not limited to, criteria for special education eligibility and special education referral procedures under federal and state laws and regulations. b) Distribution of materials to representatives of private school children with disabilities, including private school administrators, teachers, parents and students, regarding issues including, but not limited to, criteria for special education eligibility and special education referral procedures under federal and state laws and regulations. 2. The Desert/Mountain SELPA will ensure that child find activities undertaken for private school students are comparable to activities undertaken for children ages three to 22 with disabilities in public schools. Child find activities will include consultation with appropriate representatives of private school children ages three to 22 with disabilities regarding how to carry out such activities. B. Special Education Referral 1. LEAs and private schools refer students for special education instruction and services only after the resources of the general education program have been considered and utilized, as appropriate by a student study or guidance team. 2. If, after considering, and, as appropriate, utilizing general education resources, representatives of private school children with disabilities, including private school administrators, teachers, and parents, determine that a private school child with a disability may be eligible for special education services; the referral shall be directed to the LEA within which the private school is located. C. Initial Individualized Education Program (IEP) Team Meeting 1. The LEA in which the private school is located shall convene an initial IEP team meeting. If the IEP team determines that a private school child with a disability is eligible for special education services, the team shall refer the child to the child’s LEA of residence to develop an IEP offering that child a Free Appropriate Public Education (FAPE) in accordance with federal and state laws and regulations. Such offer shall be recorded on appropriate IEP forms. If the parent refuses the offer of FAPE, the IEP shall indicate, “Eligible/No Plan.” If the offer is accepted, an IEP or Individual Family Services Plan (IFSP) will be developed including the following: demographic information, student’s language and English proficiency, eligibility, programs and designated instruction and services, present levels of performance, statements of need, goals, transition services language for students 16 and older, individual supports and services, and program options and rationale. 2. The plan of services shall include the nature of services and the physical location at which the services will be provided. A full continuum of services/service delivery options/program options offered include, but are not limited to, general education with special education support, Special Academic Instruction (SAI: RSP/SDC), and DIS/related services. A full continuum of services is included in the appendix to this document.
Chapter 19 - Private Schools and Services, Desert/Mountain SELPA
Page 4
As of 11/25/2009
Made with FlippingBook interactive PDF creator