Preston County Board of Education
Policy 3-10-6 - Special Education, Administration of Services

Each public agency shall provide the special education and related services necessary to implement each student's Individualized Education Program (IEP). Specific methods for providing the services, including the accurate collection and reporting of student data, shall be stated in each public agency's policies and procedures.

6.1.1. Initiation of Services.

a. A complete IEP shall be in effect prior to the provision of special education and related services.

• Within 5 days of the IEP meeting, the IEP team chair shall submit a copy of the IEP to the central office.

  Documentation
  IEP

• Within 30 days, the CASE or designee shall review the completed IEP for accuracy.

  Documentation
  IEP, data base

• Within 30 days of the IEP meeting, the CASE or designee shall enter student data on the master student, class, or teacher list.

  Documentation
  Class roster, IEP, WVEIS reports

• Annually, the CASE or designee shall monitor IEP initiation date and WVEIS data.

  Documentation
  Class roster, IEP, WVEIS reports

• Upon enrollment, the CASE, designee, or onsite administrator shall review student records for IEP information.

  Documentation
  Student records, enrollment data

• Within 5 school days of enrollment, the CASE, designee, or onsite administrator shall request information by fax or phone if student records/IEP are not available.

  Documentation
  Phone log, student records

• Within 5 school days of receipt of IEP, the CASE, designee, or onsite administrator shall place and serve the student based upon current IEP from other district.

  Documentation
  IEP, student schedule, WVEIS reports, phone log

• Within 30 days of determination, the CASE, designee, or onsite administrator shall convene an EC/IEP team to determine appropriate actions to be taken regarding evaluation, eligibility and/or IEP development, if determined inappropriate by parent or county administrator.

  Documentation Notice of meeting, evaluation/reevaluation plan, IEP, EC report

• Upon enrollment, the CASE, designee, or onsite administrator shall review student records for evaluation and IEP information. If current records/IEP are not available:

  -- A request shall be made by fax or phone within 5 days of enrollment

  -- A written request shall be forwarded to the previous school district within 10 school days of enrollment

  Documentation
  Student records, enrollment data, phone log, correspondence, records request

• Within 10 days of receipt of records, the CASE, designee, or onsite administrator shall determine if the evaluation from the other state meets WV's requirements.

  If not:

  -- A request for written parental consent for evaluation shall be made within 10 days of receipt of records.

  -- Within 15 days of receipt of records, an IEP team meeting shall be convened to develop an interim IEP and serve the student unless the parents and the local educational agency are unable to agree on this interim placement.

  Documentation
  Student records, notice of evaluation reevaluation request, interim IEP

• Within 30 school days of receipt of parental consent, an evaluation shall be conducted and an EC/IEP team meeting shall be convened in accordance with Section 4.1 and 5.1 of these procedures.

  Documentation
  Parent consent, EC report, evaluation results

  (or) if so:

• The CASE, designee, or onsite administrator shall convene an EC/IEP meeting within 10 school days of receipt of records to determine if the student has an exceptionality in accordance with Section 4.1.3 and develop an IEP.

  Documentation
  Student records, EC report

  (or) if so:

• Adopt the other state's IEP or develop an IEP within 15 school days of receipt of records.

  Documentation
  Student records, out-of-state IEP

• At least 10 days prior to any action proposed or refused, the CASE, designee or onsite administrator shall provide proper parent notice of any action proposed or refused.

  Documentation
  Notice of EC/IEP team meeting, prior notice

Documentation
IEP, class roster

c. Short delays in the immediate initiation of services can occur when IEP team meetings are held during the summer or a vacation period, or when arrangements for services, such as transportation, must be made, but, during the regular school term, not for more than 15 days.

Documentation
IEP, class roster

d. A current IEP shall be in effect at the beginning of each school year for each exceptional student receiving special education and related services.

The CASE or designee or onsite administrator shall review and revise IEPs annually, submit IEP to central office for data entry, and confirm that each eligible student has a current IEP by reviewing database information.

