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From YouTube: Ensuring All Students Have Access to Educa
Description
Ace Parsi, Director of Innovation at the National Center for Learning Disabilities (NCLD) provides information on how schools are serving students with disabilities and which resources are available to schools and states. April 28, 2020.
A
Hi
everyone
welcome
to
the
National
Conference
of
State
Legislatures
virtual
meeting
series.
I
am
so
pleased
to
have
with
us
and
experts
on
students
with
disabilities
in
the
education
system.
Today,
this
webinar,
this
virtual
meeting,
is
called
ensuring
all
students
have
access
to
education
when
schools
are
shut
down
and
it
is
particularly
focused
on
serving
students
with
disabilities.
A
Please
join
us
by
video
rather
than
phone
and
please
be
sure,
to
add
your
full
name
to
your
tiles
so
that
we
can
easily
see
who
is
joining
us
today
and
you
can
change
your
name
on
your
tile
by
clicking
on
the
three
dots
in
the
upper
right
hand,
corner
and
typing
your
first
and
last
name
for
us.
That
would
be
really
helpful.
A
Also,
please
mute
your
audio
unless
you
are
speaking,
and
you
can
also
virtually
raise
your
hand
if
you
want
to
be
recognized
by
by
the
moderator
today,
and
we
also
are
going
to
ask
you
to
type
your
questions
into
the
chat
box
and
be
sure
to
not
only
type
questions
but
also
share
information
on
what
you're,
seeing
in
your
state,
perhaps
links
to
the
guidance
that
you
have
for
serving
students
with
disabilities
that
might
have
been
issued
by
your
State
Education
Agency
or
any
of
your
local
school
districts.
That
would
be
great
information
to
share.
A
Please
do
not
share
your
screen,
however,
enter
any
circumstances.
We
want
to
make
sure
that
we
keep
this
a
secure
opportunity
for
everyone
and
just
a
reminder
that
this
meeting
is
being
recorded
and
it
will
be
archived
and
the
slides
will
also
be
available
as
well,
along
with
any
other
materials
that
we
think
might
be
helpful.
A
B
I
just
want
to
ask
for
apologies
and
grace
at
the
very
outset,
I
think.
Maybe
my
daughter
is
watching
something
on
Netflix,
which
has
creates
bandwidth
issues
as
for
all
of
you
who
work
from
home
might
be
able
to
empathize
with,
and
so
if
I
lose
you
I'll
Joan
reto
join
right
back
in,
but
for
now
I'm
just
sharing
my
screen.
B
That
and
I
want
to
mention
that,
because
I
think
a
lot
of
colleagues,
policymakers
and
practitioners
alike,
it's
not,
they
have
ill
will
towards
individuals
with
disabilities.
It's
often
that
they
are
just
kind
of
like
not
thought
about
the
fore
of
conversation.
So
my
one
of
my
hopes
for
this
presentation
is
talk
about
it
in
the
sense
of
why
it's
so
important
to
consider
your
needs
of
these
groups
at
the
very
outset
and
I'll
started
by
just
talking
about
you
know
like
life
and
history
before
COBIT
are
really
really
important
here.
B
Right,
like
there's,
there
was
a
time
in
this
nation's
history,
where
individuals
with
disabilities,
their
very
right
to
exist
in
our
society,
were
put
in
question.
The
picture
on
that
left
is
Francis.
Galton
he's
recognized
as
the
moderate
father
of
American
modern
American
statistics.
He
was
also
the
most
avid
advocate
for
eugenics,
and,
if
you,
google,
Teddy,
Roosevelt
and
disability,
you
will
find
things
about
our
nation's
history
that
will
horrify
you
again
like
in
that
context.
That
is
a
route
that
was
a
real
thing
that
was
part
of
our
history.
B
Following
World
War,
two,
a
lot
of
people
come
back
from
the
war.
They
were
missing
limbs
other
sorts
of
issues,
and
so
our
nation
went
more
from
a
full
exclusion
lens
to
a
rehabilitation
labs.
We
were
trying
to
create
systems
to
help
individuals
with
disabilities
succeed
despite
their
disability
and
only
in
the
late
half
of
the
20th
century
that
we
get
to
that
point
of
some
of
these
major
civil
rights
laws,
which
are
now
the
bedrock
of
how
we
think
and
treat
individuals
with
disabilities.
B
The
Americans
with
Disabilities
Act,
the
Rehabilitation
Act,
the
individuals
with
Disabilities
Education
Act,
and
those
were
really
like
things
that
individuals
with
disabilities
and
their
advocates
spot
for
to
have
us
place
at
the
table
within
our
society
and
to
think
about
like
what
all
the
different
areas
of
social
progress
that
we've
had
over
the
last
50
60
years.
The
disability
angle
is
one
of
those
huge
accomplishments
that
we
have.
