related services and participation in supplemental educational programs, such as extracurricular activities, may also create additional transportation needs, particularly, if they are offered at times other than the typical school day. The IEP team must be knowledgeable of the details concerning both the length and location of the educational program to determine if a transportation is appropriate in order to derive educational benefit. Several options are available to the IEP team regarding transportation arrangements or assignments. Children generally require transportation if the IEP cannot be implemented at their school of residence due to the unavailability of programs and/or services. Additionally, children may require transportation due to personal factors such as health, cognitive judgment, or lack of ability to communicate. Charter LEAs, Districts, Special Education Local Plan Areas (SELPAs), and County Offices of Education (COEs) who are responsible for the implementation of IEPs should be knowledgeable of transportation policies and/or procedures that address the responsibilities of the IEP team regarding the transportation and delivery of services to eligible children in their least restrictive environments. This includes consideration of services that are provided in the setting appropriate for the needs of the child at his/her neighborhood school or within the Charter LEA or Charter SELPA. This includes regional and/or magnet programs and services that may also accommodate the needs of the child. IEP teams should consider the location of a placement and the length of time that a child will need to be transported to or from school each day. If a child is receiving services outside of his/her Charter LEA of residence, the placement should be reviewed, at the minimum, once a year, in order to determine if a placement closer to the child’s residence would be more appropriate as the LRE. Options to Consider: • Regular Bus Stop : Can the child access the regular bus stop with his/her peers? A child will be assigned to the regular bus stop if the child’s disability does not prevent him/her from using the same transportation as non ‐ disabled children. When discussing transportation requirements, always consider the regular bus stop first (LRE). • Nearest Corner : Can the child be picked up at the nearest corner to his/her residence? A child will be assigned a bus stop closest to the nearest corner when it is determined that, because of the disability, he/she is unable to use the regular bus stop but is able to access the closest corner to his/her home. • Curb ‐ to ‐ Curb : Must the child be picked up curb ‐ to ‐ curb or what is the safest closest location? In general, curb ‐ to ‐ curb is considered the street curb located closest to the front of the child’s house that can be safely accessed by a school bus. A child is assigned a curb ‐ to- curb bus stop when the child’s disability prevents him/her from utilizing the regular bus stop or the nearest corner bus stop. Curb ‐ to ‐ curb assignment creates the most restrictive transportation service. • School-to-School Transportation (based on program location) When the IEP team offers a child a special education program located somewhere other than in his/her neighborhood (or home) school or Charter LEA of residence, the Charter
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
Page 64
Made with FlippingBook - professional solution for displaying marketing and sales documents online