Documentation
Eligible student list, IEPs, data base

6.1.2. Provision of IEP Information.

a. The student's IEP shall be accessible to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for its implementation; and

b. Each teacher and provider described in Section 6.1.2(a) shall be informed of:

A. His or her specific responsibilities related to implementing the student's IEP; and

B. The specific accommodations, modifications, and supports that must be provided for the student in accordance with the IEP.

The CASE, designee, or onsite administrator shall, prior to initiation of services,

• Provide copies of the completed IEP to each special education teacher/service provider.

• Provide a copy of the completed IEP or a central location to access the IEP for regular educators.

• Provide information regarding responsibilities at IEP meeting, if in attendance.

• Provide information orally or in writing to all persons responsible for implementation, if not in attendance at the IEP meeting, and document its receipt.

  Documentation
  IEP, dissemination sheet, record of access, IEP signatures,

6.1.3. Provision of Staff.

a. Preston County Schools shall provide qualified personnel with the training and skills necessary to implement the IEP of each student assigned to them.

• Annually or prior to staff assignments the CASE or designee shall review personnel and staff development files and conduct annual needs assessment and review USIPs to determine staff training needs.

  Documentation
  Staff development files, LEA application, USIP/UCIP

• The CASE, designee, or onsite administrator shall provide training to staff based upon identified needs, and, upon request or as determined at IEP meeting, provide additional training to regular education teachers to meet the needs of individual students.

  Documentation
  Staff development files, training agenda, attendance roster, LEA application, IEP

The CASE, designee, or onsite administrator shall annually review teacher assignment schedules and personnel records to assure that professional special education personnel meet minimum certification standards for the area(s) of exceptionality (ies) in which they have primary responsibility for the provision of related and/or instructional services.

Documentation
Certified list of personnel, WVEIS reports, December 1 child count, certification records

c. Service personnel shall be appropriately trained and supervised by qualified professionals.

• Annually or prior to staff assignment, the CASE, designee, or onsite administrator shall review personnel files and staff development records and compare with current assignment/job description and student IEPs to determine training needs; and shall provide training based upon identified needs.

  Documentation
  Personnel files, staff development records, LEA application, training agenda, attendance roster.

• Annually or prior to staff assignment, the superintendent, CASE or designee shall maintain a list of service personnel and substitutes with specialized training (e.g. health care procedures, positive behavior supports, first aid).

  Documentation
  List of personnel

• Supervision of service personnel shall be assigned to the special education teacher and/or principal.

  Documentation
  School organizational chart

a. Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers.

• At least annually, the CASE or designee or onsite administrator shall maintain and review a list of students and the setting in which services are provided.

  Documentation
  WVEIS report

• At least annually, the CASE or designee or onsite administrator shall obtain and review class rosters for each special educator indicating the student's name, school, grade placement and age.

  Documentation
  Class roster

• At least annually, the onsite administrator or designee shall analyze how special education students are distributed across ages/grades and compare student information, such as academic and social goals on the IEP.

  Students with disabilities shall be scheduled in classes with other students who have similar educational needs.

  Documentation
  Class lists, WVEIS reports, IEPs, schedules, teacher roster, students' instructional levels

a. The following caseloads remain effective until July 1, 2001.

A. The maximum caseload for teachers providing special education services for students with behavior disorders, mental impairments, orthopedic impairments, and specific learning disabilities are as follows:

(a) Regular Education: Full-Time - Assign no more than 40 exceptional students (unduplicated) who are placed in Regular Education: Full-time to a teacher providing consultative services. A teacher providing consultative services may serve additional exceptional students (duplicated), but the maximum number served shall not exceed a total of 45 students;

(b) Regular Education: Part-Time - Assign no more than 30 students (unduplicated who are placed in Regular Education: Part-time to a teacher providing services. A teacher providing services can serve additional exceptional students (duplicated), but the maximum number served shall not exceed a total of 35 students. The caseload during any one instructional period for a teacher providing services shall not exceed eight (8) students at the early childhood education level (ECE) or ten (10) students at the middle childhood (MCE) and adolescent education (AE) levels;