B
We
have
curb
sides
where
people
with
wheelchairs
can
have
access
to
public,
accommodations
and
access
buildings,
and
so
some
of
that
now
is
like
baked
into
how
we
live
our
lives
and
our
educate.
Our
children
and
it's
important
in
this
context
that
these
are
not
things
that
we
want
to
take
a
step
back
on
as
a
society.
In
light
of
what's
happening
right
now,
and
one
of
the
major
reasons
is
that
there
are
enormous
implications
for
when
we
do
when
we
when
we
fail
in
our
some
of
those
responsibilities.
B
So
these
are
learning
and
attention
issues.
I
poke
work
for
an
organization
is
on
learning
and
attention
issues
like
dyslexia,
dyscalculia,
dysgraphia,
ADHD
and
executive
functioning
issues,
but
basically
just
processing
issues
in
the
brain
that
impede
students
being
able
to
read,
write
and
engage
in
math,
but
this
relates
to
all
disabilities.
Some
of
these
statistics,
so
are
young
people
with
disabilities.
B
Learning
attention
issues
are
three
times
as
likely
as
their
peers
to
drop
out
of
high
school
they're
forty-five,
one
percent
of,
as
likely
to
complete
college
they're
twice
as
likely
to
be
jobless
and
they're
half
as
more
likely
to
be
involved
in
the
criminal
justice
system.
All
these
are
expended
like
expenses
in
our
society
they're
there,
obviously
economic
expenses,
but
there
are
real
moral
expense
at
the
end
of
the
day.
Now
we
have
to
deal
with,
and
the
kids
that
we
are
educating,
even
in
light
of
COBIT,
will
be
reflected
in
these
sort
of
statistics.
B
Twenty
years
from
a
pal,
so
we
just
need
to
be
mindful
of
that
as
we
pursue.
So
what
does
this
all
mean
and
right
up
covet
I,
as
we've
moved
into
school
isolation,
we've
had
to
rely
a
lot
more
on
technology
and
technology
has
tangible,
not
even
arguable
benefits
for
kids
with
disabilities.
It
can.
We
can
use
technological
tools
to
help
pinpoint
and
identify
student
needs
when
it
comes
to
their
disabilities.
You
can
use
assistive
technology
to
create
greater
accessibility
for
students
and
reduce
that
stigma
by
decreasing
learning
barriers.
B
You
can
improve
engagement
of
students
and
be
able
to
track
data
in
a
way
that
can
help
hold
different
account.
Stakeholders
accountable
for
outcomes,
and
through
that
process
you
can
have
greater
efficiency
of
expenses.
On
the
flip
side,
every
single
one
of
those
opportunities
that
I
mentioned
can
be
exactly
the
opposite.
When
you
have
a
disability,
you
have
some
social
cues
and
physical
manifestations,
but
technology
can't
pick
up,
and
so
it
misses
things
in
terms
of
identifying
young
people
with
disabilities.
B
If
the
technology
is
not
built-in
with
universal
design,
features,
mine
or
or
its
used
only
for
a
certain
set
of
students,
it
can
actually
decrease
accessibility
to
learning
experiences,
and
it
can
increase
the
stigma
that
certain
students
have,
because
they
are
the
only
ones
using
technology
in
a
certain
way.
It
can
we
know
from
data-
and
this
is
particularly
important
right
now,
since
we're
relying
so
much
on
virtual
schools
that
a
lot
of
these
virtual
schools
have
terrible
outcomes.
B
Our
states
before
kovat
are
still
very
much
present,
holding
vendors
and
others
accountable
for
outcomes
and
then,
if
in
terms
of,
if
we're
not
using
technology
wisely
that
it
can
actually
add
inefficiency,
so
both
of
the
the
reality
is
both
of
these
things
are
possible
and
the
the
difference
between
this
is
like
the
explicit
decisions
we
make
to
actually
open
doors
and
create
more
opportunities,
rather
than
closing
doors
and
opportunities
for
our
learners.
The
next
thing-
I
wanna,
just
talk
about
with
that
with
that
tech-
is
that
it's
not
one
thing.
B
It's
many
different
functions
and
I'll
talk
about
this
in
the
context
of
just
the
disability
perspective,
if
you
can
imagine
walking
into
a
room
that
will
call
like
metaphorically
learning,
technology
can
be
used
as
an
assistive
technology
that
can
actually
provide
you
access,
so
kind
of
opens
that
door
for
a
student
to
be
able
to
access
learning
where
they
would
not
have
been
able
to
prior
technology
beyond
that.
Providing
accessibility
so
once
you're
in
that
room
can
actually
enhance
your
excellent
experiences.
So
that's
these
are
things
like
Google
Docs.
B
There
are
things
like
video
cameras
and
different
software,
editing
software
and
things
like
that.
They
can
be
very
useful
for
engaging
students
with
disabilities,
but
only
if
they
build
the
accessibility
features.
