How long has SET-BC been providing three tiers of service?
During the 2014-2015 school year, nine school districts piloted the three-tiered model. Following this successful pilot, the three-tiered service delivery model was implemented in all school districts across the province for the 2015-2016 school year.
What services are being offered in each of the three tiers?
Tier 1 Professional Development services are designed to help build the capacity of all district and school educators to use technology to support diverse learners in the classroom. Tier 2 training services are designed to train teachers and educational assistants on how to implement specific hardware and software with students in the classroom. Tier 2 classroom-based solutions are designed to provide consultation,training, implementation support and technology loans to classroom teachers interested in integrating technology into their classroom programs with all students including those with learning needs. Tier 3 training services are designed to help district specialists (e.g.SLPs, OTs, TVIs) develop their capacity to support students with complex needs who require individual technology solutions. Tier 3 student-based solutions are designed to provide consultation, training, implementation support and technology loans to school teams supporting students with very complex needs. Please see “SET-BC Services Tier1, Tier 2, and Tier 3″ for more specific information on the services in each tier.
What is the District’s Planning Committee role?
The role of the SET-BC District Planning Committee is to plan, prioritize and request SET-BC services in all three tiers for the coming school year. The District Planning Committee meets as necessary to plan Tier 1 Pro-D requests, Tier 2 and Tier 3 training requests and to screen and select Tier 2 classroom- and student-based requests. These requests are then discussed and submitted through the District Request for Service meeting held annually with a SET-BC service coordinator. The District Planning Committee members should be able to make administrative level decisions in Student Support Services, Learning Services, and Information Technology (IT) Services. Districts would also benefit from having the district’s Pro D chair(s), district specialists and the SET-BC District Partner as part of the District Planning Committee. Please see “SET-BC Services Overview, District Planning, and District Request for Service” for more information on the role of theDistrict Planning Committee.
What is the SET-BC Provincial Review?
Once a district submits its District Request for Service, the SET-BC Provincial ResourceTeam (PRT) reviews the requests and approves the requests as something the program can support given its annual budget and staffing levels. This information is then returned to the District Planning Team and the next step, Collaborative Action Plans (CAPs) can proceed. Please see “SET-BC Services Overview” for more information on the SET-BC Provincial Review.
Status of SET-BC Loaned Equipment after the Service Year
What happened to the equipment and software that was on loan from SET-BC prior to September 2015 (i.e. from the previous one-tiered model)?
The SET-BC equipment and software that was on loan to school districts as of the end of the 2014-2015 school year was transferred to the school districts IF they wished to receive the transfer. Lists of equipment on loan was made available to districts with specific equipment identified as available for transfer, available for Equipment Only Status (EOS)or must be returned to the loan bank by end of June – District Planning Teams went over the list and determined if they wanted the “available for transfer” equipment transferred to the district. For any equipment being transferred, District Administration was required to sign off on the equipment acknowledging that SET-BC is no longer responsible for supporting it (the equipment becomes part of the District’s IT assets).
What is Equipment Only Status (EOS)?
EOS is a designation for equipment that SET-BC will continue to provide technical support for the remainder of the standard 5-year support window. Equipment that will be put onEOS will be those pieces of specialized equipment that districts typically do not have the capacity to support – like AAC devices, braille devices, physical access technologies and so on. Districts can, if they wish, request that equipment identified as EOS be transferred to the district but, once transferred, SET-BC no longer supports it in any way and the district will be left to deal with any repairs, replacement parts, etc. At the end of June of each school year, any equipment identified as EOS will continue to be supported by SET-BC for the remainder of the 5-year (from the date of equipment loan) window.
Do districts have to take on the transfer of SET-BC loaned equipment?
No – districts are under no obligation to receive transfer of any equipment identified as available for transfer. If the district does not want to have a piece of equipment transferred, it is simply returned to the SET-BC Provincial Loan Bank for reuse. District Planning Teams would likely wish to discuss how the students who have been using SET-BC loaned equipment will be supported should that equipment be returned to the Loan Bank.
Can districts use transferred SET-BC equipment for any students?
Once equipment is transferred to the school district, it is up to the district to determine how best to utilize that equipment. The only stipulation is that, due to the original source of funding, it continue to be used to support students’ access to the curriculum. That means a transferred laptop cannot be used as staff equipment, for non-district programs, etc. And, at the end of life, it will be the district’s responsibility to dispose of the equipment according to Ministry of Education disposal guidelines.
