Rules and Regulations of the State of Georgia
 

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  • 1. In the address bar, type about:config and press Enter.
  • 2. Click "I'll be careful, I promise" if a warning message appears.
  • 3. In the search box, search for javascript.enabled
  • 4. Toggle the "javascript.enabled" preference (right-click and select "Toggle" or double-click the preference) to change the value from "false" to "true".
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  1. On web browser menu click "Tools" and select "Internet Options"
  2. In the "Internet Options" window select the "Security" tab.
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  8. Click on the "Refresh" button of the web browser to refresh the page.
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  • 1. a) Click on "Menu", hover mouse on the "Settings" then hover mouse on the "Quick preferences" and mark the "Enable Javascript" checkbox.
  • 1. b) If "Menu bar" is shown click on the "Tools", hover mouse on the "Quick preferences" and mark the "Enable Javascript" checkbox.
1. a) opera10 a 1. b) opera10 b




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<xmp>.</xmp> <form name="form1" method="post" action="160-4-7?urlRedirected=yes&amp;data=admin&amp;lookingfor=160-4-7" id="form1"> <input type="hidden" name="__VIEWSTATE" id="__VIEWSTATE" value="/wEPDwUKLTY5ODkwOTM2Nw8WAh4Ec3BhbQIDFgJmD2QWAgIFDw8WAh4EVGV4dAUFMiArIDFkZGQmu3iY0bvH+kDwoT8fzEboEJv+cA==" /> <input type="hidden" name="__VIEWSTATEGENERATOR" id="__VIEWSTATEGENERATOR" value="EEBB6393" /> <input type="hidden" name="__EVENTVALIDATION" id="__EVENTVALIDATION" value="/wEWCAKcr/qMAwLniKOhBALV5cpNAoa5iIEFAoznisYGAsrv5u0MAsrv4u0MAsrv3u0M4Izr4PFrr7ladWDNUyi9gsyUFjk=" /> <div class='popup'> <div class='cnt223'> <div style="margin-bottom:6px;"> <img alt="Rules and Regulations of the State of Georgia" src="/images/new.gif"/> </div> <div class="header"> Terms and Conditions of Agreement for Access to Rules and Regulations of the State of Georgia Website </div> <div class="scroll"> <p>(Note: certain features of this site have been disabled for the general public to prevent digital piracy. If you are an entitled government entity pursuant the Georgia Administrative Procedures Act, <a target="_new" href="http://links.casemakerlegal.com/states/GA/books/Code_of_Georgia/browse?ci=25id=gasos&amp;codesec=50-13-7&amp;title=50&amp;#50-13-7(d)">O.C.G.A.§ 50-13-7(d)</a> contact the State of Georgia's Administrative Procedures Division at 678-364-3785 to enable these features for your location.)</p> <p>To access this website, you must agree to the following: </p> <p> These terms of use are a contract between you and/or your employer (if any), and Lawriter, LLC. </p> <p> You agree that you will not copy, print, or download anything from this website for any commercial use. </p> <p> You agree not to use any web crawler, scraper, or other robot or automated program or device to obtain data from the website.</p> <p> You agree that you will not sell, will not license, and will not otherwise make available in exchange for anything of value, anything that you download, print, or copy from this site.</p> <p> You agree that you will not copy, print, or download any portion of the regulations posted on this site exceeding a single chapter of regulations for sale, license, or other transfer to a third party, except that you may quote a reasonable portion of the regulations in the course of rendering professional advice.</p> <p> If you violate this agreement, or if you access or use this website in violation of this agreement, you agree that Lawriter will suffer damages of at least $20,000. </p> <p> THIS WEBSITE AND ITS CONTENT ARE PROVIDED "AS IS." THE STATE OF GEORGIA AND LAWRITER EXPRESSLY DISCLAIM ALL WARRANTIES, INCLUDING THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE, AND NON-INFRINGEMENT AND ARE NOT LIABLE TO ANY PERSON FOR ANY ERRORS IN INACCURACIES CONTAINED IN THIS WEBSITE. </p> <p> If you accept these terms enter the information below and click “I AGREE”.</p> </div> <table border="0" style="width: 810px"> <tr> </tr> <tr> <td style="vertical-align: text-top; width: 243px;"> Full Name:</td> <td style="width: 532px; vertical-align:super;"> <input name="firstName" type="text" id="firstName" class="txt" /> <span id="lbl_fname"><font color="Red"></font></span> </td> </tr> <tr><td style="width: 243px"> Human verification: <b> <span id="lblStopSpam">2 + 1</span>&nbsp;= </b></td><td style="width: 532px"> <input name="captcha" type="text" id="captcha" class="txt" /> <span id="lbl_captcha"><font color="Red"></font></span> &nbsp; <input name="sum" type="hidden" id="sum" value="3" /> </td></tr> </table> <input type="submit" name="Button1" value="I AGREE" id="Button1" disabled="disabled" /> <span id="alrtmsg"><font color="Red"></font></span> <input name="v1" type="hidden" id="v1" /> <input name="v2" type="hidden" id="v2" /> <input name="v3" type="hidden" id="v3" /> <p>Privacy Policy: the above information is for internal use only as related to this agreement and will not be sold or distributed.</p> </div> </div> </form> <html> <head runat="server"> <title>GA - GAC</title> <link href="_files/main.css" media="all" rel="Stylesheet" type="text/css" /> <link href="_files/treeview_old.css" media="all" rel="Stylesheet" type="text/css" /> <link href="/_files/popup.css" media="all" rel="stylesheet" type="text/css" /> <script type="text/javascript" src="/_files/treeview.js"></script> <script type="text/javascript" src="/_files/jquery-1.8.0.min.js"></script> <script type="text/javascript" src="/_files/jquery-1.10.2.js"></script> <script type="text/javascript" src="/_files/popup.js"></script> <script type="text/javascript" src="http://code.jquery.com/jquery-1.8.2.js"></script> <script type="text/javascript" src="https://ajax.googleapis.com/ajax/libs/jquery/1.8/jquery.min.js" /> <script type="text/javascript" src="/_files/jquery.popup.js"></script> <script type="text/javascript" src="/_files/jquery.popup.min.js"></script> <script type="text/javascript" src="/_files/ValidateForm.js"></script> <script src="https://code.jquery.com/jquery-1.11.3.js"></script> <link href="/_files/enablejs.css" rel="Stylesheet" type="text/css" /> <link href="/_files/forJavascript.css" rel="Stylesheet" type="text/css" /> <style type="text/css"> .collapse{background-image:url('/images/expcoll_right.png');} .expand{background-image:url('/images/expcoll_down.png');} </style> <script type="text/javascript"> $(document).ready(function(){ $("#History-parent").click(function(){ $("#History-Childs").toggle(); if ($('#History-parent img').hasClass('expand')) { $('#History-parent img').addClass('collapse'); $('#History-parent img').removeClass('expand'); $('#History-parent img').attr('src', '/images/expcoll_right.png'); } else { $('#History-parent img').removeClass('collapse'); $('#History-parent img').addClass('expand'); $('#History-parent img').attr('src', '/images/expcoll_down.png'); } }); $("#History-Childs").hide(); var tocnode=document.getElementById('toc-children'); if (tocnode != null) { if(tocnode.childNodes.length != 0) { document.getElementById("doc-content").style.width="72%"; document.getElementById("toc").style.width="21%"; document.getElementById("toc").style.padding="10px"; } else { document.getElementById('toc').style.display="none"; } } }); function fnsetRDVal(id) { if (id=="y") { document.getElementById("y").value="yes" document.getElementById("n").value="" } else { document.getElementById("n").value="no" document.getElementById("y").value="" } } </script> <script type="text/javascript"> function TermsCon() { var overlay = $('<div id="overlay"></div>'); overlay.show(); overlay.appendTo(document.body); $('.popup2').show(); $('#btnAgree').click(function () { $('.popup2').hide(); $("#overlay").hide(); overlay.appendTo(document.body).remove(); }); $("#btnprint").click(function () { var contents = $("#popupterms").html(); var frame1 = $('<iframe />'); frame1[0].name = "frame1"; frame1.css({ "position": "absolute", "top": "-1000000px" }); $("body").append(frame1); var frameDoc = frame1[0].contentWindow ? 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If you are an entitled government entity pursuant the Georgia Administrative Procedures Act, <a target="_new" href="http://links.casemakerlegal.com/states/GA/books/Code_of_Georgia/browse?ci=25id=gasos&amp;codesec=50-13-7&amp;title=50&amp;#50-13-7(d)">O.C.G.A.§ 50-13-7(d)</a> contact the State of Georgia's Administrative Procedures Division at 678-364-3785 to enable these features for your location.)</p> <p>To access this website, you must agree to the following: </p> <p> These terms of use are a contract between you and/or your employer (if any), and Lawriter, LLC. </p> <p> You agree not to use any web crawler, scraper, or other robot or automated program or device to obtain data from the website. </p> <p> You agree that you will not sell or license anything that you download, print, or copy from this website.</p> <p> THIS WEBSITE AND ITS CONTENT ARE PROVIDED "AS IS." THE STATE OF GEORGIA AND LAWRITER EXPRESSLY DISCLAIM ALL WARRANTIES, INCLUDING THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE, AND NON-INFRINGEMENT AND ARE NOT LIABLE TO ANY PERSON FOR ANY ERRORS IN INACCURACIES CONTAINED IN THIS WEBSITE. </p> <p> By accessing and/or using this website, you agree to the terms and conditions above. If you do not agree to the terms and conditions above, you must cease accessing and/or using this website and destroy all material obtained from this website without your agreement. </p> </div> </div> <div class="modal-footer"> <input type="button" name="btnAgree" value="Close" id="btnAgree" class="btn-blue noprint" /> <input type="button" name="btnprint" value="Print" id="btnprint" class="btn-blue noprint" /> </div> </div> </div> <div id="main" class="noprint"> <!--class="noprint"--> <div id="header" class="noprint"> <div class="container"> <div class="terms"> <!--NOTICE OF TERMS OF USE OF THIS WEBSITE. 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These rules are designed to: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ensure that all eligible children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.1&amp;title=34#300.1(a)" target="_newtab">34 C.F.R. § 300.1(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ensure that the rights of children with disabilities and their parents are protected; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.1&amp;title=34#300.1(b)" target="_newtab">34 C.F.R. § 300.1(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assist educational agencies to provide for the education of all children with disabilities; and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.1&amp;title=34#300.1(c)" target="_newtab">34 C.F.R. § 300.1(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assess and ensure the effectiveness of efforts to educate children with disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.1&amp;title=34#300.1(d)" target="_newtab">34 C.F.R. § 300.1(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> APPLICABILITY TO STATE AND LOCAL AGENCIES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign">Public agencies within the State. These provisions - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Apply to all political subdivisions of Georgia that are involved in the education of children with disabilities, including: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Georgia Department of Education (GaDOE);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Local educational agencies (LEAs), regional educational service agencies (RESAs), state schools and state charter schools;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Other State agencies with educational programs and schools such as the Department of Human Resources and Department of Labor; and,</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Department of Corrections, Department of Juvenile Justice and other local correctional facilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.2&amp;title=34#300.2(b)(1)(i) - (iv)" target="_newtab">34 C.F.R. § 300.2(b)(1)(i) - (iv)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are binding on each public agency in the State that provides special education and related services to children with disabilities, regardless of whether that agency is receiving funds under the Individuals with Disabilities Education Improvement Act (IDEA 2004). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.2&amp;title=34#300.2(b)(2)" target="_newtab">34 C.F.R. § 300.2(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign">Private schools and facilities. Each public agency in the State is responsible for ensuring that the rights and protections under IDEA 2004 are given to children with disabilities - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Referred to or placed in private schools and facilities by that public agency; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(2)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Placed in private schools by their parents when FAPE is at issue. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.2&amp;title=34#300.2(c)(1) - (2)" target="_newtab">34 C.F.R. § 300.2(c)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>STATE ADVISORY PANEL. </B>The State must establish and maintain an advisory panel for the purpose of providing policy guidance with respect to special education and related services for children with disabilities in Georgia. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.167&amp;title=34#" target="_newtab">34 C.F.R. § 300.167</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The advisory panel must consist of members appointed by the State Board of Education, be representative of the State population and be composed of individuals involved in, or concerned with the education of children with disabilities, including: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parents of children with disabilities (ages birth through 26);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Individuals with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Teachers;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Representatives of institutions of higher education that prepare special education and related services personnel;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> State and local education officials, including officials who carry out activities under subtitle B of title VII of the McKinney-Vento Homeless Assistance Act, ( <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=11431&amp;title=42&amp;getbrowsepage=yes#" target="_newtab">42 U.S.C. 11431</a><I>et seq.</I>);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Administrators of programs for children with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Representatives of other State agencies involved in the financing or delivery of related services to children with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Representatives of private schools and public charter schools;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Not less than one representative of a vocational, community, or business organization concerned with the provision of transition services to children with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A representative from the State child welfare agency responsible for foster care; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(a)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Representatives from the State juvenile and adult corrections agencies. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.168&amp;title=34#300.168(a)(1) - (11)" target="_newtab">34 C.F.R. § 300.168(a)(1) - (11)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special rule. A majority of the members of the panel must be individuals with disabilities or parents of children with disabilities (ages birth through 26). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.168&amp;title=34#300.168(b)" target="_newtab">34 C.F.R. § 300.168(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Duties. The advisory panel must: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advise the GaDOE of unmet needs within the State in the education of children with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Comment publicly on any rules or regulations proposed by the State regarding the education of children with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advise the GaDOE in developing evaluations and reporting on data to the Secretary of the United States Department of Education;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advise the GaDOE in developing corrective action plans to address findings identified in Federal monitoring reports; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(3)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advise the GaDOE in developing and implementing policies relating to the coordination of services for children with disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.169&amp;title=34#300.169(a) - (e)" target="_newtab">34 C.F.R. § 300.169(a) - (e)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> LIMITATION. </B>Unless specifically stated in these Rules, it is not the intention of these Rules to change or expand the rights or responsibilities provided under any Federal law or regulation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.01(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007</B>.</td> </tr> </table> <h2><a href="/GAC/160-4-7-.02" name="160-4-7-.02" title="160-4-7-.02">Rule 160-4-7-.02 Free and Appropriate Public Education (FAPE)</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> GENERAL. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A free appropriate public education (FAPE) must be available to all children residing in the State between the ages of 3 and 21, inclusive, including children with disabilities who have been suspended or expelled from school, as provided for in <a title="160-4-7-.18" href="160-4-7-.18">160-4-7-.18</a> Discipline. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.101&amp;title=34#300.101(a)" target="_newtab">34 C.F.R. § 300.101(a)</a>; 34 C.F.R. § 300.530(d)]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a student is receiving services upon reaching age 22, the LEA shall have a written procedure that identifies a process for completing services to which the adult student has been previously entitled. LEAs shall state in writing that the goal is to secure the successful transition of students to their desired post-school outcomes and will collaborate to complete that transition by age 22. If a student is still attending school at age 22, the LEA shall state whether services will cease on the student's 22<SUP>nd</SUP> birthday, or will continue until the end of the semester or until the end of the current school year. If an adult student remains after their 22<SUP>nd</SUP> birthday, the LEA shall notify the adult student and the parent(s) that although services will continue, no individual entitlement to FAPE or other rights under IDEA are afforded the adult student.