I
have
it
built
in
then
you're
in
that
room,
there's
a
whole
other
way
of
technology,
that's
becoming
so
much
more
prevalent,
especially
now
in
light
of
kovat,
where
you
break
the
walls
of
that
room.
B
That
learning
is
no
longer
confined
in
that
space
and
those
are
learning
environments,
virtual
learning
environments,
things
like
that,
and
those
have
some
very
challenging
implications
for
kids
with
disabilities
that
we
need
to
be
very
explicit
about
and
need
to
make
sure
that
kids
are
included.
So,
for
example,
are
the
systems
the
learning
management
systems
themselves
accessible?
B
How
do
we
have
when
asynchronous
instruction
is
when
the
teaching
is
happening
at
different
times,
though
the
students
are
viewing
things
of
different
times,
and
so
there
might
be
issues
in
terms
of
real-time
chat,
features
kind
of
student
with
a
reading
disability
process
that
there
could
be
executive
functioning
issues
in
terms
of
being
able
to
first
students
to
organize
information,
and
so
all
those
things
will
need
to
be
addressed
to
make
sure
that
students
with
disabilities
are
fully
having
their
needs
met
what's
environment.
So
we
have
a
document
and
I'll
send
this
to
Michelle.
B
That
highlights
some
of
the
key
terminology
in
related
to
education
technology
and
how
those
implications
are
for
students
with
disabilities
in
light
of
covet
so
includes
things
like
asynchronous
instruction.
It
also
includes
things
like
online
learning.
What
could
accessibility
be
in
accommodations?
Just
to
give
you
an
example
of
that,
if
I
have
ADHD
and
I
have
that
that
identified
in
my
individualized
education
plan
in
a
physical
classroom,
I
may
be
sitting
closer
to
the
front.
It's
an
accommodation
called
preferential
seating
in
a
virtual
environment.
B
That
same
ADHD
issue
could
provide
me
all
sorts
of
issues
in
terms
of
like
the
amount
of
inputs
that
are
coming
at
me
at
all
times.
So
it's
the
same
issue,
but
now,
in
light
of
what's
happening
out,
we'll
need
a
different
set
of
accommodations
and
you
need
to
have
the
processes
and
the
tools
and
the
supports
for
educators
to
be
able
to
deliver
on
that
now.
I
talked
a
little
bit
earlier
about
some
of
these
laws
that
really
were
addressing
and
still
do
to
this
day
address
very
fundamental.
B
We
all
needs
that
students
have
so
ABA
and
the
Rehabilitation
Act
really
important
civil
rights
laws
that
give
individuals
and
students
with
disabilities,
so
the
staff,
as
well
as
the
students,
access
to
the
public
accommodation
of
education-
s,
of
course,
with
the
subgroup
accountability
measures
make
sure
that
we
were
holding
our
education
system,
our
our
policy
makers
and
our
educators
and
ourselves
accountable
to
educating
all
students.
Id
ei,
provides
that
opportunity
for
a
free
and
appropriate
public
education
in
the
least
restrictive
environment.
All
those
laws
are
still
very
relevant.
B
I
know
that
we,
just
yesterday
the
secretary
came
out
with
some
guidance
that
notes
that
those
specific
protections
with
an
ID
a
can't
just
be
waived
away.
So
those
are
recognizing
that
we
can
do
this.
We
can
protect
individual
civil
rights.
Even
as
we
do
implementation,
it
might
need
to
be
in
terms
of
timing.
B
Some
issues
related
for
that,
of
course,
like
we've,
had
to
turn
things
on
a
dime,
and
we
there
could
be
some
things
in
terms
of
timing
and
future
compensatory
services,
but
really
important
to
make
sure
that
we
take
a
deep
breath
and
note
that
this
is
who
we
are.
As
a
country.
We
don't
take
a
step
back
on
the
important
civil
rights
and
we
don't
say
that
just
because
we're
in
crisis
that
this
large
group
of
individuals
loses
the
rights
that
they
have
to
participate
in
our
society.
So
considerations
for
disability,
especially
right
now.
B
One
area
is
that
students
with
disabilities,
just
like
their
peers,
rely
on
education
as
a
public
good,
and
they
were
like
deeply
on
it.
I
mean
in
a
way
that,
in
you
know,
I
was
born
in
Iran
in
a
way
that
I
am
very
Versailles
and
familiar
with
that.
Other
countries
don't
have
the
protections
and
the
experiences
that
we
have
here
in
the
United
States.
B
So
students
with
disabilities
rely
on
education
as
a
public
good
that
public
good
has
had
a
real
shot
to
the
gut
over
the
course
of
the
last
few
weeks,
and
so,
as
we
think
about
state
investments
and
federal
investments,
we
really
want
to
prioritize
shoring
up
that
public
good.
So
we
know
that
a
lot
of
our
students
right
now,
our
going
hungry,
you
know
they
they
need
those
basic
needs
met.
You
know
a
lot
of
them.