What happens with specialized SET-BC equipment (Tier 3) that is currently on loan or that is EOS when a student graduates / leaves school at the end of Grade 12?
AAC solutions (e.g. communication systems) – If the student is transitioning to CAYA services, the equipment MAY be transferred to CAYA and the student would continue using it into adulthood. This is determined in the spring of the student’s final year IF the family makes an application to CAYA for support. Teams working with students usingAAC devices are strongly urged to direct the family to the CAYA website for information and application forms early in the student’s final school year. SET-BC will then work with CAYA to determine if the equipment will be supported by CAYA. If it is NOT going to be supported (i.e. CAYA will be providing a different or new AAC solution OR the student is not transitioning to CAYA support, the SET-BC equipment on loan must be returned to the Provincial Loan Bank by the end of June.
Vision or physical / intellectual access equipment – If the equipment is currently on loan during the Tier 3 service year (i.e. not on EOS), the equipment must be returned to theProvincial Loan Bank by the end of June so it can be reused with other students. If the equipment is on EOS, the Provincial Loan Bank will make a determination as to whether it is something that can be offered to the school district for transfer at the end of the year. This depends on the age of the equipment, whether or not it can be reused by other students in the province, whether or not it is required for repair parts, and so on. If it is available for transfer it will be so listed on the summary equipment list sent to districts and the district team can decide, along with the Tier 2 equipment, whether or not to accept transfer. If it is NOT available for transfer, the equipment must be returned to the Provincial Loan Bank by the end of June.
District Request for Service Questions
What do districts need to do to prepare for the District Request for Service meeting?
District Student Support Services administration should determine who will be on the SET-BC District Planning Committee. This committee (or working groups within the committee) should meet prior to the District Request for Service meeting to determine what requests the district will make for Tier 1 Pro D, Tier 2 Training, Tier 2 Classroom-based solutions, and Tier 3 Student-based solutions. Lists of requests should be prioritized to facilitate the SET-BC Provincial Review process. Please see “SET-BC Services Overview and District Request for Service” for more information.
When do the District Request for Service meetings happen?
Ideally these meetings are scheduled for early May for the upcoming school year. This will allow the SET-BC Provincial Review and subsequent CAP meetings to happen in lateMay and early June. If this occurs, SET-BC services, including technology loans for Tier 2 classroom – and Tier 3 student-based solutions could be shipped early in September. A final deadline for District Request for Service submission is September 30th. No Requests for Service for the school year can be submitted after this deadline. Please see “SET-BC Services District Request for Service” for more information.
What if a district only knows some of its requests in May – can a partially completed DRFS be submitted?
Districts are under no obligation to submit requests in all three tiers for any given school year. Districts may choose to submit District Requests for Service with requests in only one or two tiers. However, only ONE District Request for Service can be submitted foreach school year. If a district anticipates having other requests before the final deadline of September 30th, the District Planning Team should wait and submit its one annual DRFS when completely ready. Please see “SET-BC Services District Request for Service” for more information.
How are services allocated in the three tiers?
Each year, districts will receive allocations for Tier 2 classroom-based and Tier 3 student-based solutions. These are based on several factors including but are not limited to average costs of technology loans and the annual SET-BC budget. SET-BC Tier 1 Pro-D, Tier 2 and Tier 3 training services are not allocated – the amount of service provided is limited by time and annual SET-BC staffing levels. This is why it is important to prioritize services on the DRFS so the Provincial Review can approve the top service priorities in each Tier. Please see “SET-BC Services Overview” for more information.
Can districts “swap” Tier 2 allocations for Tier 3 allocations or vice versa?
No – this is not supported. Districts must keep their requests for Tier 2 classroom-based solutions and Tier 3 student-based solutions within their annual calculated allocations for these tiers of service.
Can districts roll over Tier 2 and Tier 3 allocations to the next school year?
No – this is also not supported. SET-BC services will be provided on an annual basis. If a district does not have a Tier 2/Tier 3 request in one year, the district does not have to make a Tier 2/Tier 3 request for that school year.
If a district does not have Tier 2 or Tier 3 allocations for the coming year, can a District Request for Service be submitted with only Tier 1 Pro-D and Tier 2 Training requests?