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> FAPE for children beginning at age 3. Each LEA must ensure that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The obligation to make FAPE available to each eligible child residing in the LEA begins no later than the child's third birthday; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An IEP or an IFSP is in effect for the child by that date. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.101&amp;title=34#300.101(b)(1)(i)" target="_newtab">34 C.F.R. § 300.101(b)(1)(i)</a> - ii)]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a child's third birthday occurs during the summer, the child's IEP Team shall determine the date when services under the IEP or IFSP will begin. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.101&amp;title=34#300.101(b)(2)" target="_newtab">34 C.F.R. § 300.101(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children advancing from grade to grade. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure that FAPE is available to any individual child with a disability who needs special education and related services, even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.101&amp;title=34#300.101(c)(1)" target="_newtab">34 C.F.R. § 300.101(c)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(1)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The determination that a child described above is eligible under this part, must be made on an individual basis by the group responsible within the child's LEA for making eligibility determinations. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.101&amp;title=34#300.101(c)(2)" target="_newtab">34 C.F.R. § 300.101(c)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> LIMITATION</B> - exception to FAPE for certain ages. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> General. The obligation to make FAPE available to all children with disabilities does not apply with respect to the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Adult students aged 18 through 21, who, in the last educational placement, prior to their incarceration in an adult correctional facility: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Were not actually identified as being a child with a disability;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Did not have an IEP in effect; and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.102&amp;title=34#300.102(a)(2)(i)(A) - (B)" target="_newtab">34 C.F.R. § 300.102(a)(2)(i)(A) - (B)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Graduates from high school with a regular high school diploma. This constitutes a change in placement, requiring written prior notice. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.102&amp;title=34#300.102(a)(3)(iii)" target="_newtab">34 C.F.R. § 300.102(a)(3)(iii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The exception does not apply to adult students with disabilities, aged 18 through 21, who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Had been identified as a child with a disability and had received services in accordance with an IEP but who left school prior to their incarceration in an adult correctional facility or local jail;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Did not have an IEP in their last educational setting, but who had actually been identified as a child with a disability; or [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.102&amp;title=34#300.102(a)(2)(ii)(A) - (B)" target="_newtab">34 C.F.R. § 300.102(a)(2)(ii)(A) - (B)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have graduated from high school but have not been awarded a regular high school diploma. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.102&amp;title=34#300.102(a)(3)(ii)" target="_newtab">34 C.F.R. § 300.102(a)(3)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The term regular high school diploma does not include an alternative degree that is not aligned with the State's academic standards such as a special education diploma, certificate of attendance or a general educational development credential (GED). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.102&amp;title=34#300.102(a)(3)(iv)" target="_newtab">34 C.F.R. § 300.102(a)(3)(iv)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Documents relating to exceptions. The LEA must assure that the information it has provided is current and accurate. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.102&amp;title=34#300.102(b)" target="_newtab">34 C.F.R. § 300.102(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> FAPE--METHODS AND PAYMENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Georgia may use whatever State, local, Federal, and private sources of support that are available in the State to meet the requirements of this Rule. For example, if it is necessary to place a child with a disability in a residential facility, Georgia could use joint agreements between the agencies involved for sharing the cost of that placement. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.103&amp;title=34#300.103(a)" target="_newtab">34 C.F.R. § 300.103(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nothing relieves an insurer or similar third party from an otherwise valid obligation to provide or to pay for services provided to a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.103&amp;title=34#300.103(b)" target="_newtab">34 C.F.R. § 300.103(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must ensure that there is no delay in implementing a child's IEP, including any case in which the payment source for providing or paying for special education and related services to the child is being determined. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.103&amp;title=34#300.103(c)" target="_newtab">34 C.F.R. § 300.103(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with disabilities who are covered by public benefits or insurance. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A LEA may use the Medicaid or other public benefits or insurance programs in which a child participates to provide or pay for services required under IDEA, as permitted by the public benefits or insurance [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(1)" target="_newtab">34 C.F.R. § 300.154(d)(1)</a> ] except - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> With regard to services required to provide FAPE, the LEA may not require the parents to sign up for or enroll in public benefits or insurance programs in order for their child to receive FAPE; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(i)" target="_newtab">34 C.F.R. § 300.154(d)(2)(i)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA may not require the parents to incur any out-of-pocket expenses such as the payment of a deductible or co-pay amount incurred in filing a claim for services provided, but may pay the cost the parents would otherwise be required to pay; and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(ii)" target="_newtab">34 C.F.R. § 300.154(d)(2)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA may not use a child's benefits under a public benefits or insurance program if that use would - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Decrease available lifetime coverage or any other insured benefit;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.(iii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Result in the family paying for services that would otherwise be covered by the public benefits or insurance program and are required for the child outside of the time the child is in school;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.(iii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Increase premiums or lead to the discontinuation of benefits or insurance; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)1.(iii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Risk loss of eligibility for home and community-based waivers, based on aggregate health-related expenses; and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(iii)" target="_newtab">34 C.F.R. § 300.154(d)(2)(iii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall obtain parental consent prior to accessing a child's or parent's public benefits or insurance for the first time and after providing notification to the child's parents consistent with paragraph (3)(d)3. of this rule and <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(v)" target="_newtab">34 C.F.R. § 300.154(d)(2)(v)</a>. The parental consent to access a child's or parent's public benefits or insurance shall: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet the requirements of <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.30&amp;title=34#" target="_newtab">34 C.F.R. § 99.30</a> and 34 C.F.R. § 300.622 by specifying the personally identifiable information that may be disclosed (e.g., records or information about the services that may be provided to a particular child), the purpose of the disclosure (e.g., billing for services provided under IDEA), and the agency to which the disclosure may be made (e.g. the Georgia Department of Community Health); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specify that the parent understands and agrees that the LEA may access child's or parent's public benefits or insurance to pay for services provided under IDEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(iv)" target="_newtab">34 C.F.R. § 300.154(d)(2)(iv)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior to accessing a child's or parent's public benefits or insurance for the first time, and annually thereafter, the LEA shall provide written notification to the child's parents consistent with <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(c)" target="_newtab">34 C.F.R. § 300.503(c)</a> that includes: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement of parental consent provisions in <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(iv)(A) - (B)" target="_newtab">34 C.F.R. § 300.154(d)(2)(iv)(A) - (B)</a>;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement of the "no cost" provisions in <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(i) - (iii)" target="_newtab">34 C.F.R. § 300.154(d)(2)(i) - (iii)</a>;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement that the parents have the right under 34 C.F.R. part 99 and 34 C.F.R. part 300 to withdraw their consent to disclosure of their child's personally identifiable information to the agency responsible for the administration of Georgia's public benefits or insurance program at any time; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(d)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement that the withdrawal of consent or refusal to provide consent under 34 C.F.R. part 99 and 34 C.F.R. part 300 to disclose personally identifiable information to the agency responsible for the administration of Georgia's public benefits or insurance program does not relieve the LEA of its responsibility to ensure that all required services are provided at no cost to the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(2)(v)" target="_newtab">34 C.F.R. § 300.154(d)(2)(v)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with disabilities who are covered by private insurance. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> With regard to services required to provide FAPE to an eligible child, a LEA may access the parents private insurance proceeds only if the parents provide consent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(e)" target="_newtab">34 C.F.R. § 300.154(e)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each time the LEA proposes to access the parents' private insurance proceeds, the LEA must - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(e)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain parental consent; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(3)(e)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Inform the parents that their refusal to permit the LEA to access their private insurance does not relieve the LEA of its responsibility to ensure that all required services are provided at no cost to the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(e)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.154(e)(2)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> RESIDENTIAL PLACEMENT.</B><P>If placement in a public or private residential program is necessary to provide special education and related services to a child with a disability, the program, including non-medical care and room and board, must be at no cost to the parents of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.104&amp;title=34#" target="_newtab">34 C.F.R. § 300.104</a> ]</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> ACCESSIBLE INSTRUCTIONAL MATERIALS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs will provide print instructional materials in specialized, accessible formats (i.e. Braille, audio, digital, large-print, etc.) to children who are blind or other print disabled in a timely manner. LEAs will take all reasonable steps to ensure that children with print disabilities have access to their accessible format instructional materials at the same time as students without print disabilities. [See <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.172&amp;title=34#300.172(a)" target="_newtab">34 C.F.R. § 300.172(a)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.172&amp;title=34#300.172(b)(4)" target="_newtab">300.172(b)(4)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Print instructional materials include textbooks and related core materials that are required by the LEA for use by children in the classroom.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specialized formats refer to Braille, audio, or digital text which is exclusively for use by children who are blind or other persons with print disabilities. Large print formats are also included when the materials are distributed exclusively for use by children who are blind or other persons with disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=121&amp;title=17#121(d)(4)" target="_newtab">17 U.S.C. § 121(d)(4)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specialized formats do not include altering the content (e.g. breadth, depth, or complexity) of the print instructional material in the production of accessible instructional materials.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children who are blind or print disabled include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children whose visual acuity, as determined by a competent authority, is 20/200 or less in the better eye with correcting glasses, or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children whose visual disability, with correction and regardless of optical measurement, is certified by competent authority as preventing the reading of standard printed material.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children certified by competent authority as having a reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading printed material in a normal manner. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=701.6&amp;title=36#701.6(b)(1)" target="_newtab">36 C.F.R. § 701.6(b)(1)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The following groups of individuals are eligible to certify children who are blind or other print disabled for specialized format instructional materials: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In cases of blindness, visual disability, or physical limitations "competent authority" is defined to include doctors of medicine, doctors of osteopathy, ophthalmologists, optometrists, registered nurses, therapists, professional staff of hospitals, institutions, and public or welfare agencies (e.g., social workers, case workers, counselors, rehabilitation teachers, and superintendents).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In the case of a reading disability from organic dysfunction, competent authority is defined as doctors of medicine who may consult with colleagues in associated disciplines. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=701.6&amp;title=36#701.6(b)(2)" target="_newtab">36 C.F.R. § 701.6(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In order to insure the timely provision of high quality, accessible instructional materials to children who are blind and other print disabled, the LEA must adopt the National Instructional Materials Accessibility Standard (NIMAS). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The NIMAS refers to a standard for source files created by textbook publishers for the purpose of producing accessible instructional materials. NIMAS files are not child ready files and will be used by authorized users and entities to produce accessible materials for children who are blind and visually impaired.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children who are certified as blind or other print disabled are eligible to receive accessible instructional materials produced with NIMAS files.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA may coordinate with the National Instructional Materials Access Center (NIMAC) to facilitate the production and delivery of accessible materials to children who are blind or other print disabled. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The NIMAC refers to the central repository which is responsible for processing, storing, and distributing NIMAS files of textbooks and core instructional materials.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs must provide written assurances to the GaDOE regarding their intention to coordinate with the NIMAC.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs coordinating with the NIMAC will require textbook publishers to deliver the contents of the print instructional materials to the NIMAC in a NIMAS format file on or before delivery of the print instructional materials. The files will be used in the production of accessible instructional materials.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs coordinating with the NIMAC may also purchase instructional materials from the textbook publishers that are produced in or may be rendered in a specialized format.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA chooses not to coordinate with the NIMAC, assurances must be made to the GaDOE that the LEA will provide accessible instructional materials to children who are blind or other print disabled in a timely manner. LEAs will take all reasonable steps to ensure that students with print disabilities have access to their accessible format instructional materials at the same time as students without print disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.210&amp;title=34#300.210(b)(2)" target="_newtab">34 C.F.R. § 300.210(b)(2)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs that do not coordinate with the NIMAC will be responsible for purchasing, producing or otherwise providing high-quality, accessible instructional materials in specialized formats in a timely manner for children who are blind or print disabled. LEAs will take all reasonable steps to ensure that students with print disabilities have access to their accessible format instructional materials at the same time as students without print disabilities.