Coronavirus and Schools: Progress Monitoring during the Pandemic
Must educational institutions who move forward with “continuity of education” plans during the coronavirus closure monitor virtual or packet-based special education instruction?
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Must educational institutions who move forward with “continuity of education” plans during the coronavirus closure monitor virtual or packet-based special education instruction?
Should virtual teacher/student contact during the coronavirus closure, such as one-on-one instruction or wellness checks, be recorded and retained as an education record?
As schools begin to ramp up plans for remote instruction during the coronavirus school closures, the firm discusses the interplay of both existing and new leave laws.
A district asks for clarification on the procedure for notifying parents of its continuity of education plans during the coronavirus closure.
The firm reviews gifted and 504 obligations during the coronavirus school closures.
The firm offers feedback on the provision of related services in an IEP while schools are closed due to coronavirus.
The firm reviews an intermediate unit's draft of a letter to parents concerning special education during the coronavirus closure.
The firm provides some labor-related interpretation of the coronavirus inspired Pennsylvania Senate Bill 751 and the CARES Act.
Does the use of online learning hubs such as Zoom during the coronavirus closure have FERPA or copyright implications?
The firm shares an example of language that may be used for third quarter progress monitoring during the coronavirus closure.