(c) Special Education: Separate Class - The caseloads for teachers providing instructional services to exceptional students who are served in regular education for 40% or less of the school day are specified in Section 6.1.4.b of this policy;

(d) Caseloads for special education teachers assigned to provide a combination of consultative, supplementary and separate class services shall be determined on a percentage basis;

(e) When students from more than one programmatic level are served together in one instructional period, the maximum class size shall be that of the programmatic level of the youngest student(s) served;

A. Autism

(a) Regular Education: Full-Time - Assign no more than 20 students;

(b) Regular Education: Part-Time - Assign no more than ten (10) students with a limit of six (6) during any one instructional period;

(c) Special Education: Separate Class - Assign no more than four (4) students with autism. An aide shall be assigned on the basis of student needs.

B. Behavior Disorders
(a) Special Education: Separate Class
(A) Assign no more than four (4) students without a full-time aide with a limit of four (4) during any one instructional period;

(B) Assign no more than eight (8) students with a full-time aide with a limit of eight (8) during any one instructional period.

C. Blind and Partially Sighted

(a) Regular Education: Full-Time - Assign no more than 30 students;

(b) Regular Education: Part-time -Assign no more than 15 students with a limit of five (5) during any one instructional period;

(c) Special Education: Separate Class

(A) Assign no more than five (5) students without a Full-Time aide with a limit of five (5) during any one instructional period;

(B) Assign no more than ten (10) students with a Full-Time aide with a limit of ten (10) during any one instructional period.

D. Deaf-Blindness
(a) Regular Education: Full-Time - Assign no more than 20 students;

(b) Regular Education: Part-time - Assign no more than ten (10) students with a limit of five (5) during any one instructional period.

E. Deaf and Hard of Hearing

(a) Regular Education: Full-Time - Assign no more than 30 students;

(b) Regular Education: Part-Time - Assign no more than 15 students with a limit of five (5) during any one instructional period;

(c) Special Education: Special Class

(A) Assign no more than five (5) students without a Full-Time aide with a limit of five (5) during any one instructional period;

(B) Assign no more than ten (10) students with a Full-Time aide with a limit of ten (10) during any one instructional period.

F. Gifted
(a) Regular Education: Full-Time - Assign no more than 45 students;

(b) Regular Education: Part-Time;

(A) Assign no more than 40 students;

(B) Assign no more than 15 students during any one instructional period.

(c) Special Education: Separate Class - Assign no more than 15 students with a limit of 15 during any one instructional period.

G. Mentally Impaired
(a) Special Education: Separate Class;
(A) Assign no more than eight (8) mildly mentally impaired students without a Full-time aide with a limit of eight (8) during any one instructional period;

(B) Assign no more than 12 mildly mentally impaired students with a Full-time aide with a limit of 12 during any one instructional period;

(C) Assign no more than five (5) moderately mentally impaired students without a Full-time aide with a limit of five (5) during any one instructional period.

(D) Assign no more than 12 moderately mentally impaired students with a Full-time aide with a limit of 12 during any one instructional period;

(E) Assign no more than six (6) mildly or moderately mentally impaired students to a combination program without a Full-time aide with a limit of six (6) during any one instructional period;

(F) Assign no more than eight (8) moderately or severely mentally impaired students to a combination program with a Full-time aide with a limit of eight (8) during any one instructional period;

(G) Assign no more than six (6) severely mentally impaired students with a Full-time aide with a limit of six (6) during any one instructional period;

(H) Assign no more than nine (9) severely mentally impaired students with two Full-time aides with a limit of nine (9) during any one instructional period;

(I) Assign no more than six (6) profoundly mentally impaired students with a Full-time aide with a limit of six (6) during any one instructional period;

(J) Assign no more than nine (9) profoundly mentally impaired students with two Full-time aides with a limit of nine (9) during any one instructional period.