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA is also responsible for providing accessible materials to children who require instructional materials in accessible formats, but who do not qualify for the materials under the definition of blind and other print disabled or who need materials that can not be produced from NIMAS. [ <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=1413&amp;title=20#1413(a)(6)" target="_newtab">20 U.S.C. § 1413(a)(6)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(5)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Some children who require accessible instructional materials will need assistive technology to access the materials (e.g. text reader to read digital file, screen magnification program to read digital file).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> ASSISTIVE TECHNOLOGY.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with disabilities who require assistive technology in order to receive a free appropriate public education (FAPE) are eligible for assistive technology devices or services, or both, as a part of the child's special education, related services, or supplemental aids and services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each IEP Team will consider whether or not a child requires assistive technology devices and services in order to receive a free appropriate public education (FAPE). Minimal compliance will be indicating the appropriate response in the Consideration of Special Factors section of the IEP. Assistive technology can also be addressed when considering other factors such as communication needs and instruction in the use of Braille. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#" target="_newtab">34 C.F.R. § 300.324</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An assistive technology evaluation may be required if appropriate assistive technology solutions are not known to the child's IEP Team through the consideration process. This evaluation shall be conducted by a multidisciplinary team of professionals knowledgeable about assistive technology devices in the technology areas being assessed. The child and family should also be included in this evaluation process. The evaluation should result in recommendations for assistive technology devices and services, if required.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the child's IEP Team determines that assistive technology devices or services are required for the child to receive a FAPE, a statement to that effect must be included in the child's IEP. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If assistive technology is required for the child to participate in districtwide or Statewide testing, the need for technology should be documented in the appropriate section of the IEP and provided to the child.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If assistive technology devices or services, or both, are required for a child who is blind or other print disabled to access alternative format instructional materials, the assistive technology should be documented in the IEP and provided to the child.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(6)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the IEP Team determines that the child with a disability requires school- purchased assistive technology at home or in other settings to receive a FAPE, the assistive technology must be provided to the child at no cost to the parent. The need for assistive technology in the non-school settings should be documented in the child's IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.105&amp;title=34#" target="_newtab">34 CFR § 300.105</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)">(7)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> EXTENDED SCHOOL YEAR SERVICES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure that extended school year services are available as necessary to provide a FAPE. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.106&amp;title=34#300.106(a)(1)" target="_newtab">34 C.F.R. § 300.106(a)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Extended school year services must be provided only if a child's IEP Team determines, on an individual basis, that the services are necessary for the provision of FAPE to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.106&amp;title=34#300.106(a)(2)" target="_newtab">34 C.F.R. § 300.106(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In implementing the requirements of this section, the LEA may not - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Limit extended school year services to particular categories of disability; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Unilaterally limit the type, amount, or duration of those services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.106&amp;title=34#300.106(a)(3)(i) - (ii)" target="_newtab">34 C.F.R. § 300.106(a)(3)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Definition. As used in this Rule, the term extended school year services means special education and related services that - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are provided to a child with a disability: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Beyond the normal school year of the LEA;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In accordance with the child's IEP;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(b)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> At no cost to the parents of the child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(7)(b)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet the standards of the State. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.106&amp;title=34#300.106(b)(1) - (2)" target="_newtab">34 C.F.R. § 300.106(b)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(8)">(8)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> NONACADEMIC SERVICES</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(8)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must take steps, including the provision of supplementary aids and services determined appropriate and necessary by the child's IEP Team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities equal opportunity for participation in those services and activities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.107&amp;title=34#300.107(a)" target="_newtab">34 C.F.R. § 300.107(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(8)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the LEA, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the LEA and assistance in making outside employment available. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.107&amp;title=34#300.107(b)" target="_newtab">34 C.F.R. § 300.107(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(9)">(9)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PHYSICAL EDUCATION.</B><P>The LEA must ensure that its public schools comply with the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(9)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> General. Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE, unless the LEA enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.108&amp;title=34#300.108(a)" target="_newtab">34 C.F.R. § 300.108(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(9)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Regular physical education. Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(9)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child is enrolled full time in a separate facility; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(9)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child needs specially designed physical education, as prescribed in the child's IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.108&amp;title=34#300.108(b)" target="_newtab">34 C.F.R. § 300.108(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(9)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special physical education. If specially designed physical education is prescribed in a child's IEP, the LEA responsible for the education of that child must provide the services directly or make arrangements for those services to be provided through other public or private programs. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.108&amp;title=34#300.108(c)" target="_newtab">34 C.F.R. § 300.108(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(9)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Education in separate facilities. The LEA responsible for the education of a child with a disability who is enrolled in a separate facility must ensure that the child receives appropriate physical education services in compliance with this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.108&amp;title=34#300.108(d)" target="_newtab">34 C.F.R. § 300.108(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(10)">(10)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> FULL EDUCATIONAL OPPORTUNITY GOAL (FEOG).</B><P>Each LEA must have in effect policies and procedures to demonstrate that the LEA has established a goal of providing full educational opportunity to all children with disabilities, aged birth through 21, and a detailed timetable for accomplishing that goal. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.109&amp;title=34#" target="_newtab">34 C.F.R. § 300.109</a> ]</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(11)">(11)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CHARTER SCHOOLS. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(11)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with disabilities who attend public charter schools and their parents retain all rights to a FAPE as described in this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.209&amp;title=34#300.209(a)" target="_newtab">34 C.F.R. § 300.209(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(11)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Charter schools that are public schools of an LEA. Each LEA must ensure that charter schools that are public schools of the LEA must - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(11)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Serve children with disabilities attending those charter schools in the same manner as the LEA serves children with disabilities in its other schools, including providing supplementary and related services on site at the charter school to the same extent to which the LEA has a policy or practice of providing such services on the site to its other public schools; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(11)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide funds to those charter schools at the same time and on the same basis as the LEA provides funds to the LEA's other public schools, including proportional distribution based on relative enrollment of children with disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.209&amp;title=34#300.209(b)" target="_newtab">34 C.F.R. § 300.209(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(11)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Public charter schools that are LEAs. If the public charter school is an LEA, that charter school is responsible for ensuring that all of these requirements are met. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.209&amp;title=34#300.209(c)" target="_newtab">34 C.F.R. § 300.209(c)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(12)">(12)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PROGRAM OPTIONS.</B><P>Each LEA shall takes steps to ensure that children with disabilities have available to them the variety of educational programs and services available to nondisabled children in the area served by the LEA, including art, music, and Career, Technical and Agricultural Education. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.110&amp;title=34#" target="_newtab">34 C.F.R. § 300.110</a> ]</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(13)">(13)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> ROUTINE CHECKING OF HEARING AIDS/OTHER COMPONENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(13)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hearing aids. Each LEA must ensure that hearing aids worn in school by children with hearing impairments, including deafness, are functioning properly. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.113&amp;title=34#300.113(a)" target="_newtab">34 C.F.R. § 300.113(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(13)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> External components of surgically implanted medical devices. Each LEA must ensure that the external components of surgically implanted medical devices are functioning properly. The LEA is not responsible for the post-surgical maintenance, programming or replacement of the medical device that has been surgically implanted (or of an external component of the surgically implanted medical device). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.113&amp;title=34#300.113(b)" target="_newtab">34 C.F.R. § 300.113(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(14)">(14)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PROHIBITION ON MANDATORY MEDICATION. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(14)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must prohibit personnel from requiring parents to obtain a prescription for substances identified under schedules I, II, III, IV, or V in section 202(c) of the Controlled Substances Act ( <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=812&amp;title=21#812(c)" target="_newtab">21 U.S.C. 812(c)</a> ) for a child as a condition of attending school, receiving an evaluation or receiving services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.174&amp;title=34#300.174(a)" target="_newtab">34 C.F.R. § 300.174(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.02(14)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nothing under paragraph (14)(a) above shall be construed to create a prohibition against teachers and other school personnel consulting or sharing classroom-based observations with parents or guardians regarding a child's academic and functional performance, or behavior in the classroom or school, or regarding the need for evaluation for special education or related services as it relates to child find. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.174&amp;title=34#300.174(b)" target="_newtab">34 C.F.R. § 300.174(b)</a> ]</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.03" name="160-4-7-.03" title="160-4-7-.03">Rule 160-4-7-.03 Child Find Procedures</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>GENERAL.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must have in effect policies and procedures to ensure that all suspected children with disabilities, including those who are homeless, are wards of the State or are attending private schools, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located and evaluated. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.111&amp;title=34#" target="_newtab">34 C.F.R. § 300.111</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall ensure that before conducting any significant activity that is designed to identify, locate or evaluate children, annual notice must be published or announced in newspapers or other media, or both, to notify parents of this activity. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.612&amp;title=34#300.612(b)" target="_newtab">34 C.F.R. § 300.612(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> These policies and procedures shall provide for the screening and evaluation of all children with suspected disabilities birth through age 21 to include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children birth through age three. An LEA may fulfill its child find responsibility through referral to the Babies Can't Wait early intervention program operated by the Department of Community Health.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Preschool children, ages 3-5, not yet eligible for state-funded kindergarten.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children enrolled in the LEA schools including public charter schools. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children who are suspected of being children with disabilities and in need of special education, even though they are progressing from grade to grade. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.111&amp;title=34#300.111(c)(1)" target="_newtab">34 C.F.R. § 300.111(c)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Highly mobile children, including migrant children. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.111&amp;title=34#300.111(c)(2)" target="_newtab">34 C.F.R. § 300.111(c)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children who are detained or incarcerated in city/county operated jails or correctional facilities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children who reside in the LEA and are enrolled in home school/study programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parentally-placed private school children. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.131&amp;title=34#300.131(a)" target="_newtab">34 C.F.R. § 300.131(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(c)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children enrolled by their parents in private, including religious, elementary and secondary schools located in the LEA's jurisdiction. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.130&amp;title=34#" target="_newtab">34 C.F.R. § 300.130</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A practical method is developed and implemented to determine which children are currently receiving needed special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.111&amp;title=34#300.111(a)(ii)" target="_newtab">34 C.F.R. § 300.111(a)(ii)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall submit to the Georgia Department of Education (GaDOE), in an electronic format specified by GaDOE, data requested by the GaDOE on all children ages three through twenty-one who have been found eligible for special education and related services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(1)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> All data shall be accurate and timely. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.645&amp;title=34#" target="_newtab">34 C.F.R. § 300.645</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>INTERVENTIONS PRIOR TO REFERRAL. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The screening of children by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation shall not be considered to be an evaluation for eligibility for special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.302&amp;title=34#" target="_newtab">34 C.F.R. § 300.302</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior to referring a student for consideration for eligibility for special education and related services, a student must have received scientific, research or evidence based interventions selected to correct or reduce the academic, social or behavioral problem(s) the student is having. