- Ann Arbor Public Schools
- Hybrid Learning FAQ
What factors should districts consider when determining whether recovery services are warranted for
When determining whether recovery services may be warranted for students with IEPs, IEP teams should consider whether there has been a regression in skills and the extent to which the student failed to make progress toward their IEP goals as well as the general education curriculum. The most effective way to determine whether a student has regressed or failed to make progress and the need for recovery services is to:
- consider the individual student’s progress compared to the progress of same grade peers during the interruption of instruction due to the COVID-19 pandemic.
- In the event the student’s regression is at the same rate of the regression of all students, no further consideration for recovery services is warranted.
- Examine the individual student’s progress on IEP goals from the last source of data before the interruption of instruction due to the COVID-19 pandemic and compare the data to the student’s current level of performance as determined by the district.
When progress is slower than peers the district should consider whether the student requires recovery services and/or interventions through an equitable multi-tiered system of supports. When there is no progress data available, the district should review the student’s current skill level as compared to grade level expectations or performance prior to the interruption of instruction.
When determining whether and to what extent recovery services may be provided, the IEP team should consider whether or not it is reasonable for the student to regain the skill and make appropriate progress within a reasonable period of time, without the need for the services. However, if the student’s level of performance is significantly below where it was when schools were closed due to the emergency order, recovery services may be warranted. The IEP team should also consider whether the student requires new services and supports which were not previously provided, to assist in reducing the impact of any foregone learning. These recovery services are designed to enable the student to resume making progress in the general curriculum without further delay. New services may be necessary, for example, if a student with an IEP has emerging mental health needs or has become significantly disengaged in the learning process while learning from a distance.
Much of the data to be analyzed is contingent upon whether the student was able to learn effectively through remote instruction. In addition, the extent and quality of the special education services provided during the interruption of instruction due to the COVID-19 pandemic must be considered, as well as whether the IEP goals were addressed through learning from a distance. The IEP team should also consider the amount of review and other activities which may be provided to all students in order to address foregone learning; and consideration of information from the district’s equitable multi-tiered system of supports will also be vital in making these determinations.