(b) Instructional Assistance - In a severely or profoundly mentally impaired separate class of three (3) or less students, an aide shall be assigned on the basis of student needs;

(c) Combination Program - A combination program for students with different levels of severity (e.g. severe-profound, moderate-severe) may be used. Academic, self-care, affective, communication and sensorimotor needs of these students must be similar.

H. Orthopedically Impaired

(a) Special Education: Separate Class

(A) Assign no more than ten (10) students with a Full-time aide with limit of ten (10) during any one instructional period;

(B) In a separate class of three (3) or less students with orthopedic impairments, an aide shall be assigned on the basis of student needs.

I. Other Health Impaired
(a) Students identified as other health impaired shall be assigned to and served by personnel who have the training necessary to implement the student's IEP.

J. Preschool Special Needs
(a) Family Consultation - Assign no more than 15 children;

(b) Center-Based Programs;

(A) Regular Education: Full-Time - Assign no more than 20 children;

(B) Regular Education: Part-Time - Assign no more than 15 children;

(C) Special Education Program: Separate Class:

1. Assign no more than eight (8) eligible children per session with an aide for a maximum caseload of (16);

2. Assign no more than ten (10) eligible children per session with two (2) aides for a maximum caseload of twenty (20).

(c) Combination Center-Based/Family Consultation Program
(A) Assign no more than eight (8) children per session with an aide for a maximum caseload of sixteen (16);

(B) Assign no more than ten (10) children per session with two (2) aides for a maximum caseload of twenty (20).

K. Specific Learning Disabilities

(a) Special Education: Separate Class

(A) Assign no more than eight (8) students without a full-time aide with a limit of eight (8) during any one instructional period;

(B) Assign no more than 12 students with a full-time aide with a limit of 12 during any one instructional period.

L. Speech/Language Impairments
(a) Regular Education: Full-Time - Assign no more than 50 students without an aide;

(b) Regular Education: Part-Time;

(A) Assign no more than 50 students for those receiving services less than five hours per week with a limit of five (5) during a session;

(B) The caseload during any one instructional period for a therapist providing supplementary services shall not exceed eight (8) students at early childhood education level (ECE) or ten (10) students at the middle childhood (MCE) and adolescent education (AE) levels.

(c) Special Education: Separate Class
(A) Assign no more than ten (10) students without an aide with a limit of ten (10) during any one instructional period;

(B) Assign no more than 12 students with a Full-time aide with a limit of 12 during any one instructional period. (Special Education: Separate Class is a program delivery option for severely or multiply communicatively impaired students and those who exhibit normal potential in performance areas but severe language deficits. Application shall be made to the State Department of Education for approval of individual program).

M. Traumatic Brain Injuries

(a) Students identified as having traumatic brain injuries shall be assigned to and served by personnel who have the training necessary to implement the students' IEPs.

A. Preston County Schools shall establish and maintain a system for monitoring the collective caseload of each special educator, speech-language pathologist and/or speech-language assistant serving students within its jurisdiction.

The CASE, designee or onsite administrator shall maintain and at least annually, review a list of students and the school in which services are provided; and shall obtain and review class rosters for each service provider indicating the student's name, school, instructional schedules and IEP services.

Documentation
WVIES reports, databases, class lists

B. Caseloads shall be based upon the number of students being served, the amount of direct and/or indirect instruction needed by each student, the frequency of supplementary aids/services needed by the student and provided by a special educator and the other duties assigned to the special educator (e.g. screening, diagnostic evaluations, itinerant travel time).

Documentation
IEPs, class rosters, instructional schedules

C. Each public agency shall use the following process to determine caseloads:

(a) Document each student's level of need by aggregating the total amount of services required from a special educator, speech-language pathologist and/or speech-language assistant and assigning a "rating" for the services for each student as follows:
(A) Rating #1- wherein the IEP documents the student's need for direct or indirect instruction and supplementary aids/services which total up to 360 minutes per week;

(B) Rating #2 - wherein the IEP documents the student's need for direct or indirect instruction and supplementary aids/services which total 361-720 minutes per week;

(C) Rating #3 - wherein the IEP documents the student's need for direct or indirect instruction and supplementary aids/services which total 721 or more minutes per week;

Upon enrollment of a special education student, the CASE or designee or onsite administrator shall assign and document ratings as specified in the requirement.