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(2)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Student referrals must be accompanied by documentation of scientific, research or evidence based academic and/or behavioral interventions that have been implemented as designed for the appropriate period of time to show effect or lack of effect that demonstrates the child is not making sufficient rate of progress to meet age or State-approved grade-level standards within a reasonable time frame.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(2)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Exceptions may be made in circumstances where immediate evaluation and/or placement is required due to a significant disability that precludes access to instruction.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.03(2)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The exception noted in (2)(b)2. should be an infrequent and rare occurrence, and the circumstances evidencing the need for the LEA's use of the exception must be clearly documented in the eligibility decision.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.04" name="160-4-7-.04" title="160-4-7-.04">Rule 160-4-7-.04 Evaluations and Reevaluations</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>INITIAL EVALUATIONS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must conduct a full and individual initial evaluation before the initial provision of special education and related services to a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.301&amp;title=34#300.301(a)" target="_newtab">34 C.F.R. § 300.301(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall ensure that evaluation procedures are established and implemented that meet the requirements of this Rule.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Once a child is referred for an evaluation by a parent or Student Support Team (SST) to determine if the child is a child with a disability, the initial evaluation: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must be completed within 60 calendar days of receiving parental consent for evaluation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.301&amp;title=34#300.301(c)(1)(i)" target="_newtab">34 C.F.R. § 300.301(c)(1)(i)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Holiday periods and other circumstances when children are not in attendance for five consecutive school days shall not be counted toward the 60 calendar day timeline, including the weekend days before and after such holiday periods, if contiguous to the holidays except:</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Any summer vacation period in which the majority of an LEA's teachers are not under contract shall not be included in the 60 day timeline for evaluation. However an LEA is not prohibited from conducting evaluations over a summer vacation period. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(b)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consent received 30 days or more prior to the end of the school year must be completed within the 60 calendar day evaluation timeframe.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(b)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Students who turn three during the summer period or other holiday periods must have an eligibility decision and IEP (if appropriate) in place by the third birthday.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must consist of procedures which determine if the child is a child with a disability and to determine the educational needs of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.301&amp;title=34#300.301(c)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.301(c)(2)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The timeframe described above does not apply to a LEA if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent of a child repeatedly fails or refuses to produce the child for the evaluation; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child enrolls in a school of another LEA after the relevant timeline in this Rule has begun and prior to a determination by the child's previous LEA as to whether the child is a child with a disability; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.301&amp;title=34#300.301(d)(1) - (2)" target="_newtab">34 C.F.R. § 300.301(d)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The exception in (c)2. above applies only if the subsequent LEA is making sufficient progress to ensure a prompt completion of the evaluation and the parent and subsequent LEA have agreed to a specific time when the evaluation will be completed. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.301&amp;title=34#300.301(e)" target="_newtab">34 C.F.R. § 300.301(e)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(1)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If extenuating circumstances, e.g., illness, unusual evaluation needs, or revocation of parent's consent for evaluation affect this time line, the LEA shall document the exceptions.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PARENTAL CONSENT FOR EVALUATION</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA proposing to conduct an initial evaluation to determine if the child qualifies as a child with a disability shall, after providing notice, obtain an informed consent from the parents of such child before the evaluation is conducted. The LEA must make reasonable efforts to obtain the informed consent from the parents. To meet the reasonable efforts requirement, the LEA must document its attempts to obtain parental consent using procedures that may include detailed records of telephone calls made or attempted and the results of those calls, copies of correspondence sent to the parents and any responses received, and detailed records of visits made to the parent's home or place of employment and the results of those visits. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(1)(i)" target="_newtab">34 C.F.R. § 300.300(a)(1)(i)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(1)(iii)" target="_newtab">300.300(a)(1)(iii)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(5)" target="_newtab">300.300(d)(5)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(d)(1) - (3)" target="_newtab">300.322(d)(1) - (3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parents of a child refuses consent for the evaluation or the parents fail to respond to a request to provide consent, the LEA may, but is not required to, pursue the initial evaluation of the child by utilizing the mediation and impartial due process hearing procedures provided for in the procedural safeguards. However, if a parent of a child who is home schooled or placed in a private school by the parents at their own expense does not provide consent for the initial evaluation or the reevaluation, or such parent fails to respond to a request to provide consent, the LEA may not use the consent override procedures, and the LEA is not required to consider the child as eligible for services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(3)(i)" target="_newtab">34 C.F.R. § 300.300(a)(3)(i)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(4)(i) - (ii)" target="_newtab">300.300(d)(4)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For initial evaluations only, if the child is a ward of the State and is not residing with the child's parent, the LEA is not required to obtain informed consent from the parent for initial evaluation to determine whether the child is a child with a disability if - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Despite reasonable efforts to do so, the LEA cannot discover the whereabouts of the parent of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The rights of the parents of the child have been terminated in accordance with State law; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The rights of the parents to make educational decisions have been subrogated by a judge in accordance with State law and consent for an initial evaluation has been given by an individual appointed by the judge to represent the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(2)(i) - (iii)" target="_newtab">34 C.F.R. § 300.300(a)(2)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Other consent requirements. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parental consent is not required before - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(d)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reviewing existing data as part of an evaluation or a reevaluation; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(d)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Administering a test or other evaluation that is administered to all children unless, before administration of that test or evaluation, consent is required of parents of all children. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.300(d)(1)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(2)(d)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The screening of a child by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation. This shall not be considered to be an evaluation for eligibility for special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.302&amp;title=34#" target="_newtab">34 C.F.R. § 300.302</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> REEVALUATION. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure that a reevaluation of each child with a disability is conducted at least once every 3 years, unless the parent and the LEA agree that a reevaluation is unnecessary: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrants a reevaluation; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(3)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the child's parent or teacher requests a reevaluation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.303&amp;title=34#300.303(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.303(a)(1) - (2)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.303&amp;title=34#300.303(b)(2)" target="_newtab">300.303(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Limitation. A reevaluation may not occur more than once a year, unless the parent and the LEA agree otherwise; and must occur at least once every 3 years, unless the parent and the LEA agree that a re-evaluation is unnecessary. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.303&amp;title=34#300.303(b)" target="_newtab">34 C.F.R. § 300.303(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall obtain informed parental consent prior to conducting any reevaluation of a child with a disability, except that such informed parental consent need not be obtained if the LEA can demonstrate that it has taken reasonable measures to obtain such consent and the child's parents failed to respond. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(c)(1) - (2)" target="_newtab">34 C.F.R. § 300.300(c)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> EVALUATION PROCEDURES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Notice. The LEA shall provide notice to the parents of a child suspected with a disability, in accordance with all notice requirements as described in Rule <a title="160-4-7-.09" href="160-4-7-.09">160-4-7-.09</a> Procedural Safeguards/Parent Rights. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(a)" target="_newtab">34 C.F.R. § 300.304(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conduct of evaluation. In conducting an evaluation, the LEA must - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use a variety of evaluation tools and strategies to gather relevant academic, functional and developmental information about the child, including information provided by the parents that may assist in determining: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Whether the child is a child with a disability; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The content of the child's individualized education program including information related to enabling the child to be involved in and progress in the general curriculum (or for a preschool child to participate in appropriate activities);</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Not use any single procedure as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(b)(1) - (3)" target="_newtab">34 C.F.R. § 300.304(b)(1) - (3)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Other evaluation procedures. Each LEA shall ensure that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessments and other evaluation materials used to assess a child under this section: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are selected and administered so as not to be discriminatory on a racial or cultural basis;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are provided and administered in the child's native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are used for the purposes for which the evaluations or measures are valid and reliable;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are administered by trained and knowledgeable personnel; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are administered in accordance with any instructions provided by the producer of the assessments. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(c)(1)(i) - (v)" target="_newtab">34 C.F.R. § 300.304(c)(1)(i) - (v)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(c)(4)" target="_newtab">34 C.F.R. § 300.304(c)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Evaluation tools and strategies are used which provide relevant information that directly assists persons in determining the educational needs of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(c)(7)" target="_newtab">34 C.F.R. § 300.304(c)(7)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(c)(2)" target="_newtab">34 C.F.R. § 300.304(c)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessment selection and administration is such that, when administered to a child with impaired sensory, manual or speaking skills, the results accurately reflect the child's aptitude or achievement level, or whatever other factors the assessment purports to measure, rather than reflecting the child's impaired sensory, manual or speaking skills, except where those skills are the factors which the assessment purports to measure. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(c)(3)" target="_newtab">34 C.F.R. § 300.304(c)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If an evaluation is not conducted under standard conditions, a description of the extent to which it varied from standard conditions, i.e., the qualifications of the person administering the test or the method of test administration must be included in the evaluation report.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In evaluating each child with a disability under this rule, the evaluation shall be sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(c)(6)" target="_newtab">34 C.F.R. § 300.304(c)(6)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Evaluations of children with disabilities who transfer from one LEA to another LEA in the same school year are coordinated with those children's prior and subsequent schools, as necessary and expeditiously as possible, to ensure prompt completion of full evaluations. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(c)(5)" target="_newtab">34 C.F.R. § 300.304(c)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The evaluation of children referred because of learning and/or behavior problems is the responsibility of a multidisciplinary evaluation team. For children who require a psychological and clinical evaluation, it must be conducted by a qualified psychological examiner: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)9.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Qualified Psychological Examiner Requirements.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)9.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Initial evaluation results used for consideration of eligibility for special education, if not provided by a school psychologist with a valid S-5 (or higher) certificate in school psychology, shall be from one of the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)9.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A psychologist licensed by the Georgia Board of Examiners of Psychologists and having training and experience in school psychology or child clinical psychology.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)9.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A full-time graduate student in an approved, properly supervised school psychology or child clinical psychology training program internship/practicum, who has completed a minimum of one year of approved appropriate graduate training.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(4)(c)9.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A Georgia Merit System employee who has a classification rating of psychologist, senior psychologist, or psychology program specialist.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> ADDITIONAL REQUIREMENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Review of existing evaluation data. As part of an initial evaluation (if appropriate) and as part of any re-evaluation, the parent and other qualified professionals, as appropriate, must review existing evaluation data on the child, including: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Evaluations and information provided by the parents of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Current classroom-based, local, or State assessments and classroom-based observations; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Observations by teachers and related services providers. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(a)(1)(i) - (iii)" target="_newtab">34 C.F.R. § 300.305(a)(1)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> On the basis of that review and input from the child's parents, identify what additional data, if any, are needed to determine: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Whether the child is a child with a disability and the educational needs of the child, or in case of a reevaluation of a child, whether the child continues to have such a disability and the educational needs of the child; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(a)(2)(i)(A) - (B)" target="_newtab">34 C.F.R. § 300.305(a)(2)(i)(A) - (B)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The present levels of academic achievement and related developmental needs of the child; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(a)(2)(ii)" target="_newtab">34 C.F.R. § 300.305(a)(2)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Whether the child needs special education and related services, or in the case of a reevaluation of a child, whether the child continues to need special education and related services; and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(a)(2)(iii)(A) - (B)" target="_newtab">34 C.F.R. § 300.305(a)(2)(iii)(A) - (B)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general curriculum. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(a)(2)(iv)" target="_newtab">34 C.F.R. § 300.305(a)(2)(iv)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent and other qualified professionals may conduct its review without a meeting. