The district, within its financial capacity, will offer programs that are designed to meet the needs of educationally disadvantaged students. Eligible students may receive services from one of three special needs programs — special education, learning assistance program (LAP) and Title I of the No Child Left Behind Act of 2001.
The district or individual school will conduct a needs assessment and will develop a plan for the use of LAP funds. Such a plan will be determined in consultation with an advisory committee, including, but not limited to, parents of participants, teachers, principals, administrators, and school directors. The plan will include:
A. District and school-level data on reading, writing and mathematics achievement;
B. Processes to identify under-achieving students to be served at each site for program services;
C. How accelerated learning plans are developed and implemented for participating schools;
D. How state and classroom assessments are used to inform instruction;
E. How focused and intentional instruction strategies are identified and implemented;
F. How highly qualified staff are developed and how staff will support the program at each site;
G. How resources from other federal, state, district and school programs are coordinated with School Improvement plans and district strategic plans to support underachieving students;
H. How a program evaluation will be conducted to determine the direction and elements of the program for the following school year; and
I. Identification of the program activities the district will implement.
The plan will be approved by the board of directors prior to submission to the state.
In compliance with the federal law, the board of directors adopts a parent involvement policy, developed jointly with, agreed upon by, and distributed to the parents of children participating in the federal remediation program. The parent involvement policy is 4130.
The superintendent is directed to identify eligible students and their special needs and design programs that will satisfy those needs by combining federal remediation assistance programs, learning assistance programs (LAP) and special education services. The superintendent will monitor the progress of such programs; and provide assurances to state and federal agencies that such programs are in compliance with program requirements regarding staff qualifications, staff-student ratios, student records, facilities and materials, financial accounting, reporting and program and student evaluation.
Cross References: 6100 – Revenues From Local, State and Federal Sources
4130 – Title I Parental Involvement
2161 – Special Education and Related Services for Eligible Students
2104 – Federal and/or State Funded Special Instructional Programs
Legal References: Chapter 28A.165 RCW Learning assistance program
WAC 392-162 Special service program – Learning assistance
Management Resources: Policy News, June 2005 Learning Assistance Policy Updated
Adoption Date: 2.06
PROCEDURE FOR REMEDIATION PROGRAM
To receive services from federal remediation, learning assistance programs (LAP) or special education programs, a student must meet the qualifying criteria for that program:
A. Students with any disability may receive both special education and federal remediation services, if eligible for both services. A student may receive federal remediation services only in academic areas in which the student does not have a qualifying deficit for special education services.
B. Students whose special education is limited to services provided by a communication disorders specialist, physical therapist or occupational therapist may receive LAP services. Such students may receive any type of LAP services for which they are eligible.
C. A student may receive either federal remediation or LAP service in an academic area for which the student qualifies, but not both services. A student may receive federal remediation services in any one eligibility area and LAP services in another eligibility area.
D. A student eligible for special education may receive federal remediation or LAP services only if the student has the capacity to make substantial progress toward functioning at a level appropriate to the student’s chronological age without substantially modifying the level or intensity of the federal remediation or LAP instruction.
Special education, federal remediation and LAP services may be combined to benefit the special needs student:
A. Separate programs. The student may be served separately by more than one special needs program.
B. Cooperative programs. Staff members from special education, federal remediation and/or LAP programs may work together to serve more than one group of special needs students in a school. A special education teacher and a federal remediation instructional assistant may provide services for students who are eligible for special education and/or federal remediation services. Staff time and other expenditures should be documented separately for each program for financial purposes.
C. Unified program. One teacher certified to teach special education may provide services to all students in the school who are eligible for special education, federal remediation and LAP. The teacher may be assisted by a teacher aide or instructional assistant. The salary and non-salary costs may be prorated to special education, federal remediation and LAP budget accounts according to the proportion of services provided for students eligible for each type of service.
Adoption Date: 2.06