Don't
have
access
to
the
internet,
so
broadband.
B
We
need
to
make
sure
that
they
have
that
button
that
that
fundamental
axis.
So
there
are
a
lot
of
different
proposals
that
are
going
on
in
terms
of
like
the
money
that's
coming
from
the
federal
government,
the
cares
Act
and
now
two
new
new
stimulus.
Well,
what
we
want
to
spend
in
an
education-
and
we
want
to
be
as
a
civil
rights
organization
Rianne
and
ask
you
all
to
be
partners
or
not
with
us
in
this-
that
we
really
need
right
now:
investments
in
kids
and
investments
in
in
the
public
education
as
a
public
good.
B
Third,
that
it's
not
enough
to
just
say
technology
for
technology's
sake.
We
need
to
think
about
what
are
the
tools
at
our
disposal
and
who
are
they
effective
for
under
what
circumstances,
and
we
need
to
be
able
to
monami
that
this
gets
back
at
the
same
issue
of
data
and
anonymity
and
those
those
issues
need
to
be
able
to
track
that
so
that
we
know
at
the
end
of
the
day.
If
there
are
longer-term
implications
and
longer-term
lessons
who
this
time
serves
and
how
do
we
support
those
students
with
all
that
further?
Behind?
B
B
We
weren't
expecting
to
put
this
much
on
at
takasi
as
a
key
way
to
deliver
learning,
and
so
even
before
then
I
think
there
were
policy
advocates
that
we're
saying
that
you
know
right
now.
The
rate
of
innovation
isn't
keeping
up
with
the
policy
safeguards,
and
so
we
need
to
make
sure
that,
like
even
as
this
expands
that
we
are
safeguarding
student
rights,
so
the
recommendation
they
think
one
is
leveraging
resources
that
you're
getting
from
the
federal
government
and
your
own
resources
to
address
the
immediate
needs.
B
I
mean
I
I
was
just
talking
to
Michelle
before
we
started.
I
am
so
fortunate
that
I
have
a
four-year-old
who
has
food
right
now
and
who
has
kind
of
you
know
just
issues
that
it's
just
two
parents
that
are
working
from
home.
There
are
real
immediate
needs
right
now
that
need
to
get
addressed
for
a
lot
of
families.
That
house
is
on
fire
and
I
mentioned
that
for
kids
with
disabilities,
because
those
who
are
traditionally
find
themselves
marginalized
will
have
a
more
challenging
time
and
are
more
prone
to
experiencing
trauma
this
within
it.
B
This
in
this
context,
so
addressing
leveraging
resources
to
address
those
immediate
needs
is
really
fundamentally
important.
I
hear
a
lot
for
those
of
you
who
are
outside
college,
your
education,
dorks
that
you
know
you
can't
get
to
Bloom's
taxonomy.
Those
higher
level
learning
needs
unless
you
start
with
Maslow's
and
get
dressed
those
basic
foundational
needs.
The
students
have.
Second
recommendation
is
the
data
and
student
outcomes.
We
cannot
use
this
just
as
an
excuse,
water
down
the
accountability
system
or
to
attract
students
into
different
qualities
of
experiences.
B
I
think
the
main
thing
that
I
have
this
in
every
one
of
my
slides
even
before
COBIT.
Is
that
often
what
we
end
up
doing
is
we
do
what
I
did
when
I
was
supporting
State
Boards
of
Education
when
it
came
to
kids
with
disabilities?
And
that
is
you
think,
of
a
strategy,
its
generic
and
its
general,
and
you
implement
that
strategy.
B
Our
approach
that
we
would
really
urge
you
towards
is
that,
rather
than
starting
from
this
theoretical
center,
which
you
know,
if
you
guys
have
people
in
your
districts
or
in
your
states
that
you
know,
are
this
average
learner.
Please
take
a
picture
of
them
and
post
it
on
Instagram
I,
don't
know
who
that
average
learner
is
but
I
don't
know
if
that
person
exists.
B
Usually
it
takes
about
six
seven
months
to
come
up
with
these
sorts
of
websites,
but
we
as
a
disability,
rights
organization
and
some
of
our
peers
were
getting
messages
like
left
and
right,
like
one
thing
like
you
know,
scapegoating
kids
with
disabilities
for
challenges
that
we're
at
being
had
and
others
just
like
vulnerably
like
not
knowing
how
to
implement
some
of
these
strategies
for
kids
with
disabilities.
So
we
brought
up,
and
rather
than
like,
enabling
having
in
educators,
go
to
individual
organizations
or
resort
to
googling.
B
We
wanted
to
curate
one
resource
where
educators
can
go
and
find
things
that
are
curated
and
evidence-based
in
terms
of
serving
kids
with
disabilities
and
in
the
current
context.
So
this
is
educating
all
learners
ala
and
you
can
find
a
resource
at
educating
all
learners,
org
and
yeah.