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(b)" target="_newtab">34 C.F.R. § 300.305(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must administer such assessments and other evaluation measures as may be needed to produce the data identified. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(c)" target="_newtab">34 C.F.R. § 300.305(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Requirements if additional data are not needed - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the IEP Team and other qualified professionals, as appropriate, determine that no additional data are needed to determine whether the child continues to be a child with a disability and to determine the child's educational needs, the LEA: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(e)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must notify the child's parents of that determination and the reasons for it and notify the parents of the right to request an evaluation to determine whether the child continues to be a child with a disability and to determine the child's educational needs; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(d)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.305(d)(1)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(e)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is not required to conduct such an evaluation to determine whether the child continues to be a child with a disability unless requested by the child's parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(d)(2)" target="_newtab">34 C.F.R. § 300.305(d)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Evaluations before change in eligibility. The LEA must evaluate a child with a disability before determining that the child is no longer a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(e)(1)" target="_newtab">34 C.F.R. § 300.305(e)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(f)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The evaluation is not required before termination of a child's disability due to graduation from high school with a regular education diploma, or due to exceeding the age eligibility for FAPE. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(e)(2)" target="_newtab">34 C.F.R. § 300.305(e)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(5)(f)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> However, the LEA must provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's post-secondary goals. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.305&amp;title=34#300.305(e)(3)" target="_newtab">34 C.F.R. § 300.305(e)(3)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> DETERMINATION OF ELIGIBILITY.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon completion of the administration of tests and other evaluation measures - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A group of qualified professionals and the parents of the child (Eligibility Team) determines whether the child is a child with a disability and the educational needs of the child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA provides a copy of the evaluation report and the documentation of determination of eligibility at no cost to the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.306(a)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In making a determination of eligibility, a child must not be determined to be a child with a disability: if the determinant factor for that eligibility is lack of appropriate instruction in reading, including the essential components of reading instruction (as defined in section 1208(3) of ESEA); lack of appropriate instruction in math; or limited English proficiency; and if the child does not otherwise meet the program area eligibility criteria for a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(b)(1) - (2)" target="_newtab">34 C.F.R. § 300.306(b)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Procedures for determining eligibility and educational need. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In interpreting evaluation data for the purpose of determining if a child is a child with a disability and the educational needs of the child, each LEA must - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the child's physical condition, social or cultural background and adaptive behavior;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ensure that information obtained from all of these sources is documented and carefully considered. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(c)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.306(c)(1)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a determination is made that <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child has a disability,</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> And the disability affects educational performance (academic, functional and/or developmental) and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.04(6)(c)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child needs special education and related services, an eligibility document and IEP must be developed for the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(c)(2)" target="_newtab">34 C.F.R. § 300.306(c)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.05" name="160-4-7-.05" title="160-4-7-.05">Rule 160-4-7-.05 Eligibility Determination and Categories of Eligibility</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> DEFINITIONS. </B>A child or youth from 3 through 21 years of age is considered to have a disability under the Individuals with Disabilities Education Improvement Act (IDEA 2004) if the child or youth meets the eligibility criteria in any of the following areas and needs special education and related services. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Autism spectrum disorder. </B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Deafblind</B>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Deaf/hard of hearing.</B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Emotional and behavioral disorder.</B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Intellectual disability (mild, moderate, severe, profound). </B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Orthopedic impairment.</B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Other health impairment.</B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Significant developmental delay. </B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Specific learning disability. </B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Speech-language impairment. </B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Traumatic brain injury. </B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(1)(l)">(l)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Visual impairment. </B></td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>DETERMINATION OF ELIGIBILITY.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon completion of the administration of assessments and other measures, a group of qualified professionals and the parents of the child (Eligibility Team) determine whether the child is a child with a disability and the educational needs of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(a)(1)" target="_newtab">34 C.F.R. § 300.306(a)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall provide a copy of the evaluation report and the documentation of determination of eligibility at no cost to the parent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(a)(2)" target="_newtab">34 C.F.R. § 300.306(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child must not be determined to be a child with a disability if the primary factor for that determination is - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Lack of appropriate instruction in reading, including the essential components of reading instruction as defined in section 1208(3) of ESEA);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Lack of appropriate instruction in mathematics; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Limited English proficiency; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the child does not otherwise meet the eligibility criteria under this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(b)(1) - (2)" target="_newtab">34 C.F.R. § 300.306(b)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In interpreting evaluation data for the purpose of determining if a child is a child with a disability and the educational needs of the child, each LEA must: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations as well as the information about the child's physical condition, social or cultural background, and adaptive behavior;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ensure that information obtained from all of these sources is documented and carefully considered. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(c)(1)" target="_newtab">34 C.F.R. § 300.306(c)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.05(2)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a determination is made that a child has a disability, and the disability adversely affects educational performance (academic, functional and/or developmental) and therefore needs special education and related services, an IEP must be developed for the child in accordance with Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a> INDIVIDUALIZED EDUCATION PROGRAM. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(c)(2)" target="_newtab">34 C.F.R. § 300.306(c)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <P>(3) <B>ELIGIBILITY REPORT.</B> An eligibility report which documents the area of disability shall be completed and placed in each child's special education folder. The eligibility report shall provide statements for each component of the eligibility and shall be comprehensive enough to serve as the evaluation report when necessary.</P> <P>(a) For those children determined not eligible for special education and related services the eligibility report shall clearly explain the Eligibility Team's determination.</P> <P>(b) The parent of the child shall receive a copy of the eligibility report at no cost to the parent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(a)(2)" target="_newtab">34 C.F.R. § 300.306(a)(2)</a> ] </P> <P>Appendix (a): AUTISM SPECTRUM DISORDER (AUT).</P> <P>Definition.</P> <P>Autism spectrum disorder is a developmental disability generally evident before age three that adversely affects a child's educational performance and significantly affects developmental rates and sequences, verbal and non-verbal communication and social interaction and participation. Other characteristics often associated with autism spectrum disorder are unusual responses to sensory experiences, engagement in repetitive activities and stereotypical movements and resistance to environmental change or change in daily routines. Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance as defined in (d). Children with autism spectrum disorder vary widely in their abilities and behavior. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(1)(i)" target="_newtab">34 C.F.R. § 300.8(c)(1)(i)</a> ]</P> <P>The term of autism spectrum disorder includes all subtypes of Pervasive Developmental Disorder (such as Autistic Disorder; Rett's Disorder; Childhood Disintegrative Disorder; Asperger Syndrome; and Pervasive Developmental Disorder, Not Otherwise Specified) provided the child's educational performance is adversely affected and the child meets the eligibility criteria. Autism spectrum disorder may exist concurrently with other areas of disability.</P> <P>Evaluations and Assessments</P> <P>The following evaluations and assessments shall be utilized to determine the presence of the characteristics of autism spectrum disorder.</P> <P>1. Comprehensive psychological evaluation to include a formal assessment of intellectual functioning and an assessment of adaptive behavior.</P> <P>2. Educational evaluation to include an assessment of educational performance and current functioning levels.</P> <P>3. Communication evaluation to include assessment of verbal and non-verbal communication, prosody (linguistics including intonation, rhythm and focus in speech), and pragmatic language utilizing both formal and informal measures.</P> <P>4. Behavioral evaluations to include assessment of social interaction and participation, peer and adult interactions, capacity to relate to others, stereotypical behaviors, resistance to change, atypical responses to sensory stimuli, persistent preoccupation with or attachment to objects and other behaviors often associated with autism spectrum disorder.</P> <P>5. Developmental history to include developmental differences and delays and age of onset, which is typically before the age of three. A child may be diagnosed as a child with autism spectrum disorder after age three if the characteristics of autism spectrum disorder are met. </P> <P>Eligibility and Placement.</P> <P>Eligibility shall be based on assessment of the five characteristic areas associated with autism spectrum disorder. The assessments shall minimally document that each of the characteristic areas of (1) developmental rates and sequences, (2) social interaction and participation and (3) verbal and non-verbal communication are affected. The adverse effect on a child's educational performance shall be documented and based on the following criteria:</P> <P>1. <B> Developmental rates and sequences.</B> A child exhibits delays, arrests, and/or inconsistencies in the acquisition of motor, sensory, social, cognitive, or communication skills. Areas of precocious or advanced skill development may also be present, while other skills may develop at typical or extremely depressed rates. The order of skill acquisition frequently differs from typical developmental patterns.</P> <P>2. <B> Social interaction and participation.</B> A child displays difficulties and/or idiosyncratic differences in interacting with people and participating in events. Often a child is unable to establish and maintain reciprocal relationships with people. A child may seek consistency in environmental events to the point of exhibiting rigidity in routines.</P> <P>3. <B> Communication (verbal and/or nonverbal).</B> A child displays a basic deficit in the capacity to use verbal language for social communication, both receptively and expressively. Characteristics may involve both deviance and delay. Verbal language may be absent or if present, may lack usual communicative form, or the child may have a nonverbal communication impairment. Some children with autism may have good verbal language but have significant problems in the effective social or pragmatic use of communication.</P> <P>4. <B> Sensory processing.</B> A child may exhibit unusual, repetitive or unconventional responses to sensory stimuli of any kind. A child's responses may vary from low to high levels of sensitivity.</P> <P>5. <B> Repertoire of activities and interests.</B> A child may engage in repetitive activities and/or may display marked distress over changes, insistence on following routines and a persistent preoccupation with or attachment to objects. The capacity to use objects in an appropriate or functional manner may be absent, arrested, or delayed. A child may have difficulties displaying a range of interests and/or imaginative play. A child may exhibit stereotypical body movements. </P> <P>A child with autism spectrum disorder may be served by any appropriately certified teacher in any educational program as described in the child's individualized education program (IEP). The identification of autism spectrum disorder for educational programming does not dictate a specific placement; however, it is based on the assessed strengths, weaknesses and individual goals and objectives of the child.</P> <P>Appendix (b): DEAFBLIND (DB).</P> <P>Definition.</P> <P>Deafblind means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(2)" target="_newtab">34 C.F.R. § 300.8(c)(2)</a> ]</P> <P>Eligibility and Placement.</P> <P>1. For a child to be determined eligible for placement in special programs for the deafblind, the child shall have current optometric or ophthalmological examination and an audiological evaluation, all administered by qualified professionals. Children who are deafblind shall have an audiological evaluation administered by a certified/licensed audiologist annually, or more often if needed. The annual audiological evaluation shall include, but is not limited to: an otoscopic inspection, unaided and aided pure tone and speech audiometry (as applicable), immittance testing, word recognition, hearing aid check and electro-acoustic analysis of the hearing aid (if amplified), and an analysis of a frequency modulated (FM) system check (if utilized). A comprehensive written report is required indicating the dates of the audiological evaluation and a description of the results of the audiological testing and amplification evaluation. In addition, the report should include a description of classroom environmental modifications which will assist the individualized education program (IEP) team in making instructional decisions, the child's ability to understand spoken language with and without amplification, and an interpretation of the results as they apply to the child in his or her classroom setting.</P> <P>2. Children who are deafblind may receive educational services in classes with other disabled children; however, the class-size ratio for deafblind shall be maintained. </P> <P>Additional Requirements.</P> <P>Each child who has been diagnosed as deafblind shall be reported in the Georgia Deafblind Census.</P> <P>Appendix (c): DEAF/HARD OF HEARING (D/HH).</P> <P>Definitions.</P> <P>A child who is deaf or hard of hearing is one who exhibits a hearing loss that, whether permanent or fluctuating, interferes with the acquisition or maintenance of auditory skills necessary for the normal development of speech, language, and academic achievement and, therefore, adversely affects a child's educational performance. [<I>See</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(3)" target="_newtab">34 C.F.R. § 300.8(c)(3)</a> &amp; (5)]</P> <P>1. A child who is deaf can be characterized by the absence of enough measurable hearing (usually a pure tone average of 66-90+ decibels American National Standards Institute without amplification) such that the primary sensory input for communication may be other than the auditory channel.</P> <P>2. A child who is hard of hearing can be characterized by the absence of enough measurable hearing (usually a pure tone average range of 30-65 decibels American National Standards Institute without amplification) that the ability to communicate is adversely affected; however, the child who is hard of hearing typically relies upon the auditory channel as the primary sensory input for communication. </P> <P>Eligibility and Placement.