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Continuum of Supports and Services – Face to Face Learning

Richardson ISD is committed to meeting the needs of all students including those supported in special programs such as English as a Second Language, Special Education, 504 and Gifted and Talented. Individualized learning plans may need to be modified based on the health conditions or requirements of RISD, TEA, and public health authorities.

English as a Second Language

  • Students will continue to be supported consistent with their LPAC plan. Students who receive the majority of their services through the general education setting will continue to receive access to their instructional design and accommodations general education staff.
  • Students served through ESL/Bilingual will continue to receive accommodations and services by ESL/Bilingual staff.
  • Small group instruction and interventions for students in the beginning stages of building English proficiency will continue with adherence to group size, sanitation protocols, PPE requirements and use of plexiglass shields.
  • Assessments and evaluations can be administered virtually or in-person following all health and safety guidelines.

Gifted and Talented Services

  • Gifted and Talented staff will be trained in COVID-19 safety and health protocols.
  • Students will be supported by their campus Gifted and Talented Advanced Learning Teacher in a manner consistent with the RISD Gifted and Talented Continuum of Services at all levels.
  • Students will continue to receive individualized, modified or alternate curriculum as appropriate.
  • Small group instruction will continue with adherence to group size, sanitation protocols, PPE requirements and use a plexiglass shield.
  • Assessment, evaluations and placements can be administered virtually or in-person following all health and safety guidelines.

Special Education / 504 Services

  • Special Support Services staff will be trained in COVID-19 safety and health protocols.
  • Students will continue to be supported consistent with their IEP/504 Plan. Students who receive the majority of their services through the general education setting will continue to receive access to their IEP goals, accommodations and modifications provided by special education and general education staff. Students serviced in a special education setting will continue to receive individualized, modified or alternate curriculum as appropriate.
  • Small group instruction and intervention will continue with adherence to group size, sanitation protocols, PPE requirements and use a plexiglass shield.

Dyslexia Services

  • Students will have a scheduled time according to their individualized plan. Campus administrators will address this in the building of their campus master schedule.
  • Dyslexia services and classes will be provided following all district required health and safety protocols. MTA/Take Flight both require small group instruction and the teacher and students will wear appropriate PPE and use a plexiglass shield.

Specialized Services

  • Group sizes will comply with state and local guidelines.
  • Direct related and instructional services (speech therapy, occupational therapy, physical therapy, adapted PE, music therapy, direct psychological services, audiological or vision services) will be provided in person with proper safety precautions, limited group size, additional PPE, including additional protective clothing, and other health and safety protocols.
  • Consultative services may occur in person or virtually based on student need and ability to meet campus and district health and safety protocols.
  • Special education transportation services will be provided to eligible students as determined by the ARD committee.
  • Homebound services will be provided via a virtual platform with direct access to the homebound facilitator. Homebound eligibility is determined by the ARD/504 Committee.

ARD / 504 Meeetings

  • ARD/504 meetings using a virtual platform will be used to allow for meaningful participation and collaborative decision making while reducing the risk of community spread.
  • IEP/504 plan amendments may be considered on a case by case basis.
  • Consideration will be given to each individual student’s progress on their IEP/504 plan. Baseline data and acquisition of skills will determine if students are in need of additional COVID response services.

Evaluations

  • Full and Individual Evaluations and 504 evaluations will continue to the maximum extent possible.
  • Remote data collection, social distance observation, teacher and parent interviews and checklists can be conducted remotely.
  • The administration of a standardized test in a non-standardized way impacts the validity of the assessment. For that reason, critical components of the evaluation may require face-to-face administration using all required district health and safety protocols.

Specialized Learning Environments

Students and families enrolled in specialized learning environments, for example, PASS, will be contacted by the campus or district personnel responsible for that program to review all face-to-face protocols and instructional practices.

Multi-Tiered System of Support

Students who are identified as in need of additional support, including, but not limited to universal screeners and Measure of Academic Progress will be supported through the district.

RISE (Reaching Individual Student Expectations) Saturday School

  • Campus leadership will select RISE teachers and schedule transportation.
  • An intervention team will provide guidance on lessons and support for identifying students.
  • Small group intervention and instruction will be provided based on student need and following all district health and safety protocols including use of PPE, hand sanitation, social distancing and plexiglass shield.
  • Students in Tier 2: six additional Saturdays in both the fall and spring semester will be provided.
  • Students in Tier 3: 12 additional Saturdays in both the fall and spring semester will be provided.

District Social / Emotional Supports

Richardson ISD is committed to supporting the development of the whole child, including their social and emotional needs. Campus administrators will work with their counselors to ensure guidance lessons and supports are provided following all district health and safety guidelines.

Additional supports related to COVID-19 include the following:

  • Social and emotional learning and racial literacy lessons will be provided to all students during the first nine weeks. Lessons will be administered by the classroom teacher and counselors as identified by a campus administrator.
  • Beginning of the year guidance lessons will be adjusted to focus on trauma and cultural responsiveness, especially focused on supporting the transition of students from virtual learning back to face-to-face learning.
  • Teachers will be trained how to look for student behaviors that may require additional social and emotional support.
  • Counselors will schedule small group counseling for virtual students as needed. Small group instruction will take place virtually and will be scheduled through the virtual teacher.
  • All counselors will have scheduled office hours and office hours will be posted in Google Classroom.
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