We
just
launched
this
and
then
over
the
course
of
like
a
week.
It
felt
like
I've
been
joking
that
it
felt
like
this
Avengers
movie,
where
we
shine
the
light
up
into
the
sky
and
suddenly,
like
all
these
equity
organizations,
came
and
joined
and
and
providing
resources.
B
So
I
really
urge
you
to
promote
this
with
your
educators
in
your
districts
and
States.
It
is
a
resource
that
a
lot
of
like
people
are
collaborating
and
building
into.
It's
includes
resources
and
includes
office
hours
and
webinars
for
educators
and
something
tools
and
around
at
tech
tools,
and
that's
really
all
I
had
I'm
sorry
Michelle,
because
I
had
my
full
swing,
so
I
wasn't
even
checking
the
time.
I'm
probably
gone
way
way
over
what.
A
A
The
first
one
is:
how
well
do
you
think
your
schools
are
doing
serving
students
with
disabilities?
Well,
schools
are
closed
and
the
second
question
is:
are
you
familiar
with
your
state's
guidance
to
districts
on
serving
this
population?
While
schools
are
closed,
so
we're
gonna,
ask
give
you
a
few
seconds
to
answer
the
polling
questions
and
also
type
your
questions
into
the
chat
box.
A
Thank
you.
This
is
really
helpful
information
both
for
us
and
also
for
ace,
and
assuming
that
you
will
not
be
too
surprised
by
these
polling
outcomes.
It
looks
like
about
50%,
so
are
saying
that
you
feel
like
or
more
are
saying
that
you
feel
like
you're,
probably
doing
an
inadequate
job
in
your
schools,
serving
students
with
disabilities
right
now
about
a
third
is
saying,
probably
a
fair
job,
and
then
the
second
poll
is
a
little
bit
more
mixed.
It
looks
like
about
35
to
40.
A
Thank
you.
We're
gonna
go
ahead
and
keep
that
that
poll
open.
Okay,
we
have
our
first
question.
This
comes
from
Lynn
Murphy
for
state
legislators
who
are
not
meeting
right
now.
A
lot
of
these
considerations
for
students
with
disabilities
are
happening
at
the
local
level.
What
can
states
do
now,
if
anything,
to
protect
these
students
and
what
should
state
legislators
be
thinking
about
now
to
be
prepared
to
address
this
issue?
Next
session,.
B
Yeah,
no,
that's
a
great
question
when
I
think
the
one
area
that
I've
never
wanted
to
scowl
in
terms
of
any
elected
official
is
that
it
shows
moral
leadership.
To
start
off
with
that,
you
people
listen
to
what
you
say
and
it's
important
that
you
reflect
in
your
statements
and
in
what
you
share
that
that
this
is
a
this
is
a
priority
for
your
community
and
to
appreciate
the
educators
and
the
sacrifices
that
they're
making
as
they're
trying
to
educate
all
students,
lift
them
up,
highlight
them
in
your
newsletters
and
things.
B
So
I
think
that
we
all
often
go
straight
to
the
tangible
policy
solutions,
and
we
forget
that,
but
I
think
that
that's
really
important
I
think
a
lot
of
people
are
struggling
and
it
would
be
great
to
like
highlight
this
as
a
value.
The
second
area,
I
think,
is
to
just
empowerment,
while
you're
doing
your
elevating
that
it's
also
to
share
resources
like
educating
all
learners,
because
I
don't
give
them
just
them.
Putting
yourself
in
the
shoes
of
educators
in
your
state
and
in
your
district.
B
B
The
third
thing
is
I
think
to
really
advocate
both
in
terms
of
whatever
legislature,
session
action
or
statements,
or
what
have
you
that
your
State
Education
Agency
and
just
as
an
advocate
that
you
support
public
education
right
now
again
like
there's
a
deep,
deep
needs
that
your
young
people
in
your
state
are
experiencing
right
now,
much
deeper
than
just
like
connectivity.
You
know
issues
of
needing
school
psychologists
and
needing
case
managers
and
supporting
teachers
like
right
now.
B
So
to
make
sure
that
that's
not
weakened
over
time
and
so
any
resources
that
are
coming
in
right
now,
we
may
all
disagree
in
terms
of
philosophically
public
schools
and
the
you
know
I
totally
get
there
were
people
of
good
minds
and
hearts
are
on
different
parts
of
this
voucher
issues,
but
just
to
make
sure
that
we
protect
those
rights,
and
we
provide
a
really
short
of
public
education
right
now.
So
anything
in
terms
of
statements
or
legislative
action
that
can
do.
That
would
be
great
I.
A
Right
now
is
meeting
with
your
constituents
and
meeting
with
your
local
school
boards
or
your
local
principals
in
your
own
compute
for
your
own
community,
so
that
you
can
bring
that
information
back
to
the
state
agencies
back
to
the
governor
back
to
your
State
Board
of
Education,
because
you
know
they
only
know
what
they
know
from
from
their
own
position.