</P> <P>1. The eligibility report shall include audiological, otological and educational evaluation reports. </P> <P>(a) Audiological evaluations shall be provided with initial referral. Children who are deaf or hard of hearing shall have an audiological evaluation administered by a certified/licensed audiologist annually, or more often if needed. The annual audiological evaluation shall include, but is not limited to: an otoscopic inspection, unaided and aided pure tone and speech audiometry (as applicable), immittance testing, word recognition, hearing aid check and electro-acoustic analysis of the hearing aid (if amplified), an analysis of a frequency modulated (FM) system check (if utilized). A comprehensive written report shall be included in the audiological evaluation. This written report shall include, but is not limited to: the date of the audiological evaluation, description of the results of the audiological testing, an amplification evaluation including the child's ability to understand spoken language with and without amplification, as well an interpretation of the results as they apply to the child in his or her classroom setting.</P> <P>(b) An otological evaluation report from appropriately licensed or certified personnel is required at the time of initial placement in the program for the deaf/hard of hearing. The otological evaluation report is required as medical history pertinent to the absence of hearing. If such a report is not available upon initial placement, it shall be obtained within 90 days of placement. The initial or most recent otological evaluation result shall be summarized and that otological evaluation report shall be attached to the eligibility report.</P> <P>(c) A comprehensive educational assessment shall be used in the development of the child's individualized education program (IEP). The educational evaluation shall include assessment data from more than one measure and shall include, but is not limited to, information related to academic/achievement levels, receptive and expressive language abilities, receptive and expressive communication abilities, social and emotional adjustment and observational data relative to the child's overall classroom performance and functioning.</P> <P>2. A psychological evaluation, using instruments appropriate for children who are deaf or hard of hearing, is recommended as part of the overall data when eligibility is being considered.</P> <P>3. Children who exhibit a unilateral hearing loss may be considered for eligibility provided documentation exists that indicates academic or communicative deficits are the result of the hearing loss. </P> <P>Additional Requirements.</P> <P>1. An evaluation of the communication needs of a child who is deaf or hard of hearing shall be considered in the program and class placement decisions. An evaluation of a child's communication needs shall include, but is not limited to: language and communication needs and abilities, opportunities for direct communication with peers and professional personnel in the child's preferred language and communication mode, severity of loss, educational abilities, academic level and full range of needs, including opportunities for direct instruction in the child's language and communication mode.</P> <P>2. Any classroom to be used for a child who is deaf or hard of hearing shall be sound-treated and present an appropriate acoustical environment for the child. All placements, including regular education placements and desk arrangements within classrooms shall be made so that environmenta<U>l</U> noise and interruptions are minimized.</P> <P>3. Recommendation of the appropriate educational environment, including acoustical considerations, should be made by the IEP Team.</P> <P>4. Each LEA shall have written procedures to ensure the proper functioning of assistive amplification devices used by children who are deaf or hard of hearing. These procedures shall include the designated qualified responsible personnel, daily and ongoing schedules for checking equipment, as well as follow-up procedures. </P> <P>Appendix (d): EMOTIONAL AND BEHAVIORAL DISORDER (EBD).</P> <P>Definition.</P> <P>An emotional and behavioral disorder is an emotional disability characterized by the following:</P> <P>(i) An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers.</P> <P>(ii) An inability to learn which cannot be adequately explained by intellectual, sensory or health factors.</P> <P>(iii) A consistent or chronic inappropriate type of behavior or feelings under normal conditions.</P> <P>(iv) A displayed pervasive mood of unhappiness or depression.</P> <P>(v) A displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(4)(i)" target="_newtab">34 C.F.R. § 300.8(c)(4)(i)</a> (A - E)] </P> <P>A child with EBD is a child who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that interferes significantly with educational performance to the degree that provision of special educational service is necessary. EBD is an emotional disorder characterized by excesses, deficits or disturbances of behavior. The child's difficulty is emotionally based and cannot be adequately explained by intellectual, cultural, sensory general health factors, or other additional exclusionary factors.</P> <P>Eligibility and Placement.</P> <P>1. A child may be considered for placement in a program for children with EBD based upon an eligibility report that shall include the following:</P> <P>(i) Documentation of comprehensive prior extension of services available in the regular program to include counseling, modifications of the regular program or alternative placement available to all children, and data based progress monitoring of the results of interventions;</P> <P>(ii) Psychological and educational evaluations</P> <P>(iii) Report of behavioral observations over a significant period of time;</P> <P>(iv) Appropriate social history to include information regarding the history of the child's current problem(s), the professional services and interventions that have been considered or provided from outside the school; and</P> <P>(v) Adequate documentation and written analysis of the duration, frequency and intensity of one or more of the characteristics of emotional and behavioral disorders.</P> <P>2. A child must not be determined to be a child with an Emotional and Behavioral Disorder if the primary factor for that determination is:</P> <P>a. Lack of appropriate instruction in reading, including the essential components of reading instruction;</P> <P>b. Lack of appropriate instruction in math;</P> <P>c. Lack of appropriate instruction in writing;</P> <P>d. Limited English proficiency;</P> <P>e. Visual, hearing or motor disability;</P> <P>f. Intellectual disabilities;</P> <P>g. Cultural factors;</P> <P>h. Environmental or economic disadvantage; or</P> <P>i. Atypical education history (multiple school attendance, lack of attendance, etc.).</P> <P>3. The term does not include children with social maladjustment unless it is determined that they are also children with EBD. A child whose values and/or behavior are in conflict with the school, home or community or who has been adjudicated through the courts or other involvement with correctional agencies is neither automatically eligible for nor excluded from EBD placement. Classroom behavior problems and social problems, e.g., delinquency and drug abuse, or a diagnosis of conduct disorder, do not automatically fulfill the requirements for eligibility for placement. </P> <P>Appendix (e): INTELLECTUAL DISABILITY (ID).</P> <P>Definition.</P> <P>Intellectual disabilities refer to significantly subaverage general intellectual functioning which exists concurrently with deficits in adaptive behavior that adversely affects educational performance and originates before age 18. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(6)" target="_newtab">34 C.F.R § 300.8(c)(6)</a> ] Intellectual disability does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences or a history of inconsistent and/or inadequate educational programming.</P> <P>(a) Significantly subaverage general intellectual functioning is defined as approximately 70 IQ or below as measured by a qualified psychological examiner on individually administered, nationally normed standardized measures of intelligence. </P> <P>(1) All IQ scores defining eligibility for children with intellectual disabilities shall be interpreted as a range of scores encompassed by not more than one standard error of measurement below and above the obtained score. The standard error of measurement for a test may be found in the technical data section of the test manual.</P> <P>(2) Any final determination of the level of intellectual functioning shall be based on multiple sources of information and shall include more than one formal measure of intelligence administered by a qualified psychological examiner. There may be children with IQ scores below 70 who do not need special education. Interpretation of results should take into account factors that may affect test performance such as socioeconomic status, native language, and cultural background and associated disabilities in communication, sensory or motor areas. </P> <P>(i) Significantly subaverage intellectual functioning must be verified through a written summary of at least one structured observation that demonstrates the child's inability to progress in a typical, age appropriate manner and with consideration for culturally relevant information, medical and education history.</P> <P>(b) Deficits in adaptive behavior are defined as significant limitations in a child's effectiveness in meeting the standards of maturation, learning, personal independence or social responsibility, and especially school performance that is expected of the individual's age-level and cultural group, as determined by clinical judgment. </P> <P>(1) The child demonstrates significantly subaverage adaptive behavior in school and home, and, if appropriate, community environments. These limitations in adaptive behavior shall be established through the use of standardized adaptive behavior measures normed on the general population, including people with disabilities and people without disabilities. On these standardized measures, significant limitations in adaptive behavior are operationally defined as performance that is at least two standard deviations below the mean of either (a) one of the following three types of adaptive behavior: conceptual, social, or practical, or (b) an overall (composite) score on a standardized measure of conceptual, social, and practical skills. Documentation must include information from at least two sources. The first source shall be someone from the local school who knows the child and the second source shall be someone who knows the child outside of the school environment such as a parent, guardian, or person acting as a parent. </P> <P>(i) Interpretation of results should consider the child's cultural background, socioeconomic status and any associated disabilities that may limit or impact the results of the adaptive behavior measures.</P> <P>(c) Deficits in intellectual functioning and adaptive behavior must have existed prior to age 18.</P> <P>(d) A child must not be determined to be a child with an Intellectual Disability if the determinant factor for that determination is: </P> <P>1. Lack of appropriate instruction in reading, including the essential components of reading instruction;</P> <P>2. Lack of appropriate instruction in math;</P> <P>3. Lack of appropriate instruction in written expression;</P> <P>4. Limited English proficiency;</P> <P>5. Visual, hearing or motor disability;</P> <P>6. Emotional disturbances;</P> <P>7. Cultural factors;</P> <P>8. Environmental or economic disadvantage; or</P> <P>9. Atypical educational history (multiple school attendance, lack of attendance, etc.). </P> <P>Eligibility and Placement.</P> <P>A child may be classified as having an intellectual disability (at one of the levels listed below) when a comprehensive evaluation indicates deficits in both intellectual functioning and adaptive behavior. Intellectual functioning and adaptive behavior shall be considered equally in any determination that a child is eligible for services in the area of intellectual disability. A comprehensive educational evaluation shall be administered to determine present levels of academic functioning. The report shall be prepared for each child to provide an adequate description of the data collected and explicit pre-referral interventions prior to evaluation and to explain why the child is eligible for services in a program for children with intellectual disabilities. In situations where discrepancies exist between test score results from intellectual functioning, adaptive behavior and academic achievement, the eligibility report must contain a statement of specific factors considered which resulted in the decision of the eligibility team. Eligibility teams must establish that any limits in performance are not primarily due to the exclusionary factors and must document this in the eligibility report:</P> <P>A child may be classified as having an intellectual disability at one of the levels listed below.</P> <P>Mild intellectual disability (MID).</P> <P>(1) Intellectual functioning ranging between an upper limit of approximately 70 to a lower limit of approximately 55; and</P> <P>(2) Deficits in adaptive behavior that significantly limit a child's effectiveness in meeting the standards of maturation, learning, personal independence or social responsibility, and especially school performance that is expected of the individual's age level and cultural group, as determined by clinical judgment. </P> <P>Moderate intellectual disability (MOID).</P> <P>(1) Intellectual functioning ranging from an upper limit of approximately 55 to a lower limit of approximately 40; and</P> <P>(2) Deficits in adaptive behavior that significantly limit a child's effectiveness in meeting the standards of maturation, learning, personal independence or social responsibility, and especially school performance that is expected of the individual's age-level and cultural group as determined by clinical judgment. </P> <P>Severe intellectual disability (SID).</P> <P>(1) Intellectual functioning ranging from an upper limit of approximately 40 to a lower limit of approximately 25; and</P> <P>(2) Deficits in adaptive behavior that significantly limit a child's effectiveness in meeting the standards of maturation, learning, personal independence or social responsibility and especially school performance that is expected of the individual's age-level and cultural group as determined by clinical judgment. </P> <P>Profound intellectual disability (PID).</P> <P>(1) Intellectual functioning below approximately 25; and</P> <P>(2) Deficits in adaptive behavior that significantly limit a child's effectiveness in meeting the standards of maturation, learning, personal independence or social responsibility and especially school performance that is expected of the child's age-level and cultural group, as determined by clinical judgment. </P> <P>Appendix (f): ORTHOPEDIC IMPAIRMENT (OI).</P> <P>Definition.</P> <P>Orthopedic impairment refers to a child whose severe orthopedic impairments adversely affects their educational performance to the degree that the child requires special education.</P> <P>This term may include:</P> <P>(1) Impairment caused by congenital anomalies, e.g., deformity or absence of some limb.</P> <P>(2) Impairment caused by disease (poliomyelitis, osteogenesis imperfecta, muscular dystrophy, bone tuberculosis, etc.)</P> <P>(3) Impairment from other causes, e.g., cerebral palsy, amputations, and fractures or burns that cause contractures. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(8)" target="_newtab">34 C.F.R. § 300.8(c)(8)</a> ] </P> <P>Secondary disabilities may be present, including, but not limited to, visual impairment, hearing impairment, communication impairment and/or intellectual disability.</P> <P>Eligibility and Placement.</P> <P>Evaluation for initial eligibility shall include the following.</P> <P>(1) A current medical evaluation from a licensed doctor of medicine. The evaluation report used for initial eligibility shall be current within one year. The evaluation shall indicate the diagnosis/prognosis of the child's orthopedic impairment, along with information as applicable regarding medications, surgeries, special health care procedures and special diet or activity restrictions.</P> <P>(2) A comprehensive educational assessment to indicate the adverse affects of the orthopedic impairment on the child's educational performance.</P> <P>(3) Assessments shall document deficits in: pre-academic or academic functioning, social/emotional development, adaptive behavior, motor development or communication abilities resulting from the orthopedic impairment. When assessment information indicates significant deficit(s) in cognitive/academic functioning, a psychological evaluation shall be given. </P> <P>Children served in a program for orthopedic impairments should be functioning no lower than criteria outlined for mild intellectual disabilities programs. For those children with orthopedic impairments served in other special education programs due to the severity of their sensory or intellectual disability, support by the OI teacher regarding the implications of the child's orthopedic impairment may be appropriate.</P> <P>Appendix (g): OTHER HEALTH IMPAIRMENT (OHI).</P> <P>Definition.</P> <P>Other health impairment means having limited strength, vitality or alertness including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that -</P> <P>(1) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficient hyperactivity disorder, diabetes, epilepsy, or heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette Syndrome, and</P> <P>(2) Adversely affects a child's educational performance. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(9)" target="_newtab">34 C.F.R. § 300.8(c)(9)</a> ] </P> <P>In some cases, heightened awareness to environmental stimulus results in difficulties with starting, staying on and completing tasks; making transitions between tasks; interacting with others; following directions; producing work consistently; and, organizing multi-step tasks.</P> <P>Eligibility.</P> <P>1. Evaluation for initial eligibility shall include the following: </P> <P>(a) The medical evaluation from a licensed doctor of medicine, or in the case of ADD and ADHD an evaluation by a licensed doctor of medicine or licensed clinical psychologist, should be considered by the child's Eligibility Team as part of the process of determining eligibility. The evaluation report shall indicate the diagnosis/prognosis of the child's health impairment, along with information as applicable regarding medications, special health care procedures and special diet or activity restrictions. The evaluation report used for initial eligibility shall be current within one year and must document the impact of the physical condition on the vitality, alertness or strength of the child. In cases of illness where the child's physical health and well-being are subject to deterioration or change, this report shall be updated as frequently as determined by the IEP Committee. A medical diagnosis does not automatically include or exclude a child from determination of eligibility.