The COVID-19 pandemic caused a disruption to learning for all students, locally and across our nation. As a result, students with disabilities (IEPs and 504 Plans) may be owed COVID Compensatory Services (CCS) if they did not receive the evaluations or services to which they were entitled from March 16, 2020, thru June 16th, 2022. Pittsburgh Public Schools has a new plan to address the impact of the pandemic on our students with disabilities - CCS 2.0. The District will convene IEP and 504 meetings for all eligible students to determine any learning loss from the Pandemic Period and to determine the type and amount of CCS to be provided to the student to address the identified loss. Families can expect to learn more about their child’s individualized determinations through their school-based IEP or 504 meeting process.
What is the purpose of Covid Compensatory Services (CCS)?
Covid Compensatory Services are used to remedy any educational or other deficits for a student with an IEP (Individualized Education Program) or 504 plan not receiving the evaluations and/or services to which they were entitled during the pandemic period.
Why are we re-visiting CCS
CCS was not correctly identified and/or documented for students. The pandemic period has been extended to include the 2021-2022 school year, and both state and federal guidance surrounding CCS has been updated since the initial CCS determination meetings. In addition, the U.S. Department of Education has reached Resolution Agreements with two large, urban school Districts directing the districts to develop an updated Covid Compensatory Services Plan in order to comply with federal law impacting students with disabilities (IEPs and 504 Plans).
What are the dates that are defined in the pandemic period?
The pandemic period is currently defined as March 16, 2020 – June 16, 2022.
What if the student already attended CCS during Summer 2021?
Due to CCS, previously, not being correctly identified and/or documented for the majority of students, school-based teams will revisit the impact of the pandemic to determine whether CCS services are owed.
Who should be considered for CCS?
All students with disabilities (Students with IEPs or 504 plans) from Early Intervention, School Age, and age 18-21 who were enrolled in Pittsburgh Public Schools at any time during the Pandemic Period will be considered for CCS.
Who will determine the type and amount of service(s) required?
The school-based IEP and 504 teams, including parents/guardians/education decision makers, will convene an IEP or 504 meetings to make this determination.
How will eligibility and the amount of CCS be determined by the IEP team?
The IEP team will convene a meeting to determine the length of time (number of days) an evaluation or reevaluation is missed or out of IDEA timeline compliance and/or the amount of time (number of days) that services listed in the student’s IEP or 504 plan were not provided during the pandemic period or were not received by the student. There are additional factors that will be considered when determining the amount that include: (1) levels of academic and functional performance, levels of performance on all IEP goals prior to mandatory school closures as compared to the student’s current level of performance as measured from baseline data collection; (2) information and observations from teachers, related service providers, parents, caregivers, and other family members; (3) the student’s ability to access remote learning opportunities and special education services while LEAs were using alternative learning models due to the Covid-19 pandemic; (4) student’s engagement in the learning process while the LEAs were using alternative learning models due to COVID-19 pandemic; (5) the amount of skills and/or behavior loss and/or lack of progress the student experienced while the LEAs were using alternative learning models due to COVID-19 pandemic; (6) historical data regarding the student’s ability to recoup lost skills and/or behavior; (7) services provided while the LEAs were using alternative learning models due to Covid-19 pandemic; (8) data collected through progress monitoring and progress reports; and (9) results of informal assessments.
How can I better understand what was missed over the pandemic period?
A checklist for parents and for teachers will be provided in advance of IEP/504 meetings to generate questions to guide the discussion. Areas of focus include instruction, related services, staff support, transition, and accommodations and modifications.
What if my student graduated or withdrew from PPS during the pandemic period?
Eligibility will be determined by the timeframe that the student was enrolled in PPS during the Pandemic Period, including students that graduated and students that have withdrawn from the District and enrolled in another school district.
What if school staff cannot reach a parent/guardian to attend the CCS meeting?
Staff will document their three different attempts to reach the family (including certified mail) in IEP Writer. The meeting will still occur with the IEP team completing the process. Copies of paperwork must be sent home. If the student graduated or is no longer enrolled at PPS, a meeting will not be held until contact is made.
What will CCS look like as a delivery method?
Service delivery will vary based on the needs of each student and can occur during the school day if it does not conflict with the student’s current delivery of FAPE (Free and Appropriate Public Education), after school, during the summer, in person, online, in small group or individually, or in a manner that will be determined by the IEP Team.
Who will be providing CCS?
This will be determined based on the needs of each student. It may include current staff or contracted staff to provide CCS.
When will CCS services begin and end?
The start date will be determined at the student’s CCS IEP team meeting. The duration of services will be determined by the IEP/504 team.
When will CCS meetings occur?
CCS meetings should begin January 3, 2023, and end by April 10, 2023. Due dates may vary for schools with significant populations of students with disabilities.
What steps does a case manager take prior to a CCS meeting?
Prior to a CCS meeting, staff should gather and review information and data to determine what services the student was entitled to during the Pandemic Period and whether they were received. Teams can utilize the Pre-Meeting Teacher Checklist to gather and collect necessary information, documentation and data prior to IEP/504 Team meetings. Case managers will issue an official Invitation to Participate (from IEP Writer) to the parent/guardian/educational decision maker (EDM) to attend the CCS 2.0 meeting.
