Hi friends, 
If you are a direct client of mine, we’ve been talking about IEP compliance in virtual education since, when… March? (Wasn’t that three years ago? It was a weird time. Super weird. And stressful. Let’s be honest — traumatic. I love you. Take a deep breath. Hold it for three… then blow it out slowly for a count of 6. Okay… ) In those first few weeks, clients and I talked about emotional health and safety. We allowed space for grieving because some kids need these services *now* and the whole “justice delayed is justice denied” principle. We have been going through big, big things. And for those who have children at higher risk, it’s flat out terrifying. 
As federal (and subsequent Georgia) educational offices provided technical guidance, my primary takeaway was that educational structures would be focused on “compensatory services” once this pesky virus faded into oblivion. We saw a little bit of a scramble regarding adding on to existing IEPs and clarifying the timelines. But it seemed like the federal guidance encouraged states and districts to survive the spring with an eye on making up for lost time & skills next year. And here we are in next year. Oops. 
As schools began to close for face-to-face instruction, the “pivot” to online learning, for many folks, looked more like a Three Stooges episode than an elegant insert-basketball-player-name-here move. Virtual learning plans seemed to assume a high level of “in home capacity” to support students. So most of the pressure — largely unspoken– to support virtual education passed to parents, guardians, grandparents, who were also working and caring for sick family members… sorting out childcare … wondering how to feed everyone … wondering if they would ever see their own parents again … growing frustrated at the idea of the luxury of shelter in place. 
Based on what we saw in the spring, my general advice to clients was this: documentation. Keep copies of everything, add labels to emails, get copies of documents from teachers and administrators (because you can’t assume they will be there next year. Many teachers have already “peaced out”).
Here’s what I need to say: before anyone made the first, “Rona, is that you?” meme, we were already on shaky ground with regards to providing “FAPE” (Free and Appropriate Public Education) in the “LRE” (Least Restrictive Environment) to non-neurotypical kids and kids with disabilities. The COVID-19 pandemic did not cause, but did REVEAL, lots of ways in which the social contract of American education has been on shaky ground for a long time. (Don’t panic. Seeing things like this isn’t like a car crash; it’s like a medical diagnosis. Nothing is fundamentally different except perspective. Breathe in for three, hold, out for six.)
The problems in our society and in educational systems aren’t new, but many people are noticing them for the first time. Let’s be gentle. The problems aren’t the fault of any individual, but as humans we tend to focus on individual actions. Let’s be wise. There are big cracks in the system that have been there for a long time. It’s not new. We won’t remedy this in a month or a year. Folks have been working to fix things for a long time. Some of us (I am looking at you and in the mirror, White people) would be wise to exercise caution around performing Savior Behavior. 
Don’t panic. But if you’re new to thinking about educational justice, it is time to learn and to act. We’re in this together. 
More soon on virtual learning, hybrid models, and FAPE. 
We were made for these times .
Beth