</P> <P>(b) A comprehensive developmental or educational assessment to indicate the effects of the health impairment on the child's educational performance. Assessments shall document deficits in pre-academic or academic functioning, adaptive behavior, social/emotional development, motor or communication skills resulting from the health impairment. When assessment information indicates significant deficits in cognitive/academic functioning, a psychological evaluation shall be given.</P> <P>(c) A child must not be determined to be a child with Other Health Impairment if the determinant factor for that determination is:</P> <P>a. Lack of appropriate instruction in reading, including the essential components of reading instruction;</P> <P>b. Lack of appropriate instruction in math;</P> <P>c. Lack of appropriate instruction in writing;</P> <P>d. Limited English proficiency;</P> <P>e. Visual, hearing or motor disability;</P> <P>f. Intellectual disabilities;</P> <P>g. Emotional disturbances;</P> <P>h. Cultural factors;</P> <P>i. Environmental or economic disadvantage; or</P> <P>j. Atypical educational history (attendance at multiple schools, lack of attendance). </P> <P>Placement and Service Delivery.</P> <P>(1) A child meeting eligibility criteria be served by any appropriately certified teacher in any educational program, as specified in the child's individualized education program (IEP).</P> <P>(2) According to State Board of Education Rule <a title="160-1-3-.03" href="160-1-3-.03">160-1-3-.03</a> Communicable Diseases, the district shall allow a child infected with a communicable disease to remain in his or her educational setting unless he or she currently presents a significant risk of contagion as determined by the district after consultation with the child's physician, a knowledgeable public health official and/or a physician designated by the LEA (at the LEA's option). </P> <P>Appendix (h): SIGNIFICANT DEVELOPMENTAL DELAY (SDD).</P> <P>Definition</P> <P>The term significant developmental delay refers to a delay in a child's development in adaptive behavior, cognition, communication, motor development or emotional development to the extent that, if not provided with special intervention, the delay may adversely affect a child's educational performance in age-appropriate activities. The term does not apply to children who are experiencing a slight or temporary lag in one or more areas of development, or a delay which is primarily due to environmental, cultural, or economic disadvantage or lack of experience in age appropriate activities. The SDD eligibility may be used for children from ages three through nine (the end of the school year in which the child turns nine). [<I>See</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(b)" target="_newtab">34 C.F.R. § 300.8(b)</a> ]</P> <P>Eligibility</P> <P>(1) Initial eligibility must be established, and an IEP in place, on or before the child's seventh birthday. SDD eligibility is determined by assessing a child in each of the five skill areas of adaptive development, cognition, communication, physical development (gross and fine motor), and social/emotional development. Any child who scores at least 2 standard deviations below the mean in one or more of the five areas or 1½ standard deviations below the mean in two or more areas shall meet eligibility for SDD.</P> <P>(2) For children who are kindergarten age or older, initial eligibility shall also include documented evidence that the impact on educational performance is not due to: </P> <P>(a) Lack of appropriate instruction in reading or literacy readiness, including the essential components of reading instruction;</P> <P>(b) Lack of appropriate instruction in math or math readiness skills;</P> <P>(c) Limited English proficiency;</P> <P>(d) Visual, hearing or motor disability;</P> <P>(e) Emotional disturbances;</P> <P>(f) Cultural factors; or</P> <P>(g) Environmental or economic disadvantage. </P> <P>The application of professional judgmentis a critical element at every stage of eligibility determination: as test instruments are selected, during the evaluation process, in the analysis of evaluation results, as well as the analysis of error patterns on standardized, teacher made or other tests.</P> <P>(3) All five skill areas shall be assessed using at least one formal assessment. In those areas in which a significant delay is suspected, at least one additional formal assessment must be utilized to determine the extent of the delay. All formal assessments must be age appropriate, and all scores must be given in standard deviations.</P> <P>(4) For children eligible under SDD with hearing; visual; communication; or orthopedic impairments, a complete evaluation must be obtained to determine if the child also meets eligibility criteria for deaf/hard of hearing, visual impairments, speech and language impairments or orthopedic impairments. Students with sensory, physical or communication disabilities must receive services appropriate for their needs, whether or nor specific eligibility is determined. </P> <P>Placement and Service Delivery</P> <P>(1) Preschool-aged (3-5) children meeting eligibility criteria as SDD and needing special education services may receive those services in a variety of placement options, as determined by the child's IEP Team and participation by other agencies, such as, but not limited to: </P> <P>(a) Regular Early Childhood Setting; </P> <P>Head Start Programs</P> <P>Georgia Pre-K Classes</P> <P>Community Daycares</P> <P>Private Preschools</P> <P>(b) Separate Early Childhood Special Education Setting;</P> <P>(c) Day School;</P> <P>(d) Residential Facility;</P> <P>(e) Service Provider Location; or</P> <P>(f) Home.</P> <P>(2) School-aged children with SDD shall be served by any appropriately certified teacher in any education program designed to meet the needs of the child, as specified by the child's IEP team. </P> <P>Appendix (i): SPECIFIC LEARNING DISABILITIES (SLD).</P> <P>Definition</P> <P>(1) Specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not apply to children who have learning problems that are primarily the result of visual, hearing or motor disabilities, intellectual disabilities, emotional or behavioral disorders, environmental, cultural or economic disadvantage. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(10)" target="_newtab">34 C.F.R. § 300.8(c)(10)</a> ]</P> <P>(2) The child with a specific learning disability has one or more serious academic deficiencies and does not achieve adequately according to age to meet State-approved grade-level standards. These achievement deficiencies must be directly related to a pervasive processing deficit and to the child's response to scientific, research-based interventions. The nature of the deficit(s) is such that classroom performance is not correctable without specialized techniques that are fundamentally different from those provided by general education teachers, basic remedial/tutorial approaches, or other compensatory programs. This is clearly documented by the child's response to instruction as demonstrated by a review of the progress monitoring available in general education and Student Support Team (SST) intervention plans as supported by work samples and classroom observations. The child's need for academic support alone is not sufficient for eligibility and does not override the other established requirements for determining eligibility. </P> <P>Exclusionary Factors</P> <P>(1) A child must not be determined to be a child with a specific learning disability if the determinant factor for that determination is:</P> <P>a. Lack of appropriate instruction in reading, to include the essential components of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension);</P> <P>b. Lack of appropriate instruction in math;</P> <P>c. Lack of appropriate instruction in writing;</P> <P>d. Limited English proficiency;</P> <P>e. Visual, hearing or motor disability;</P> <P>f. Intellectual disabilities;</P> <P>g. Emotional disturbances;</P> <P>h. Cultural factors;</P> <P>i. Environmental or economic disadvantage; or </P> <P>j. Atypical educational history (such as irregular school attendance or attendance at multiple schools) [<I>See</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.309&amp;title=34#300.309(a)(3)" target="_newtab">34 C.F.R. § 300.309(a)(3)</a> ] </P> <P>Required Data Collection</P> <P>(1) In order to determine the existence of Specific Learning Disability, the group must summarize the multiple sources of evidence to conclude that the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards and intellectual development. Ultimately, specific learning disability is determined through professional judgment using multiple supporting evidences that must include: </P> <P>(a) Data are collected that include: </P> <P>(i) At least two current (within twelve months) assessments such as the results of the CRCT or other state-required assessment, norm-referenced achievement tests or benchmarks indicating performance that does not meet expectations for State-approved grade-level standards;</P> <P>(ii) Information from the teacher related to routine classroom instruction and monitoring of the child's performance. The report must document the child's academic performance and behavior in the areas of difficulty.</P> <P>(iii) Results from supplementary instruction that has been or is being provided:</P> <P>(a) that uses scientific, research or evidence based interventions selected to correct or reduce the problem(s) the student is having and was in the identified areas of concern;</P> <P>(b) such instruction has been implemented as designed for the period of time indicated by the instructional strategy(ies). If the instructional strategies do not indicate a period of time the strategies should be implemented, the instructional strategies shall be implemented for a minimum of 12 weeks to show the instructional strategies' effect or lack of effect that demonstrates the child is not making sufficient progress to meet age or State-approved grade-level standards within a reasonable time frame;</P> <P>(iv) the interventions used and the data based progress monitoring results are presented to the parents at regular intervals throughout the interventions.</P> <P>(b) Any educationally relevant medical findings that would impact achievement.</P> <P>(c) After consent is received from the parents for a comprehensive evaluation for special education determination the following must occur:</P> <P>1. An observation by a required group member;</P> <P>2. Documentation that the determination is not primarily due to any of the exclusionary factors;</P> <P>3. Current analyzed classroom work samples indicating below level performance as compared to the classroom normative sample; and</P> <P>4. Documentation of a pattern of strength and weaknesses in performance and/or achievement in relation to age and grade level standards must include:</P> <P>(i) A comprehensive assessment of intellectual development designed to assess specific measures of processing skills that may contribute to the area of academic weakness. This assessment must be current within twelve months and</P> <P>(ii) Current Response to Intervention data based documentation indicating the lack of sufficient progress toward the attainment of age or State-approved grade-level standards.</P> <P>(iii) As appropriate, a language assessment as part of additional processing batteries may be included. </P> <P>Eligibility Determination</P> <P>(1) The child who is eligible for services under the category of specific learning disability must exhibit the following characteristics: a primary deficit in basic psychological processes and secondary underachievement in one or more of the eight areas along with documentation of the lack of response to instructional intervention as supported by on-going progress monitoring.</P> <P>(2) Deficits in basic psychological processes typically include problems in attending, discrimination/perception, organization, short-term memory, long-term memory, conceptualization/reasoning, executive functioning, processing speed, and phonological deficits. Once a deficit in basic psychological processes is documented, there shall be evidence that the processing deficit has impaired the child's mastery of the academic tasks required in the regular curriculum. Though there may exist a pattern of strengths and weaknesses, evidence must be included documenting that the processing deficits are relevant to the child's academic underachievement as determined by appropriate assessments that are provided to the child in his/her native language. Though a child may be performing below age or State-approved grade level standards, the results of progress monitoring must indicate that the child isnot making the expected progress toward established benchmarks. This is indicated by comparing the child's rate of progress toward attainment of grade level standards.</P> <P>(3) Underachievement exists when the child exhibits a pattern of strengths and weakness in performance, achievement, or both, relative to age, State-approved grade level standards and intellectual development and when a child does not achieve adequately toward attainment of grade level standards in one or more of the following areas:</P> <P>(a) Oral expression - use of spoken language to communicate ideas;</P> <P>(b) Listening comprehension - ability to understand spoken language at a level commensurate with the child's age and ability levels;</P> <P>(c) Written expression - ability to communicate ideas effectively in writing with appropriate language;</P> <P>(d) Basic reading skills - ability to use sound/symbol associations to learn phonics in order to comprehend the text;</P> <P>(e) Reading comprehension - ability to understand the meaning of written language based in child's native language;</P> <P>(f) Reading Fluency Skills - the ability to read and process a text with appropriate rate and accuracy;</P> <P>(g) Mathematics calculation - ability to process numerical symbols to derive results, including, but not limited to, spatial awareness of symbol placement and choice of sequence algorithms for operations required; and</P> <P>(h) Mathematical problem solving - ability to understand logical relationships between mathematical concepts and operations, including, but not limited to, correct sequencing and spatial/symbolic representation.</P> <P>(4) Progress monitoring includes the data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting child progress during instruction. When reviewing progress monitoring data, those students that exhibit a positive response to the research validated instruction being provided by general education cannot be considered as having a specific learning disability even though they may show deficits on achievement tests in the specified areas. In addition, children whose achievement in classroom academics indicates performance that is commensurate with pervasive weaknesses that are not indicative of a pattern of strengths and weaknesses may not be considered as having a specific learning disability.</P> <P>(5) One group member responsible for determining specific learning disability must conduct an observation of the child's academic performance in the regular classroom after the child has been referred for an evaluation and parental consent for special education evaluation is obtained. The observation of the child is conducted in the learning environment, including the regular classroom setting, to document the child's academic performance and behavior in the areas of difficulty. The observation must include information from the routine classroom instruction and monitoring of the child's performance. </P> <P>The SLD Eligibility Group</P> <P>(1) The determination of whether a child suspected of having a specific learning disability is a child with a disability must be made by the child's parents and a team of qualified professionals that must include:</P> <P>(a) The child's regular teacher; or if the child does not have a regular teacher, a regular classroom teacher qualified to teach a child of his or her age;</P> <P>(b) A highly qualified certified special education teacher; and</P> <P>(c) A minimum of one other professional qualified to conduct individual diagnostic assessments in the areas of speech and language, academic achievement, intellectual development, or social-emotional development and interpret assessment and intervention data (such as school psychologist, reading teacher, or educational therapist). Determination of the required group member should be based on the data being reviewed and the child's individual needs.</P> <P>(2) Each group member must certify in writing whether the report reflects the member's conclusions. If it does not reflect the member's conclusion, the group member must submit a separate statement presenting the member's conclusions. </P> <P>Appendix (j): SPEECH-LANGUAGE IMPAIRMENT (SI).</P> <P>Definitions.</P> <P>Speech or language impairment refers to a communication disorder, such as stuttering, impaired articulation, language or voice impairment that adversely affects a child's educational performance. A speech or language impairment may be congenital or acquired. It refers to impairments in the areas of articulation, fluency, voice or language. Individuals may demonstrate one or any combination of speech or language impairments. A speech or language impairment may be a primary disability or it may be secondary to other disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(11)" target="_newtab">34 C.F.R. § 300.8(c)(11)</a> ]</P> <P>(1)<B> Speech Sound Production Impairment (e.g. articulation impairment)</B>- atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that interferes with intelligibility in conversational speech and obstructs learning, successful verbal communication in the educational setting. The term may include the atypical production of speech sounds resulting from phonology, motor or other issues. The term speech sound impairment does not include: </P> <P>A) Inconsistent or situational errors;</P> <P>B) Communication problems primarily from regional, dialectic, and/or cultural differences;</P> <P>C) Speech sound errors at or above age level according to established research-based developmental norms<B>, </B>speech that is intelligible and without documented evidence of adverse affect on educational performance;</P> <P>D) Physical structures (e.g., missing teeth, unrepaired cleft lip and/or palate) are the primary cause of the speech sound impairment; or</P> <P>E) Children who exhibit tongue thrust behavior without an associated speech sound impairment.</P> <P>(2)<B> Language Impairment </B>- impaired comprehension and/or use of spoken language which may also impair written and/or other symbol systems and is negatively impacting the child's ability to participate in the classroom environment. The impairment may involve, in any combination, the form of language (phonology, morphology, and syntax), the content of language (semantics) and/or the use of language in communication (pragmatics) that is adversely affecting the child's educational performance. The term language impairment does not include:</P> <P>A) Children who are in the normal stages of second language acquisition/learning and whose communication problems result from English being a secondary language unless it is also determined that they have a speech language impairment in their native/primary language.