’re going to do, right? Because no matter what you make that schoolwork, if these are the concerns that a child has and the worries and the emotional, they’re not going to be able to learn accurately. [01:02:35] So. I do think that that is, I was very pleased to see that and I hope that we’re all moving in the right direction so that every child receives the free, appropriate public education that they should. [01:02:48] Now guidance also released about alternate learning strategy. So right, this one that was just released on eighth. I think it was, yes. [01:03:01] This is looking at planning because not only we’re planning, cause we gotta assess the children, we’re planning because then we also got to adjust our curriculum. But now we don’t know what’s going to take place. We’ve got a plan for alternate, reopens, right. We don’t know what we’re going to be able to open back yet. [01:03:22] And so there’s different strategies and I love because I’m a visual person and these visuals are directly out of that guidance document that explains it more in detail. The districts are looking at, and I think this is helpful for families to be looking at too there is different strategies. [01:03:41] And again, I’d indicated in the beginning when we were talking, is that it may end up looking very different from one school district to another. Depending upon what strategy or approach that they take into account given what is okayed by the governor to take, you know, cause right now, you know, all the schools and what was decided and all the schools were not to be in person. [01:04:08] So looking at this, sort of how to do it. Because we also have to take into consideration the guidance that’s been issued from the CDC and how things could go back. Again, these are all scenarios of what could, but looking at different plans so that there is a plan in place that we could go with depending upon what’s allowed and where we’re at, when that time rolls around and in a couple of months. [01:04:36] So, looking at the strategy of the first one scheduled rotation. And looking at that is sort of in this strategy where you’d have fewer students who would be in the building during the day, allowing for greater social distancing. Reducing the number of students could also be used to reduce the class sizes, allowing for the furniture to be moved to different places, breakfast and lunch to be serving classrooms. [01:05:04] Really looking at how are we going to be able to do that. So if you did that and that strategy it might look like. Week one, so you would have group A and you’d have group B. And in that group B, in week one on Monday and Wednesday group A would be live at school. Right. And week two, like, you know, it would be on Tuesday, Thursday, live in school, and then they would be on the days that they weren’t there, it could be online, a choice, you know, the choice dates. [01:05:44] So that strategy of the scheduled rotation. So whether they’re still getting different things, but when they’re in a person it’s on a different option, you know, it’s on different days so that they can allot for the spreading out and not just that, but for buses to keep the children socially distanced for the buses. [01:06:06] Strategy two, which would be the Monday through Friday, time of the day may vary. But this one is going to, this strategy would look at parents having the choice for, in person at the school or remotely. Right? So they may be, it may be being streamed to them because some families may not feel it’s safe for them. Not only, even if it’s not related to their disability, may not feel comfortable with them being back at school. [01:06:46] So if they opt in for this strategy that they may, it may have to be altered to where the parents can choose, to where they get access it. [01:06:57] Now, when you look at strategy three, this would be a combination of both. So you could have some students who are strictly at home having it sort of on demand or live streamed to their home, right through the internet. [01:07:15] But you also would have those who are going to be in person and because see, you might have to look at this strategy three because there may be a lot of kids that go back and too many to where you’re going to have to break it up to where there’s fewer there at the days. Right? So this one is going to take one and two to create strategy three and be a combination of all of it. [01:07:39] And then of course, on the fourth strategy, that is going to be the virtual online and virtual school. And that’s how we, ended. But here’s the thing too, is this strategy online virtually are expanded. Now again, there has to be an alternate means if children, they cannot be denied education because they don’t have access to the technology and the internet access. [01:08:11] So if it goes to this, then that would have to be provided if they don’t have that for themselves. Or we’re really going to have to look at, okay so are they going to look at paper copies? Or a lot of this is really outlining these alternate learning design strategies so that we prepare for, it’s not only what the district may choose to go with. [01:08:34] And that’s why it can look different for different districts. It’s what we’re allowed to do once it’s that time of year that we come back out. Because none of us know how day to day that that is going to roll out. And we’re all having to adjust as we go. But they’re planning for, we’ve got to think through these scenarios so that because yes, school is going to start back. [01:08:56] How it’s going to look when it starts back. We have no idea because we don’t know what the future’s going to hold and dealing with COVID-19. But it may come back in a variety of formats so looking at what strategy. Now, this is just to get them thinking to develop what strategy that they would be able to do. [01:09:17] First of all, had the capabilities to do. But then, also what is decided within their district. We will keep everyone up to date and any additional new guidance that comes out. And to trying to see what districts have decided what that