Documentation
School list of students' services ratings, weighted caseload list

D. The building level administrator, in collaboration with Preston County School's administrator of special education, shall compile the ratings of services for students assigned to a school or area. Compiled ratings shall be used to determine a special educator's weighted caseload. Weighted caseloads shall not exceed a total of 40 per special educator, a total of 50 per speech-language pathologist or speech-language assistant and a total of 50 per teacher of gifted.

At least annually and revised as population changes, the CASE or designee or onsite administrator shall

• Compile ratings of services for students assigned to a school

• Assign students to qualified service providers

• Review weighted caseload of each service provider to ensure compliance

  Documentation
  School list of students' services ratings, weighted caseload lists

E. When a special educator provides other non-instructional special education services (e.g. itinerant travel time, diagnostic evaluations, screening services) during the week, the weighted caseload shall be lowered by multiplyin g the allowable weighted caseload by the percentage of the week the special educator has available to provide direct and indirect instruction and/or supplemental aids/services;

At least annually or as the service providers duties change, the CASE, designee or onsite administrator shall

• Determine the non-instructional services provided by each service provider during the week. Non-instructional services shall include travel time between schools, assigned administrative responsibilities, diagnostic evaluations, screening activities, home visits, and/or collaboration with school personnel/business/community.

• Assign a percentage indicating the amount of time available to provide direct and/or indirect instruction and/or supplementary aids/services.

• Multiply this percentage by the weighted caseload to determine the lower/adjusted weighted caseload for the service provider.

  Documentation
  List of service providers, instructional FTE

F. Service personnel shall be assigned to schools based upon students' needs for supports (either individually or collectively) as described in their IEPs.

At least annually, the CASE shall

• Review students' IEPs to determine the frequency and intensity of needed supports.

• Review the individual and collective needs of students assigned to a service provider.

• Determine how and where service personnel will be assigned based upon review.

  Documentation
  Staff assignments, IEPs

6.1.6. Private School Placements by the Public Agency.

a. Before Preston County Schools places a student with a disability in, or refers a student to, a private school or facility Preston County Schools shall:

A. initiate and conduct a meeting to develop an IEP for the student; and

B. ensure that a representative of the private school or facility attends the meeting; or

C. use other methods to ensure participation by the private school or facility, including individual or conference telephone calls if the representative cannot attend.

The CASE shall notify IEP team members, including private school representatives, of the IEP meeting at least 10 days prior to the IEP team meeting; and an IEP shall be developed in accordance with Section 5.1.2.c of these procedures.

Documentation
Notice of EC/IEP team meeting, IEP

A. Are involved in any decision about the student's IEP; and

B. Agree to any proposed changes in the IEP before those changes are implemented.

The CASE or designee shall annually

• Determine the agency responsible for reviewing and revising the IEP.

• Contact the parent to verify notification an/or participation, if the private school or facility initiates and conducts the IEP meetings.

  Documentation
  List of private schools, IEPs, documentation of responsible party, phone log, correspondence, notice of IEP team meetings

• Provide parents opportunity to disagree with any proposed changes in the IEP prior to implementation by attending the IEP meeting and/or participation in the IEP meeting via telephone conference call.

  Documentation
  Phone log, IEP, procedural safeguards, brochure

  At least 10 days prior to the meeting, the CASE or designee shall notify team members of the IEP meeting; and IEP shall be developed in accordance with Section 5.1.2.c of these procedures, if Preston County Schools initiates and conducts the IEP meetings.

  Documentation
  Notice of IEP team meetings

The CASE or designee shall annually monitor the implementation of the student's IEP through on-site visits and/or review of documentation verifying the provision of the IEP services.