Yes – small districts may not have Tier 2 classroom-based or Tier 3 student-based allocations each and every year. However, we recommend that all districts submit an annual DRFS identifying any of the services they could receive in that year including Tier1 Pro-D and Tier 2 and Tier 3 Training services.
How should District Planning Teams screen and select for Tier 2 classroom-based and Tier 3 student-based solutions?
District Planning Committees can determine their own screening and selection process for Tier 2 classroom-based and Tier 3 student-based solutions. Districts may want to continue to screen for Tier 3 solutions using their established SET-BC screening process.Districts may choose to use the SET-BC Classroom-based Project Application template as a starting point for their own Tier 2 classroom-based solution screening/selection process. It is ultimately up to the District Planning Committee to determine the criteria and screening/selection process for allocated Tier 2 and Tier 3 services. Please see “SET-BC Services Overview and Templates/Forms” for more information.
Tier 1 Questions
Can a district ‘book’ Tier 1 Pro D services for all NI Days on the District Request for Service?
While Tier 1 services are not allocated, there are limitations due to the number of SET-BC consultants available in the program. For example, the October Provincial Pro-D day may have 60+ districts requesting a Tier 1 Pro-D activity on that day and there are approximately 28 SET-BC consultants available so it is not possible to meet all those requests if they are submitted. This is why it is important for districts to prioritize their requests on the DRFS. If we have five districts all requesting a Tier 1 Pro-D activity on the October Pro-D on the topic of BYOD (Bring Your Own Device) we could schedule an online/virtual workshop that all five district staffs could attend. One of the important aspects of the SET-BC Provincial Review is to consolidate requests and find effective ways to support as many requests provincially as possible.
Will SET-BC pay for a district to bring in an outside speaker?
Possibly – this will likely go through Provincial Review as a potential request that comes from several districts. Depending on the speaker and topic, this will likely be reviewed under the idea that the speaker/topic may be of interest to multiple districts and so wewould look at sponsoring a speaker for not just the one district but for multiple districts through face-to-face, virtual, and archived Tier 1 activities. Instances of this support happened in the 2015-2016 school year when, for example, one district requested a presentation by Carolyn Musselwhite. The Provincial Centre video broadcast her presentation allowing for attendance and participation of teams from several districts around the province.
Will SET-BC provide release time for teachers / EAs to attend Tier 1 Pro D activities?
No – this is not supported. SET-BC does not have funding to support district release time for attendance at Pro D or training events.
Will SET-BC provide travel and accommodation costs for district or school staff traveling to Tier 1 Pro D activities?
No – this would be a district expense.
How many Tier 1 activities and/or days of consultant time is each district allocated each school year?
Tier 1 Pro-D activities are not allocated – the availability of consultants for delivery of Tier 1 services depends entirely on the reasonableness of the request, the size of the district, and the time our consultants have available during the school year. Again, it is important for districts to prioritize their requests on the District Request for Service.
Can a district request a Tier 1 Pro D activity during the school year (i.e. not identified on the DRFS but as an emerging need)?
Possibly – the priority for the SET-BC Provincial Review Team will be to support as many Tier 1 requests as identified on the DRFS as possible for all districts across the province.If a district has an emerging Tier 1 need during the school year, the District Planning Team could approach their SET-BC Service Coordinator with the request but it would need togo to the Provincial Team to determine if it could be supported given the existing service delivery schedule. Emerging requests would not be considered a priority and would be handled on an “as possible only” basis. If it is something that can be supported, the DRFS would be amended to reflect the additional service provision.
Can districts request any sort of Tier 1 Pro D activity the District Planning Committee feels meets the district’s needs?
Yes – districts can identify any Tier 1 Pro-D request on the DRFS. However, the function of the SET-BC Provincial Review process is to determine if any specific request (in any of the tiers) is supportable given the SET-BC mandate, the level of expertise of the consultants, and the reasonableness of the request in terms of timeline. All these factors will be taken into account during the Provincial Review. The SET-BC Service Coordinator will also discuss the appropriateness of the request during the District Request for Service meeting and will help districts submit requests that have the highest potential for support.
Tier 2 Training Questions
How many Tier 2 training activities and/or days of consultant time is each district allocated each year?
Tier 2 training activities are not allocated – the availability of consultants for delivery ofTier 2 training services depends entirely on the reasonableness of the request, the size of the district, and the time our consultants have available during the school year. It is important for districts to prioritize their requests on the District Request for Service so theProvincial Review can identify those services most important to districts.
