Special Services Guidance

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Clear Connections Special Services Guidance 2020-2021

Clear Creek ISD will ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student’s individualized education program. 

Equity and Access: Despite the web-based and online nature of Clear Connections, the District will ensure that students with disabilities enjoy equal access to the educational benefits and opportunities offered by the technology, as well as equal treatment in the use of such technology. Students with disabilities shall not be excluded from, or be denied the benefits of Clear Connections on the basis of disability as long as the Admission, Review, and Dismissal (ARD) committee determines that enrollment in Clear Connections is appropriate to provide them a Free Appropriate Public Education (FAPE) with or without the provision of appropriate and individualized accommodations, modifications, aids, and/or services.

Individual Education Plans (IEPs) and Section 504 Plans: For students with disabilities wishing to enroll in Clear Connections that have existing and current IEPs or Section 504 plans, the District shall convene an ARD or Section 504 committee meeting. This meeting shall include persons from their prior educational placement and carefully consider data from various sources to determine their needs, specifically with respect to participation in Clear Connections. If the committee determines that with appropriate and individualized accommodations, modifications, aids, and/or services, including parent training and orientation, the program is appropriate for the student to receive a FAPE in light of their unique needs, then the IEP or Section 504 plan will be revised to include the services, aids, supports, accommodations, and modifications that will be required in order for the IEP to be reasonably calculated to confer educational benefit at Clear Connections. If an ARD/504 committee determines that based on some students’ unique needs, that Clear Connections is not appropriate to confer a FAPE, even with the provision of appropriate and individualized accommodations, modifications, aids, and/or services, Clear Connections will not be recommended. Such a determination may be made in the initial application process, or after the student has participated in the program for some time. Moreover, such a determination is subject to the parents’ rights and procedural safeguards under IDEA and Section 504 respectively.

Factors relevant to appropriateness of Clear Connections for specific students: The following are some of the factors that may be relevant in an IEP team’s determination of whether Clear Connections is appropriate to provide a FAPE, with or without the provision of appropriate and individualized accommodations, modifications, aids, and/or services:

  • Non-medical attendance problems or school avoidance
  • Ability to remain on task with minimum prompts
  • Social skills deficits requiring live interaction with other students
  • Need for significant one-to-one instruction
  • Need for life-skills instruction
  • Ability to work independently
  • Self-motivation skills
  • Previous performance in virtual environment
  • Ability and willingness of parents to play expected role
  • Need for alternate schedule
  • Compliance problems
  • Emotional problems
  • Academic ability
  • Ability to work with technology (with training and support)

Although the above listing represents some key relevant factors, others may also apply.

Related Services for Clear Connections: Related services are those needed for the student to benefit from his/her educational program. Some related services can feasibly and appropriately be provided to the student on a web-based or online basis, while some services, such as occupational therapy, may require in-person delivery of services. For students who are enrolled in Clear Connections and require related services, the District will arrange for services to be provided either virtually or in person at a designated district facility or in the students’ home.

Parental Role: The inherent nature of Clear Connections envisions an active and important role for parents in implementing and monitoring. Parents assist in the implementation by facilitating the attendance and participation of the student in Clear Connections and ensuring that the student remains on-task as required for participation and progress. Parents will be provided training and orientation with respect to the applicable technology and their role in the program. Parents will also be expected to communicate and coordinate frequently with case managers with respect to the student’s performance and progress. Failure of parents to play their expected role with respect to the web-based and online program may jeopardize a student’s performance and progress in the program.

Equipment: Parents must understand and acknowledge that any equipment provided by the District remains the property of the District and must be returned if the student withdraws, graduates, or services are otherwise terminated. Parents and students must commit to using the technology as directed and make best efforts to avoid damage to either hardware or software. Misuse of, or damage to, the technology despite warnings and training is a factor that the student’s IEP team may consider in determining whether Clear Connections is appropriate to meet the student’s needs.

Clear Creek ISD is committed to meeting the unique needs of students with disabilities by ensuring that ARD/IEP or 504 Committees convene as needed to discuss needs, review progress, and make individualized recommendations for our students in order to provide a Free Appropriate Public Education.


Adrian Washburn: Clear Connections Principal- awashburn@ccisd.net 

Paula Marshall: Special Services Parent Resource Specialist- pmarshall@ccisd.net, 281-284-0750

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