Documentation
IEP, lesson plans, daily instructional schedules, contracts

d. If placement in a public or private residential program is necessary to provide special education and related services to a student with a disability, the program, including non-medical care and room and board, must be at not cost to the parents of the student.

The CASE or designee shall annually develop and IEP delineating the special education and related services to be provided.

The Superintendent or designee shall annually develop and have approved a contract that specifies the party responsible for payment.

Documentation
IEP, contract

e. Out-of-State Placement.

A. Prior to placing a student with a disability in a private school or facility outside of West Virginia, the public agency shall document:
(a) a free appropriate public education cannot be provided within the county, within the region, or within the state, and that those determinations are justified;

(b) more than one private school or facility was investigated in regard to the feasibility of providing services;

(c) the selected private school or facility has approved status in the state in which it is located, and assurances were provided that the school or facility meets the requirements of the IDEA, as amended;

(d) a current and complete IEP has been developed; and

(e) a current signed contract between the public agency and the private school or facility exists.

At least annually, the CASE shall complete application for out-of-state reimbursement.

Documentation
IEP, contract, list of facilities considered, out-of state application

a. No private school student with an exceptionality has an individual right or entitlement to receive some or all of the special education and related services that the student would receive if enrolled in a public school.

b. Decisions about the services that will be provided to private school students with exceptionalities must be made in accordance with paragraphs (c) and (d) of this section.

• Prior to December 1 of each school year, the CASE shall consult with representatives of private school students to decide how to conduct an annual count of eligible private school students with disabilities.

• On December 1 of each school year, the CASE shall count the number of parentally placed private school students with disabilities who are receiving and who are not receiving special education and related services through a Service Plan.

  Documentation
  Documentation of consultation, documentation of count, December 1 child count.

• Annually, prior to developing LEA Application Budget, the CASE shall calculate the minimum amount of funds to be spent for the following fiscal year for providing services to parentally placed private school students as follows:

  -- divide the number of eligible parentally placed private school students ages 3-21 by the total number of eligible public and private school children with disabilities ages 3-21. (These counts must include students with disabilities who are and who are not receiving special education and/or related services). Multiply this percentage by the district's IDEA flow-through allocation.

  -- divide the total number of eligible parentally placed private school students ages 3-5 by the total number of eligible public and private school children with disabilities ages 3-5. (These counts must include students with disabilities who are and who are not receiving special education and/or related services). Multiply this percentage by the district's IDEA 619 preschool allocation.

  Documentation
  LEA application

A. Which students will receive services under this section;

B. What services will be provided;

C. How and where the services will be provided; and

D. How the services provided will be evaluated.

Annually and before decisions are made regarding the types of services to be provided, the CASE or designee shall

• Determine the number and location of parentally placed private school students with exceptionalities residing within the district.

• Determine the needs of these private school students and disaggregate the students with disabilities from the students who are identified as gifted. If the district chooses to provide services to eligible gifted students in private schools, federal funds may not be utilized to serve these students.

  Documentation
  Identification referral records, EC reports, student/service matrix or list, December 1 child count

The CASE or designee shall annually
• Determine tentatively what services, including transportation costs, will be provided to those parentally placed private school students with exceptionalities.

• Determine tentatively which students with exceptionalities will receive services (which private schools will be served).

  Documentation
  Student/service matrix or list

Annually when developing the LEA application the CASE or designee shall determine tentatively how and where these services will be provided to these private school students and how these services will be evaluated.

Documentation
Student/service matrix or list

Prior to determining services and whenever private services change, the CASE, designee or onsite administrator shall schedule a meeting with representatives of all private schools located within the district's jurisdiction.

Documentation
Notification of consultation meeting

At least 10 days prior to the meeting, the CASE, designee or onsite administrator shall notify representatives of private schools of the purpose, time and location of the meeting.

Documentation
Written notice

The CASE, designee or onsite administrator shall conduct the meeting to share proposed services and solicit input and concerns from representatives of private schools regarding the needs of the students in their school.