Can Tier 2 training activities include training on hardware or software not available through SET-BC?
Yes – districts can request Tier 2 training on hardware or software currently available in the district for students regardless of source. The goal of Tier 2 training service is to help teachers and EAs utilize technologies available in the district that are currently under utilized due to a lack of training.
What is the difference between Tier 1 Pro D and Tier 2 training services?
The difference between Tier 1 Pro-D and Tier 2 training lies with the topic of the activity and possibly the audience.
Tier 1 Pro-D is broad based and seeks to create a strong foundation for teachers and EAs on how technology in general can support diverse students in the classroom. Participants in Tier 1 Pro-D may not have immediate access to the technologies highlighted but need an overview or sense of the options available to support educational initiatives such asUDL or Digital Citizenship.
Tier 2 training is very narrow and seeks to train teachers and EAs on how to use a specific piece of equipment or software. Participants in Tier 2 training should have immediateaccess to the technology (e.g. use it on Monday). Ideally, District Planning Committees will look at how Tier 1 Pro-D builds a foundation for Tier 2 training activities (and Tier 2classroom-based solutions) as part of an overall district plan for in-service and staff development.
Refer to the sections of this document on Tier 1 and Tier 2 services for examples of the type of training events or activities that have been supported in both tiers.
Tier 2 Classroom-based Solution Questions
How can districts screen and select Tier 2 classrooms each year?
Each District Planning Team can determine its own criteria and screening/selection process for its annual Tier 2 classrooms. Districts may want to look at the SET-BCClassroom-based Project Application forms we used in previous years (available in “SET-BC Services Templates and Forms”) as a starting point for their own process.
Can a district resource room be prioritized to receive a Tier 2 classroom-based solution?
This is likely not supportable in the SET-BC service delivery model. The point of Tier 2classroom-based solutions is to provide classroom teachers, in a classroom setting, with technology, training, and implementation support that will allow him/her to plan for the use of technology for all students in the room, including those that require technology to access the classroom-based curriculum. Tier 2 classroom-based solutions seek to support the primacy of the general classroom and to promote the intended goal of inclusion of all students in the classroom setting.
Can a district prioritize more than one classroom for a single Tier 2 classroom-based solution?
In the case of schools that platoon or for high schools, where students may be moving between teachers, the focus needs to remain on the classroom setting. However, it is possible that a pod of hardware and software moves from one room to another to support the same or other students access to the curriculum. For example, the technology pod could move with the same students to different curricular areas OR the technology pod stays with the same teacher who then uses it with other students during the day. It will be up to the district to identify what the plans for the solution are and to the classroom teacher(s) to be specific as to how the technology will be used during the CAP process. It is important for districts to understand that Tier 2 classroom based solutions are NOT intended to be student specific so the technology pods cannot be “broken up” during the Tier 2 service year to be used by students in different classes to meet their individual needs.
What does a typical Tier 2 classroom-based equipment loan look like?
This question usually arises when teams wonder if they can request a classroom “set” of laptops or iPads (i.e. one to one). This level of support is not possible. Typically, a Tier 2equipment loan is a bundle of computing devices (e.g. laptops and/or iPads) with software and/or iApps. If classroom teams are wanting to explore the loan of other equipment like charging carts, interactive whiteboards, etc. then the number of computing devices that can be supported will be reduced. The Tier 2 classroom-based solutions are provided in partnership with school districts and their IT departments. During the District Request for Service and CAP meetings, this partnership will be discussed – if the district can provide,for example, the laptops for the classroom-based solution, SET-BC may then be able to provide more software licenses or other technologies to support the solution.
Can districts request equipment or software not available in the SET-BC Loan Bank?
Possibly – Upon completion of the Tier 2 Classroom-based CAP meeting, the SET-BC consultant will submit a loan request containing the specific pieces of technology being requested for loan from SET-BC. The Provincial Resource Team (PRT) conducts a review of all loan requests and approve them on the basis of whether or not we can support the request. All reasonable effort will be made to support technologies being requested – however, we need to take into account whether or not our technical support staff can support the equipment for the Tier 2 service year and whether or not our consultants are able to train and support implementation of the hardware/software so some solutions may not be available from SET-BC.
Will SET-BC provide resources so districts can purchase their own computing devices?