But
you
are
much
closer
to
constituents
and
so
I
would
encourage
all
of
you
to
take
this
opportunity
to
really
be
reaching
out
finding
out
how
they
are
thinking
about
educating
students
with
disabilities.
A
B
I
mean,
but
there
are
so
there's
it.
It
comes
down
to
a
real
issue
of
capacity
and
I'm
sure
you
know
you
all
are
hearing
stories
within
your
districts
of
that.
That
are
very
differently
in,
in
the
sense
that
there
are
some
schools
that
had
a
more
robust
technological
infrastructure
and
had
norms
prior
to
covet,
and
those
schools
are
probably
you
know,
still
not
doing
great
but
they're
doing
better,
and
there
are
stones
that
had
no
preparation
for
this
and
they're
struggling
to
create
norms
right
now
in
the
process.
B
So
one
of
the
challenges
I
think
that
for
families
of
students
with
disabilities,
especially
right
now,
is
that
there's
so
much
like
rumor
going
on
around
them
about
their
kids
and
whether
their
kids
will
get
served
them.
You
know
what
services
they
will
get
and
all
that
that
they
end
up
going
to
like
five
different
people.
They'll
go
to
the
special
educator,
don't
go
to
their
general
educator,
they'll,
send
an
email
to
the
principal
and
the
case
manager
and
so
I.
B
B
There
are
good
examples
that
we've
seen
IEP
is
happening
virtually
to
provide
that,
but
that
is
a
process
and
I.
Think
that's
what
a
reason
I
mentioned
before
like
really
important
right
now,
because
some
of
the
accommodations
that
young
people
with
disabilities
need
will
be
different
in
a
virtual
context
and
in-person
context.
A
A
B
You're,
highlighting
as
a
solution
and
within
the
question
that
I
think
is
really
important
is
that
their
students
will
have
full-time
aides,
who
know
them
really
well
and
so
like
this
is
creating
a
disruption
and
within
that
disruption,
whether
it's
a
very
high
need
student
with
a
disability
without
very
high
needs
or
lower
needs,
so
high
incidence.
Disabilities
I
would
say
that
to
try
to
make
sure
that
those
connections
that
they
had
prior
to
covet
school
closures
get
maintained
so
those
relationships.
B
B
That
will
happen
and
to
you
know,
that's
not
a
one-time
conversation.
It
would
be
something
of
a
process
to
set
up
to
check
in
with
your
teams,
and
you
know
that
that
gets
add
to
the
issue
of
what
I
mentioned
earlier.
Why
it's
so
important
to
track
that
data
right
now
and
not
lose
that,
because
there's
a
whole
new
context
and
we're
gonna,
be
you
know
for
some
states
this
will
take
all
of
next
school
year
as
well.
B
So
it's
not
something
that
it's
gonna
be
you're
collecting
data
and
setting
up
norms
for
just
something:
that's
gonna
pass
in
two
weeks.
This
could
be
a
long-term
reality,
so
invest
that
time
to
identify
processes
and
norms
within
the
school
that
capture
what
those
students
are
experiencing.
What
accommodations?
What
are
the
main
barriers
like
if
you're
imagining
the
student
here
and
jumping
to
this
area,
which
is
learning?
B
What
is
that
that
gap
for
that
student
and
how
do
you
as
a
school
and
district
marshal
those
resources
and
to
Michelle's
point
to
be
able
to
share
those
examples
with
your
essays,
because
the
other
thing
is
like,
as
you
all
are
experiencing,
with
your
state
legislature,
not
meeting
as
regularly.
This
has
thrown
their
protocols
upside-down,
and
so
then,
the
norms
and
the
mechanisms
that
they
had
to
get
information
in
the
past
are
not
gonna
be
there
and
they're
gonna
rely
a
lot
more
on
you
to
be
able
to
share
that
information.
A
B
When
you
came
to
school,
you
know
we
had
some
mechanisms
and
things,
but
now
the
disruption
in
the
home
environment,
lack
of
food,
lack
of
connectivity
become
much
more
salient
and
they
they're
it's
just
they're,
just
not
avoidable,
now
and
so
I
think
they
call
on
like
they
show
us.
What
are
the
depth
of
our
challenges
are
and
the
depth
of
our
responsibilities
in
meeting
those
challenges
for
a
lot
of
educators.
I
think
they
are
seeing
their
children's
homes
their
home
lives
in
a
new
lens
in
a
way
that
they
wouldn't
have
had
access.
B
B
So
there's
a
lot
of
experimentation
that
are
happening
but
to
be
able
to
capture
you
know
what
those
needs
are,
what
teachers
are
experiencing,
having
some
resource
in
your
state,
where
teachers
can
kind
of
like
be
inputting
that
downloading,
like
what
some
of
those
challenges
are
rather
than
like
doing.