Documentation
Attendance roster, minutes from consultation meeting

e. The consultation required in paragraph (c) of this section must occur before Preston County Schools makes any decision that affects the opportunities of private school students with exceptionalities to participate in services under Section 6.1.7.

Documentation
Minutes from consultation meeting

f. Preston County Schools shall make the final decisions with respect to the services to be provided to eligible private school students.

The CASE or designee shall finalize decisions regarding the provision of services, based upon the consultation conducted in Section 6.1.7 c - e of these procedures and in consideration of the fiscal allocations calculated in Section 6.1.7.b; and, shall notify representatives of private schools in writing of the final decisions within 15 school days following consultation meeting.

Documentation
Written correspondence

g. If a student with an exceptionality is enrolled in a private school and will receive special education or related services from a public agency, the public agency shall:

A. Initiate and conduct meetings to develop, review, and revise a services plan for the student, in accordance with Sec. 6.1.7.j;

At least 10 days prior to the meeting, the CASE or designee shall notify the persons responsible for developing the student's services plan of the meeting purpose, time, location and who will be in attendance. Membership of this meeting must include those persons specified in Section 5.1.2 of these procedures, including a representative of the private school.

Documentation
Notice of service plan meeting

and

B. Ensure that a representative of the private school attends each meeting. If the representative cannot attend, the public agency shall use other methods to ensure participation by the private school, including individual or conference telephone calls.

At least 10 days prior to the meeting, the CASE or designee shall notify the representative of the private school of the meeting. When a representative of the private school is unable to attend the meeting, reschedule meeting if requested or solicit input by phone or written report concerning the student and his/her recommendations.

Documentation
Phone log, written recommendations

Prior to implementation, the superintendent or designee shall assign certified personnel to provide services listed in the services plan to students with exceptionalities determined to receive services in private schools.

Documentation
Personnel file, data base

i. Private school students with exceptionalities may receive a different amount of services than students with exceptionalities in public schools.

j. Each private school student with an exceptionality who has been designated to receive services under this section must have a services plan that describes the specific special education and related services that the public agency will provide to the student.

Documentation
List of students to be provided services, service plans

A. The services plan must, to the extent appropriate:
(a) Meet the requirements of Section 5.1.3 with respect to the services provided; and

(b) Be developed, reviewed, and revised consistent with Sections 5 and 6 of this policy.

At least annually, the CASE or designee shall develop, review and revise a services plan to address the services identified to be provided through the process described in Section 6.1.7.f of these procedures. The services plan shall include the following components related to the services to be provided:

-- statement of the student's present levels of performance

-- statement of annual goals including benchmarks or short-term instructional objectives, including objective criteria, evaluation procedures/schedules for determining whether objectives are being achieved,

-- statement of special education services that will be provided,

-- projected date of the initiation of services and modifications and the anticipated frequency, location and duration of those services, modifications and supports,

--if ESY services were determined as a service to be provided, a statement delineating ESY services, and

--a statement of how the parents will be regularly informed of student's progress toward achieving the goals and objectives.

Documentation
Service plan

The CASE or designee shall determine the location of services to be provided during the process described in Section 6.1.7.c of these procedures.

Documentation
Student/service matrix or list, teacher schedule

A. If necessary for the student to benefit from or participate in the services provided under this part, a private school student with an exceptionality must be provided transportation:
(a) From the student's school or the student's home to a site other than the private school; and

(b) From the service site to the private school, or to the student's home, depending on the timing of the service.

Transportation shall be provided for those students with exceptionalities identified in Section 6.1.7.c of these procedures if necessary.

Documentation
Bus schedule, in-lieu-of-transportation contract

B. Public agencies are not required to provide transportation from the student's home to the private school;

C. The cost of the transportation described in paragraph (A) of this section may be included in calculating whether the public agency has met the requirement of Section 6.1.7.c.

The CASE or designee shall determine the allocation for transportation costs during the process described in Section 6.1.7.c of these procedures.

Documentation
Student/service matrix list

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