Possibly. There is considerable advantage to district IT departments purchasing the types of laptops that they normally support and provide. Ease of set up, access to the district IT infrastructure, ongoing support and maintenance during the service year and once the equipment is transferred, etc. make it reasonable to consider providing the resources needed for districts to acquire the devices that make sense for them. Much discussion will need to happen, however, around what resources are needed, how many devices would be provided, how with the IT departments ensure they are set up to accommodate the software and network access needed to support the classroom solution and so on. Refer to the section of the document on Tier 2 Classroom-Based Solutions for more detailed information.
Can districts put their own images on SET-BC loaned laptops?
Yes – this is something many districts have been doing for years.
What happens to the Tier 2 classroom-based technology after the Tier 2 service year?
At the end of the school year, Tier 2 classroom-based technologies are available to districts for transfer. If the district wishes to have the equipment transferred, it will be andSET-BC will no longer have responsibility for its support. If the district does not want it transferred, it will need to be returned to the SET-BC Provincial Loan Bank.
Districts are not under any obligation to receive transfer of any or all of the technology loaned for Tier 2 classroom-based solutions – during the Annual District Request forService meeting, the SET-BC service coordinator will share the currently loaned technology list so the team can determine which, if any equipment that is available for transfer does the district wish to receive.
Tier 3 Specialist Training Questions
How does Tier 3 training services differ from Tier 2 training services?
Tier 3 training services are designed to support district specialists and help them build their capacity to support the types of technologies that are used by their most complex needs students. Tier 3 training events or activities, then, would involve small group exploration of specific technologies (e.g. braille notetakers) with discussion on how to customize them and implement them with complex students. Tier 3 training events or activities are facilitated by Tier 3 consultants and focus on providing the information specialists will need to train and support their district staff (e.g. teachers and EAs) for effective ongoing implementation of the technologies.
How many Tier 3 training requests can a district team put forward each year on the District Request for Service?
As with Tier 1 Pro-D and Tier 2 technology training requests, there are no allocations forTier 3 training requests. The number of requests that can be approved each year will depend on SET-BC’s annual funding and staffing levels. As with other training requests,district teams are asked to prioritize their Tier 3 training requests on the District Request for Service.
Can Tier 3 training services be used to continue to provide support for a school team working with a complex needs student who received Tier 3 service last year?
No – this type of individual team support would be categorized as Tier 3 student-based solution support (which is allocated) and would not be possible as a Tier 3 training request. Specialists attending group Tier 3 training events or activities can certainly bring forward student case studies for group discussion but the goal of the Tier 3 student-based solution year is to build as much team capacity as possible to carry on with student support in non-Tier 3 years. Tier 3 specialist training is not designed to focus on any one student but rather on the skills and knowledge specialists need to support a variety of students with complex needs and how specific technologies can support them.
Does SET-BC offer provincially coordinated Tier 3 level training during the school year?
Yes – SET-BC facilitates training opportunities that explore ‘genres’ of complex needs technologies (e.g. vision, AAC and physical access) as well as events featuring specific complex technologies (e.g. Braillesense U2). These are advertised through the DistrictPartner network as well as on SET-BC’s online Upcoming Events area of the website. These sessions are designed for district specialists and not as general overviews for other district educators.
Tier 3 Student-Based Solutions Questions
What are the funding categories of students that SET-BC will support through Tier 3 services?
The three-tiered service delivery model is non-categorical. This means it is up to each district to determine its own criteria, screening and selection process for identifying the teams supporting students for whom it wants Tier 3 services for the year. The purpose of Tier 3 student-based solutions is to support those students in the district that have very complex needs and that the district would have difficulty supporting on their own (e.g.students with significant visual impairments, dependent non-verbal students, etc).
Can districts trial devices for students not yet identified as requiring Tier 3 services during that school year?
Yes – district staff can go through the SET-BC Provincial Resource Team to request devices for short term trials to determine which complex technologies would be appropriate for students. It is important to note, however, that these short term trials are possible only if the Loan Bank has the devices available. In the case of very expensive complex solutions, teams may be placed on a waiting list until one becomes available for trial.
Teams are definitely encouraged to request devices for trial in the spring before the Tier 3 service year as early determination of the appropriate technology solution ensures the longest possible time for Tier 3 consultant support (e.g. training, implementation, troubleshooting).
Are device trials part of the service provided in the Tier 3 service year?