would be very important information to try to see and make sure that we continue to share that with you as it sort of evolves. [01:09:45] This just has the links, which you’ll be able to go to this one page in the PDF that I will attach in this will have this whole presentation, in the description of the YouTube video. And actually within the PDF, these, you can all click on. So see how the pointer is doing, where you click over on this is just like that in the PDF. [01:10:10] So anywhere I have it hyperlinked, you can actually go directly to that document. One of the things before we wrap up today that I do want to make sure, that this, well, Kentucky Department of Education is a partner in this, but it’s very important. And especially because there is a deadline associated with it and the Cabine for Health and Family Services part of emergency food benefits that they were able to get. So the department of family services, DCBS is partnered with the Kentucky Department of Education to provide food assistance to families who have lost access to free and reduced price school meals during COVID-19 emergency. So what it did, starting May the 23rd, families with students who normally receive free and reduced price meals at school may get financial assistance to replace those meals through the U.S. Department of Agriculture pandemic electronic benefits transfer, P-EBT, program, part of the family’s first Corona, the Cares Act or First Response Act. [01:11:21] Now how this is divided up for children who already receive, what they did was they looked at because our children were in school, some of March, April, and then May, right. So they divided it up and come up with a total of $313.50 cents per child that would qualify for this. [01:11:45] So what this means is, is if you already, as a family had EBT benefits, they will automatically per child, that you have, the school age child, are to put it are going to put that in addition, on your EBT card per child, the $313.50 cents. And what this is, and there are so many children, who are 75% of Kentucky Commissioner Brown stated that 75% of Kentucky receives free and reduced lunch. Now here’s the thing too, is that not only if they qualify due to financial, there are many school districts within Kentucky because they have such a high number of free and reduced lunch. The whole school is on free lunch. [01:12:40] So if that’s the case in your district at your school, you automatically, that means the same as if you would have financially qualified for free and reduced. [01:12:53] Now I know an example would be Jefferson County public schools that the district is so large, but I do know some individual schools within them are on depending upon the number of children who received free and reduced lunch, just like some small districts, that whole district qualifies. That everybody gets that, but there are certain schools within Jefferson County public school districts to get that. And so if those are the cases, if your child does get free or reduced lunch, whether it is you qualified, based on financial information you provided to the school and filled out the application, or if they get it because every child in your school gets free lunch, then this would also apply. [01:13:41] So if you already have the EBT, that it should be automatically from my understanding placed on the card. And we linked in the sources page there too. And I’ll also include the actual letter that sStates this within the description of the YouTube video. [01:14:01] But the thing is for those who don’t have EBT right now, and it only started June 2nd and it’s only through June 30th. You need to go online because June 30th is the deadline. What’s going to happen is if you qualify, they are going to send out a, you’ll automatically receive an EBT card with that loaded on it that you can use. [01:14:28] Now it is a very short online survey to fill out. And it is very simple. If you need help and do not have, we can connect you with. If you don’t have access through the internet to be able to fill that out, you can also, and I think you can contact us and we will look that up for you, or you can call, the benefind. [01:14:55]Now what we’ll also do is include students who became eligible for that free or reduced after March 13th, because there’s many of our children who would have qualified after March 13th, when everybody was on the NTI program, you would still qualify for that. So you wouldn’t have had to have already been on free or reduced, but if you qualified after March 13th, you are still eligible for this. [01:15:28] So that’s important to know, and I would, please encourage you to go on there because this money is there to help. And I know we are a very proud people, but we need to make sure this assistance is there to help. And we need to make sure that we access that. So that this will provide even better for our children. [01:15:50] So please let us know if you have any questions and please share the word about this. So that not only you know, but everybody knows about this because there is that deadline and we need, and the times we’re in right now, our children and our families need all the help they can get. So please spread the word about that so that everybody does get this food assistance. [01:16:15] Now we will be scheduling, updated webinars as needed, based on new guidance and information that comes out. We also have a weekly e-news that goes out and you can actually, when you get the PDF, you see I’m over here, the sign up, you can go to our website. And so this actually, I created a button, so in the PDF, you can click on that and it will take you directly to sign up for our e-news. [01:16:44] Here is our number. Please give us a call up if we could help. Here is our email address, our website, and thank you all so much for joining us today. I hope that this has been helpful and we will keep you updated on all new information that comes out as we get it. [01:17:01] And as we step together through this. [01:17:03] So please stay safe and I hope you all have a great day. I’ll talk to you soon. Bye bye.