You
know
big
big,
like
investments
and
things
that
may
not
be
working
or
may
not
getting
the
greatest
bang
for
the
buck.
A
I
have
an
additional
question.
This
is
the
questions
came
up
quite
a
bit
and
Ostend
feel
free
to
jump
in
here
as
well.
To
answer
this,
we've
got
some
concerns
from
state
policy
makers
and
legislators
about
the
responsibilities.
The
school
districts
have
to
be
educating
those
students
right
now,
and
will
there
be
some
sort
of
waiver
of
that
or
understanding
of
the
current
situation,
sort
of
some
sort
of
release
from
that
and
that
responsibility?
B
No,
that's
a
really
good
question.
I
think
that
so
the
secretary
came
out
with
their
state
minutes,
though
Congress
will
have
to
decide,
but
she
did
not
waive
iba
rights
of
students,
and
I
think
that
we,
we
think
that
that's
really
important,
because
of
what
I
mentioned
earlier,
that
this
is
all
happening
within
a
broader
historical
lens
that,
when
challenging
times
come,
we
kind
of,
like
you
know,
forget,
or
push
further
to
the
margin
as
those
who
are
already
at
the
margins,
and
we
push
them
completely
off
the
table
at
that
point.
B
So
iiii
think
that
the
key
thing
to
focus
on
is
timelines.
There
are
things
that
educators
were
happened.
There
were
ia
PS
and
there
were
goals,
and
things
like
that
and
a
lot
of
those
things
are
moot
right.
Now
we
have
to
like
rethink
them.
How
to
do
that?
That
doesn't
mean
that
the
service
can
happen.
It
means
that
the
timing
of
that
service
will
have
to
to
change
those
windows
and
then
how
we
develop
deliver.
Those
accommodations
will
change.
B
I
think
that
the
main
issue
with
that
is
to
be
as
clear
as
possible,
with
families
of
individuals
with
disabilities
that
there's
a
plan
in
place.
It
may
not
like
that
plan
may
not
get
implemented
next
week,
but
that
there's
a
plan
in
place
and
that
there's
a
commitment
to
providing
those
compensatory
services
where
the
services
cannot
be
delivered
immediately.
B
C
I
think
what
it's
just
said
is
actually
a
good
summary
of
what
the
department
is
saying
about
how
to
serve
students
with
disabilities.
At
this
time,
like
you
said,
there
was
not
any
waivers
of
ID
requirements
and
we're
not
really
expecting
any
particular
guidance
to
come
from
the
department
which
I
think
is
frustrating
for
some
states
and
districts
who
are
afraid
that
you,
whatever
compensatory
services
they
may
offer
in
these
circumstances,
may
in
some
way
expose
them
to
liabilities
or
lawsuits,
but
and
I.
C
B
C
Without
seeing
any
real
guidance
and
so
I
think
people
have
a
right,
we
have
questions
about
how
to
serve
students
during
this
time.
I
think,
as
they
said,
that
best
advice
that
I've
been
hearing
is
to
make
sure
that
you're,
you
have
a
plan,
you're
communicating
that
plan
and
I.
Think
at
this
point,
that's
the
best.
The
best
thing
that
you
can
do
in
terms
of
the
eyes
of
at
least
the
Department
of
Education.
B
There
was
some
initial
guidance
that
was
reassuring
like
when
it
wasn't
this
was
weeks
ago,
but
yeah
there
hasn't
been
anything
new
and
I
think
that
it
still
lays
there
a
lot
of
those.
This
is
us
in
saying,
like
those
those
questions
that
are
still
there
and
lingering
and
being
left
to
states
and
localities
to
wrestle
with
I
should.
C
Be
nice
for
any
points
that
there
was
guidance
in
the
form
of
some
letters
in
March.
That
said,
you
should
continue
to
serve
students,
even
if
you
move
to
a
distance
model
or
that
moving
to
a
distance
model
is,
is
no
excuse
for
not
educating
students,
which
was
good,
I,
think
where
people
have
been
wanting
more
clear
answers
to
their
questions
about
how
to
do
this
and
I
think
in
terms
of
how
to
serve
we're,
not
gonna,
see
a
lot
of
specific
guidance
from
the
department.
This
is
I
think
where
the
question
stole
I
know.
A
A
Is
there
flexibility
within
the
funding
or
is
there
it?
Was
there
a
I've
had
a
question
about
this?
Is
there
a
a
dedicated
funding
stream
in
this
federal
funding
that
is
going
to
go
specifically
for
students
with
disabilities,
or
is
there
flexibility
where
they
can
prioritize
services
for
students
with
disabilities.
B
C
That's
right
that
within
the
cares
package,
there's
not
a
dedicated
stream
for
serving
students
with
disabilities,
but
any
of
the
money
that's
allocated
to
districts
or
states,
actually
any
money.
