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Continuum of Supports and Services – Virtual 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 unique environment of the virtual school.

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 accommodations by the virtual general education staff.
  • Small group instruction and interventions for students in the beginning stages of building English proficiency will be provided instruction virtually either through their course schedule (secondary level) or identified online sessions with ESL teacher (elementary).
  • Remote, at home newcomer instruction will be scheduled in advance with the teacher. Students will be expected to be available at their assigned instruction or small group time for synchronous learning (PK-12).
  • If at any time there are questions about English language services, please contact the virtual school teacher, ESL teacher or campus principal.
  • Remote data collection, social distance observation, and educator checklists can be conducted remotely to monitor language proficiency.
  • Campuses will provide optional on-campus experiences using the health and safety protocols detailed in this document. This time will be used for small groups of students to meet and receive live enrichment support and interact with one another to foster language development.

Gifted and Talented Services

  • Virtual classroom teachers will differentiate instruction and experiences based on the individual needs of their students.
  • Elementary small group instruction for differentiation and extension will be provided virtually.
  • Virtual instruction will include direct access to the advanced learning teacher as well as access to relevant individualized digital resources to extend a targeted skill.
  • Remote, at home differentiation and extension will be scheduled in advance with the advanced learning teacher. Students will be expected to be available at their assigned intervention or small group time for synchronous learning.
  • Secondary students will have access to GT courses similar to GT courses available in face-to-face instruction.
  • RISD will continue to provide GT identification assessment to the maximum extent possible once further guidance is provided from TEA regarding universal and ongoing screening.
  • Remote data collection, educator and parent interviews and checklists may be conducted remotely as needed.
  • The administration of a standardized test in a non-standardized way impacts the validity of the assessment. For that reason, critical components of the gifted and talented evaluation may not be completed remotely in order to determine instructional placement. Students may need to attend limited face- to-face settings to complete the evaluation process.
  • The advanced learning teacher will provide optional face-to-face and virtual experiences for students to complete independent challenges and projects that extend and enrich the weekly learning outcomes. These will be optional experiences, designed to provide opportunities for gifted students to learn with their peers, collaborate together to solve a problem while continuing to grow skills such as critical thinking.

Special Education / 504 Services

RISD will ensure that students with disabilities have access to a free and appropriate public education (FAPE). The district will ensure that, to the greatest extent possible, each student with a disability can be provided the educational and related services identified in the student’s individualized education program (IEP) or Section 504 Plan.

Instructional Services

  • 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 served in a special education setting will continue to receive individualized, modified and/or alternate curriculum as appropriate.
  • Students served through Section 504 will continue to receive accommodations and services identified in their individual accommodation plan.
  • Small group instruction and interventions will be provided virtually. Virtual interventions will include direct access to a therapist or interventionist as well as access to relevant individualized digital resources to reinforce a targeted skill.
  • Remote, at home intervention will be scheduled in advance with a teacher, therapist or facilitator as appropriate. Students will be expected to be available at their assigned intervention or small group time for synchronous learning.
  • Campuses and RISD will provide optional in-person experiences using health and safety protocols for in-person instruction. This time will be used for small groups of students to meet and receive live enrichment support and interact with one another to foster language development.

Dyslexia Services

  • Students will have a scheduled time according to their individualized plan. Students will be expected to be available at their assigned therapy or class time.
  • Dyslexia services will be offered virtually.
  • Small group instruction and interventions will be provided virtually. Virtual interventions will include direct access to the protocols. MTA/Take Flight teacher as well as access to relevant individualized digital resources.

Specialized Services

  • Direct related and instructional services (speech therapy, occupational therapy, physical therapy, adapted PE, music therapy, direct psychological services, audiological and/or vision services) will be provided in-person or via virtual platform and may include a combination of virtual lessons and activities. In-person instruction will occur with proper safety protocols in place. Virtual services may include direct access to a therapist, facilitator, or interventionist as well as access to relevant individualized digital resources to reinforce the target skill.
  • Consultative services may occur through parent training, teacher training, observation and feedback as well as access to online resources.
  • 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 Meetings

  • ARD/504 meetings using a virtual platform will be used to facilitate meaningful participation and collaborative decision making while reducing the risk of community spread of the virus.
  • If parents have questions about their child’s IEP/504 plan or services at any time and wish to convene an ARD/504 meeting to discuss, please contact your child’s diagnostician, campus 504 coordinator, or speech language pathologist.
  • IEP/504 Plan amendments may be considered on a case by case basis to align virtual instruction and/or environment/supports.
  • TEA has provided a guidance document on compensatory strategies and services.
  • 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 full individual evaluation may require a student to attend a limited in-person session to complete the evaluation process.
  • Safety precautions will be taken when face-to-face assessment is required for eligibility determination.

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 how the student will receive instruction and support virtually.

Multi-Tiered System of Support

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

RISE (Reaching Individual Student Expectations) Saturday School Program

  • The district virtual director will select RISE teachers and schedule transportation.
  • An intervention team will provide guidance for lessons and support for identifying students.
  • Small group intervention and instruction will be provided virtually or in-person based on student need and family preference. All district in-person health and safety protocols will be followed at all times.
  • Students in Tier 2: Six additional Saturdays in the both Fall and Spring Semester will be provided.
  • Students in Tier 3: Twelve additional Saturdays in 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 school counselors to ensure guidance lessons and supports are provided to all virtual students including social and emotional supports and academic services guidance:

  • SEL and racial literacy lessons will be provided to all students in the first nine weeks. Lessons will be administered by the classroom teacher and counselors as identified by campus administrators. Elementary students will follow the schedule provided by the virtual teacher. Secondary students will experience the lessons in their virtual advisory class.
  • Beginning of the year guidance lessons will be adjusted to focus on trauma and cultural responsiveness, especially focused on supporting students in managing and thriving in the virtual environment.
  • 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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