Yes – SET-BC Tier 3 consultants will discuss the need for trial devices with the student’s team during the CAP process. This will happen for those complex devices where access is in question and if the district team has not completed trials the year before the Tier 3service year (see question above).
It is very important for district specialist teams to understand that the specialist is responsible for conducting the actual trial or assessment. The Tier 3 consultant can facilitate acquisition of the device(s) for trial and provide resources on how the technology works but the specialist involved with supporting the student must coordinate, plan, and monitor the trial to ensure it happens early and within the short term trial period (21 days). Requests for Tier 3 trials should not be made if a district specialist is not available to support the trial. SET-BC is not adequately staffed to provide the day-to-day support teams and students require during an assessment or trial.
Is there a deadline for determining the long term student-based solution during the Tier 3 service year?
Yes – Teams must decide which long term solution will be put in place no later thanJanuary 31st of the Tier 3 service year. This deadline is important for several reasons including the time it may take to acquire the specialized equipment (some vendors can take up to three months to ship equipment if the device is new, custom or not available) and the time needed for the Tier 3 consultant to provide the critical training and support to the team so the student can use the solution effectively. Past experience has proven that delay of this decision beyond the end of January creates a situation where any technology put in place after spring break has, for all practical purposes, a 2 month window for actual support (June being a complex year end month). Tier 3 consultants have difficulty, then, given their caseloads, finding blocks of time during those two months to provide the intense team support needed.
Does SET-BC provide technical support for Tier 3 equipment during the Tier 3 service year?
Yes – SET-BC will provide all technical support required for any technologies loaned during the Tier 3 service year.
What happens to the Tier 3 equipment at the end of the service year – what is EOS?
By default, all complex technologies on loan to a district for Tier 3 student-based solutions will be placed on EOS (Equipment Only Status); this means SET-BC will continue to provide technical support for repair and replacement parts for the remainder of the standard 5 year support window. EOS means that hardware that requires firmware updates, replacement of devices due to system failures (not loss or negligent damage), general repairs, and so on can be provided through the SET-BC Technical Support Team (TST). It is important to note, however, that EOS status does NOT include consultant support for training, implementation, accessory requests and so on.
If the district wants the equipment transferred to the district, that request can be considered but SET-BC will no longer be responsible for its repair or replacement parts. It is more likely that district teams will want the equipment placed on EOS (Equipment Only Status).
What happens if a team requires SET-BC consultant support after the first year of Tier 3 services?
That team will have to be identified for Tier 3 service in the following year(s).
If a student is already using SET-BC loaned equipment, can they be put forward for Tier 3 service again?
Yes – each year the district team, through the District Request for Service, prioritizes those teams working with students who require Tier 3 service. Districts can bring forward students who have received Tier 3 services in the past or districts can identify students who have never received Tier 3 services. Some students, throughout the course of theirK-12 education may come forward 3-4 times as they grow and their needs change. Others may come forward only once. The service delivery model allows districts to make its own determination as to what Tier 3 services it would like every year regardless of what has been provided in the past.
What happens to the equipment if a student is no longer using the SET-BC Tier 3 loaned equipment?
This depends on the age of the equipment and the status of the student (e.g. graduating or needs have changed). If a student is no longer using SET-BC equipment, the student team must contact the SET-BC Tier 3 consultant (during the Tier 3 service year) or the SET-BC Provincial Team (while the equipment is on EOS) for a discussion on the options of what can happen with that equipment.
What happens if a complex needs student using currently loaned or EOS technology moves to another district?
If the technology solution is currently on loan (i.e. it is during the Tier 3 service year), the equipment must be transferred to the receiving school district. The Tier 3 consultant supporting the team will be able to assist with this transition.
If the technology solution is on EOS, then the equipment must be transferred to the receiving school district. The sending team is asked to contact the SET-BC Provincial Loan Bank at firstname.lastname@example.org for instructions on how to return it to SET-BC so it can be forwarded to the receiving school district.
If the student has been using specialized equipment that has originated with SET-BC but has been transferred to the school district, it is up to the district team how to proceed. However, we would encourage all school district teams to consider the importance of sending a specialized student solution along with the student to the receiving district as it is likely the student relies on the solution and it is likely the receiving district won’t have the resources to replicate the solution. In any given year, districts may send solutions on or may receive solutions so the support of the student involves the greater educational community.