That's
all
canada
districts
can
be
used
for
any
activity
under
ide
a
and
there's
a
couple
areas
where
they
call
out
providing
compensatory
services
or
additional
technology
for
students
with
disabilities,
along
with
other
students
who
might
face
additional
learning
challenges
during
this
time,
so
nothing
dedicated.
But
yes,
there
is
a
specific
flexibility
within
those
funds
that
can
serve
students
with
disabilities.
A
B
You
are
educators,
thinking
about
it
as
a
multi-tiered
system
of
support,
multi-tiered
systems
of
support,
our
classroom
based
strategies
where
all
students
get
some
sort
of
universal
treatment,
whether
you
have
a
disability
or
not
yet
the
universal
instructor.
And
then,
if
your
students
don't
respond
to
that
instruction,
you
get
like
tier
two.
You
know
some
small
group
instruction
and
then,
if
they
don't
respond
to
that,
you
get
some
sort
of
tier
three.
More
intensive
instruction.
I
know
that's
kind
of
like
the
same
way,
I
think
about
the
title.
B
A
And
this
is
really
asking
you
to
get
out
your
crystal
ball.
I
know,
after
the
economic,
after
the
economic
downturn
in
the
Great
Recession,
there
had
been
before
that
some
good
progress
being
made
toward
response
to
intervention
now
known
as
the
multi
tiered
levels
of
intervention,
and
there
were
actually
response
to
intervention
coordinators
dedicated
in
a
number
of
schools
states.
A
Some
states
had
made
great
progress
and
really
prioritize
this,
and
a
lot
of
that
unfortunately
went
by
the
wayside
when
they
had
to
make
budget
cuts,
yeah
and
I'm
wondering
if
you
see
that
those
positions
or
those
specialists
could
potentially
be
affected.
During
this
economic
downturn
as
well
and.
B
Are
you
thinking
about
it
right
now
or
like
looking
into
the
future?
Will
that
be
I?
Think
teacher
yeah
I
mean
I,
think
that
yes
and
I
would
say
the
one
thing
that
I've
heard
a
lot
come
out
of
this
crisis?
Is
that
an
appreciation
of
schools
like
how
schools
have
changed
themselves
to
be
able
to
deliver
services?
Food,
other
sorts
of
needs
for
students
and
I
think
that
one
potential
silver
lining
to
look
at
this
is
during
emergence
of
schools
as
community
centers.
B
Particular
schools
have
always
been
that
they're
that
central
meeting
place
but
I
see
that
as
a
potential
like
opportunity
that
we
have
to
in
light
of
the
what's
happening,
centralize
a
lot
more
resources
and
services,
and
that
schools
can
be
a
way
that
we
do
that
so
I'm,
hoping
that
beyond
those
RTI
coordinators
that
there's
Community
School
coordinators,
that
can
help
connect
students,
those
services
that
they
need
and
does
that
be
a
way
that
we
think
about
leveraging
resources
going
forward.
Does
that
answer
your
question?
Mashaallah
yeah.
A
No,
it's
really
insightful,
especially
where
there
was
already
some
interest
in
some
states
moving
more
to
a
whole
child
or
Community
Schools
approach
anyway,
and
really
thinking
about
all
the
different
ways
that
schools
could
be
coordinating.
These
assist
these
different
services
that
students
need
and
I
think
that
makes
a
lot
of
sense.
Wait.
You
just
said
that
there
will
be
a
need
for
that
even
more
now,
perhaps,
and.
B
We
can
set
the
plot,
I
think
a
stage
for
that
by
really
prioritizing
in
our
states
again
like
public
education.
The
public
education
can
come
out
of
all
this
much
stronger
than
one
of
the
even
came
in,
but
that's
gonna
be
really
a
matter
of
the
explicit
decisions
that
we
make
and
the
priorities
that
we
claim,
both
in
terms
of
public
education
and
those
who
it
serves
that
have
traditionally
face
the
greatest
disadvantage.
A
A
I'm
also
gonna
check
to
see
if
anybody
has
their
hands
up
just
in
case
I,
don't
see
anyone
all
right,
well,
I
think
we
entered
on
a
really
powerful
note
with
this
statement
that
you
just
made
ace
and
I
think
that
this
gives
state
legislators
and
legislative
staff
a
lot
to
think
about.
So
thank
you
so
much
for
sharing
your
time
with
us.
We
really
appreciate
it.
Thank.
B
A
And
I
just
want
to
remind
everyone
that
on
Friday
we
have
another
virtual
meeting
again
at
3
p.m.
Eastern
Time,
and
this
one
will
be
focused
on
state
budget
updates.
We
will
have
somebody
from
our
fiscal
affairs
program
should
be
giving
us
a
general
budget
update
on
what
we're
seeing
and
hearing
from
the
states
and
potential
impact
on
state
education
budgets.
So
please
join
us
on
Friday.
We
will
look
forward
to
that
and
again.
Thank
you
ace
for
joining
us.
Thank.