Visit our COVID-19 homepage for additional topics.
- students who did not receive special education services
- students who were unable to access special education services during the spring/summer 2020 closure
- students who have newly identified needs since March 2020 that may warrant recovery services for a successful return to school
- Must align with the IEP
- May not necessarily replicate services currently in the IEP, including the frequency, duration and type of service
- Are an effort to support the student in making progress in the general education curriculum without further delay
- Must supplement, not supplant services provided as part of the current offer of FAPE
- Are intended to support the achievement of IEP goals
- Can be provided within the typical school day
Recovery services are not a required part of IDEA or MARSE, but is a beneficial approach for parents and districts to work together to help students. Parents still have all of their procedural safeguards and dispute resolution options.
In this video, Guidance to Address Foregone Learning for Students with IEPs as a Result of the COVID-19 Pandemic Webinar Teri Rink, Director of the Office of Special Education at Michigan Department of Education, reviews the guidance document. This guidance covers the consideration of recovery services to address the needs of students with disabilities who may have been additionally impacted by the loss of instruction due to the pandemic during Spring 2020.
- Guidance to Address Foregone Learning for Students with IEPs as a Result of the COVID-19 Pandemic Students with IEPs may benefit from recovery services due to the COVID-19 pandemic. Recovery services are supplemental to the offer of FAPE and are in response to foregone learning that may have occurred as a result of closure during the pandemic and the potential additional impact of the loss for a student with an IEP. 7-7-2020
- Comparison of Compensatory Education and Recovery Services Due to COVID-19 When determining whether recovery services are required, the IEP team must consider the actual impact of the extended school closure on the student’s ability to retain skills and make progress toward their IEP goals and in the general curriculum. 6-2020
- Determining The Need for and Amount of Compensatory Education MDE