</P> <P>B) Children who have regional, dialectic, and/or cultural differences.</P> <P>C) Children who have auditory processing disorders not accompanied by language impairment.</P> <P>D) Children who have anxiety disorders (e.g. selective mutism) unless it is also determined that they have a speech language impairment. There must be a documented speech-language impairment that adversely affects the educational performance for these children to qualify for special education services.</P> <P>(3)<B> Fluency Impairment </B>- interruption in the flow of speech characterized by an atypical rate, or rhythm, and/or repetitions in sounds, syllables, words and phrases that significantly reduces the speaker's ability to participate within the learning environment. Excessive tension, struggling behaviors and secondary characteristics may accompany fluency impairments. Secondary characteristics are defined as ritualistic behaviors or movements that accompany dysfluencies. Ritualistic behaviors may include avoidance of specific sounds in words. Fluency impairment includes disorders such as stuttering and cluttering. It does not include dysfluencies evident in only one setting or reported by one observer.</P> <P>(4)<B> Voice/Resonance Impairment </B>- interruption in one or more processes of pitch, quality, intensity, or resonance resonation that significantly reduces the speaker's ability to communicate effectively. Voice/Resonance impairment includes aphonia or the abnormal production of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual's age and/or gender. The term voice/resonance impairment does not refer to: </P> <P>A) Anxiety disorders (e.g. selective mutism)</P> <P>B) Differences that are the direct result of regional, dialectic, and/or cultural differences</P> <P>C) Differences related to medical issues not directly related to the vocal mechanism (e.g. laryngitis, allergies, asthma, laryngopharyngeal reflux (eg. acid reflux of the throat, colds, abnormal tonsils or adenoids, short-term vocal abuse or misuse, neurological pathology)</P> <P>D) Vocal impairments that are found to be the direct result of or symptom of a medical condition unless the impairment impacts the child's performance in the educational environment and is amenable to improvement with therapeutic intervention. </P> <P>Evaluation, Eligibility and Placement</P> <P>All of the special education rules and regulations related to evaluation, eligibility and placement must be followed including:</P> <P>1. Evaluation: </P> <P>A) Documentation of the child's response to prior evidenced-based interventions prior to referral for a comprehensive evaluation.</P> <P>B) A comprehensive evaluation shall be performed by a certified or licensed Speech-Language Pathologist (SLP) for consideration of speech-language eligibility. Following receipt of a clear hearing and vision screening and medical clearance for voice (as appropriate) this evaluation consists of an initial screening of the child's speech sounds, language, fluency, voice, oral motor competency, academic, behavioral, and functional skills using either formal or informal assessment procedures to assist in determining if the child is a child with a disability [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(b)(1)" target="_newtab">34 C.F.R. § 300.304(b)(1)</a> ]. An in-depth evaluation of each area suspected of being impaired, using at least one formal test and/or procedure.</P> <P>C) A full and individual initial evaluation for each area suspected of being a disability must be provided and considered prior to the child's eligibility for speech-language services. This may include assessments in the areas of health (e.g. ENT, otolaryngologist, ophthalmologist, and optometrist), vision, hearing, social and emotional status, general intelligence, academic performance, communicative status and motor abilities.</P> <P>D) The evaluation is sufficient to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been referred or classified [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(b)(4)" target="_newtab">34 C.F.R. § 300.304(b)(4)</a> ] <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(b)(6)" target="_newtab">34 C.F.R. § 300.304(b)(6)</a>.</P> <P>E) Children with voice/resonance impairment must have a medical evaluation to rule out physical structure etiology by a medical specialist either prior to a comprehensive evaluation or as part of a comprehensive evaluation. The presence of a medical condition (e.g., vocal nodules, polyps) does not necessitate the provision of voice therapy as special education or related service nor does a prescription for voice therapy from a medical doctor. A written order from a medical practitioner is a medical opinion regarding the medical evaluation or treatment that a patient should receive. When directed to a school, these medical orders should be considered by the team as a part of the eligibility process. The team, not a medical practitioner, determines the need for an evaluation for special education services based on documented adverse effect of the voice impairment on the child's educational performance.</P> <P>F) A variety of assessment tools and strategies must be used to gather relevant functional, developmental and academic information about the child, including information provided by the parent. Information from the evaluation is used to determine whether the child is a child with a disability and the content of the child's IEP including information related to enabling the child to be involved in and progress in the general education curriculum (or for a preschool child, to participate in appropriate activities) [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(b)(i)" target="_newtab">34 C.F.R. § 300.304(b)(i)</a> ].</P> <P>2. Eligibility: </P> <P>A) Determining eligibility for speech-language impaired special education services includes three components: </P> <P>1) The Speech-Language Pathologist determines the presence or absence of speech-language impairment based on Georgia rules and regulations for special education, [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(11)" target="_newtab">34 C.F.R. § 300.8(c)(11)</a> ]</P> <P>2) Documentation of an adverse affect of the impairment on the child's educational performance</P> <P>3) The team determines that the child is a child with a disability [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.304&amp;title=34#300.304(b)(1)" target="_newtab">34 C.F.R. § 300.304(b)(1)</a> ] and is eligible for special education and appropriate specialized instruction needed to access the student's curriculum. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(b)(2)" target="_newtab">34 C.F.R. § 300.8(b)(2)</a> ]</P> <P>B) Eligibility shall be determined based on the documented results of at least two or more measures or procedures, at least one of which must be formal, administered in the area of impairment and documentation of adverse affect. </P> <P>A speech-language disorder does not exist if:</P> <P>A) Environmental, cultural, or economic disadvantage cannot be ruled out as primary factors causing the impairment; or</P> <P>B) A child exhibits inconsistent, situational, transitory or developmentally appropriate speech-language difficulties that children experience at various times and to various degrees.</P> <P>C) Because children who have communication difficulties do not necessarily have speech or language impairments, the speech-language program may not be the appropriate service delivery model to adequately meet the child's educational needs. For this reason, all children who are suspected of having communication problems shall be the subject of a Student Support Team (SST) to problem solve and implement strategies to determine and limit the adverse affect on the child's educational performance.</P> <P>(4) For nonverbal or verbally limited children and those with autism and/or significant intellectual, sensory, or physical disabilities, a multidisciplinary team of professionals shall provide a functional communication assessment of the child to determine eligibility for speech-language services. The multidisciplinary team shall consist of professionals appropriately related to the child's area of disability.</P> <P>(5) A child is eligible for placement in a speech-language program if, following a comprehensive evaluation; the child demonstrates impairment in one or more of the following areas: speech sound, fluency, voice or language that negatively impacts the child's ability to participate in the classroom environment. The present adverse effect of the speech-language impairment on the child's progress in the curriculum, including social and/or emotional growth, must be documented in writing and used to assist in determining eligibility. </P> <P>3. Placement: </P> <P>Placement in the speech-language program shall be based on the results of the comprehensive assessment, and eligibility, along with all other pertinent information.</P> <P>4. Children shall not be excluded from a speech-language program based solely on the severity of the disability. Cognitive referencing (i.e., comparing language scores to IQ scores) is not permissible as the only criteria for determining eligibility for speech-language impaired services.</P> <P><B>Communication Paraprofessionals</B>- A communication paraprofessional is an adjunct to the Speech Language Pathologist (SLP) and assists with certain duties and tasks within the speech-language program. The communication paraprofessional is under the supervision of a certified or licensed SLP. The communication paraprofessional can not carry their own caseload, nor do they increase the certified SLP's caseload outside of a self-contained classroom. The primary responsibility for the delivery of services, as indicated on the IEP, remains with the certified or licensed SLP. Children who receive services from the communication paraprofessional shall also receive services from the supervising SLP and/or licensed or certified SLP a percentage of the time designated in the IEP for speech-language services, but no less than one hour per month. Each LEA should develop and implement procedures for the training, use and supervision of communication paraprofessionals.</P> <P>Appendix (k): TRAUMATIC BRAIN INJURY (TBI).</P> <P>Definition.</P> <P>Traumatic Brain Injury (TBI) refers to an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects the child's educational performance. The term applies to open or closed head injuries resulting in impairments which are immediate or delayed in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, speech and information processing. The term does not apply to brain injuries that are congenital or degenerative in nature, brain injuries induced by birth trauma. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(12)" target="_newtab">34 C.F.R. § 300.8(c)(12)</a> ]</P> <P>Eligibility.</P> <P>(1) Evaluation for eligibility shall include the following. </P> <P>(a) A summary of the child's pre-injury functioning status. This information may be available through previous formal evaluations, developmental assessments, achievement tests, classroom observations and/or grade reports.</P> <P>(b) Verification of the TBI through the following:</P> <P>1. A medical evaluation report from a licensed doctor of medicine indicating that TBI has occurred recently or in the past, or</P> <P>2. Documentation of TBI from another appropriate source, such as health department or social services reports, or parents' medical bills/records.</P> <P>(c) A neuropsychological, psychological or psychoeducational evaluation that addresses the impact of the TBI on the following areas of functioning:</P> <P>1. Cognitive - this includes areas such as memory, attention, reasoning, abstract thinking, judgment, problem solving, speed of information processing, cognitive endurance, organization, receptive and expressive language and speed of language recall.</P> <P>2. Social/Behavioral - this includes areas such as awareness of self and others, interaction with others, response to social rules, emotional responses to everyday situations and adaptive behavior.</P> <P>3. Physical/Motor - this includes areas such as hearing and vision acuity, speech production, eye-hand coordination, mobility and physical endurance.</P> <P>(2) Deficits in one or more of the above areas that have resulted from the TBI and adversely affect the child's educational performance shall be documented. </P> <P>Placement and Service Delivery.</P> <P>The identification of TBI for educational programming does not dictate a specific service or placement. The child with TBI shall be served by any appropriately certified teacher in any educational program, as specified in the child's individualized education program (IEP) Team minutes.</P> <P>Appendix (l): VISUAL IMPAIRMENT (VI).</P> <P>Definitions.</P> <P>A child with a visual impairment is one whose vision, even with correction, adversely impacts a child's educational performance. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(c)(13)" target="_newtab">34 C.F.R. § 300.8(c)(13)</a> ] Examples are children whose visual impairments may result from congenital defects, eye diseases, or injuries to the eye. The term includes both visual impairment and blindness as follows:</P> <P>(1) Blind refers to a child whose visual acuity is 20/200 or less in the better eye after correction or who has a limitation in the field of vision that subtends an angle of 20 degrees. Some children who are legally blind have useful vision and may read print.</P> <P>(2) Visually impaired refers to a child whose visual acuity falls within the range of 20/70 to 20/200 in the better eye after correction or who have a limitation in the field of vision that adversely impacts educational progress. </P> <P>(a) Progressive visual disorders: Children, whose current visual acuity is greater than 20/70, but who have a medically indicated expectation of visual deterioration may be considered for vision impaired eligibility based on documentation of the visual deterioration from the child's optometrist or ophthalmologist. </P> <P>Eligibility and Placement.</P> <P>(1) A current (within one year) eye examination report shall be completed and signed by the ophthalmologist or optometrist who examined the child. </P> <P>(a) A report from a neurologist in lieu of the optometrist/ophthalmologist report is acceptable for students who have blindness due to a cortical vision impairment.</P> <P>(2) A clinical low vision evaluation shall be completed by a low vision optometrist for children who are not totally blind; </P> <P>(a) if the student is under the age of 8 and/or has a severe cognitive and/or physical disability that would make the use of low vision aids unfeasible, a functional vision evaluation may be used instead of a low vision evaluation to establish eligibility. </P> <P>1. The low vision evaluation should be completed by age 10 for children who do not have one during eligibility determination prior to age 8 unless other circumstances apply.</P> <P>2. The low vision evaluation is often difficult to schedule within the 60 day timeline, therefore, if children meet all other eligibility requirements, the eligibility report shall document the date of the scheduled upcoming low vision evaluation and the team may proceed with the eligibility decision.</P> <P>3. Once the low vision evaluation has occurred the eligibility information shall be updated, and as appropriate, the IEP.</P> <P>(i) The low vision evaluation must occur within 120 days of receipt of parental consent to evaluate to determine eligibility for visual impairment.</P> <P>(3) A comprehensive education evaluation shall be administered to determine present levels of functioning. The impact of the visual impairment on the child's educational performance shall be considered for eligibility.</P> <P>(a) Educational assessments may include cognitive levels, academic achievement, and reading ability</P> <P>1. Educational assessments related to vision must be completed by a teacher certified in the area of visual impairments.</P> <P>(b) In some cases, comprehensive psychological evaluations may be indicated and must be completed by appropriately certified personnel</P> <P>(4) Braille instruction is always considered critical to appropriate education for a child who is blind. Children identified with visual impairments shall be evaluated to determine the need for braille skills. The evaluation will include the present and future needs for braille instruction or the use of braille. For children for whom braille instruction and use is indicated, the individualized education program (IEP) shall include the following:</P> <P>(a) Results obtained from the evaluation conducted for the purpose of determining the need for Braille skills;</P> <P>(b) How instruction in braille will be implemented as the primary mode for learning through integration with other classroom activities;</P> <P>(c) Date on which braille instruction will commence;</P> <P>(d) The length of the period of instruction and the frequency and duration of each instructional session; and</P> <P>(e) The level of competency in braille reading and writing to be achieved by the end of the period and the objective assessment measures to be used.</P> <P>(f) For those children for whom braille instruction is not indicated, the IEP shall include a statement with supporting documentation that indicate the absences of braille instruction will not impair the child's ability to read and write effectively.</P> <h2><a href="/GAC/160-4-7-.06" name="160-4-7-.06" title="160-4-7-.06">Rule 160-4-7-.06 Individualized Education Program (IEP)</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> GENERAL. </B>The IEP is a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with this Rule, and that must include-- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement of the child's present levels of academic achievement and functional performance, including- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.320(a)(1)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement of measurable annual goals, including academic and functional goals designed to-- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet each of the child's other educational needs that result from the child's disability; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(2)(i)(A) - (B)" target="_newtab">34 C.F.R. § 300.320(a)(2)(i)(A) - (B)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(2)(ii)" target="_newtab">34 C.F.R. § 300.320(a)(2)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A description of-- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How the child's progress toward meeting the annual goals will be measured; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(3)" target="_newtab">34 C.F.R. § 300.320(a)(3)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child-- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> To advance appropriately toward attaining the annual goals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> To be educated and participate with other children with disabilities and nondisabled children in academic, nonacademic and extracurricular activities; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(4)(i) - (iii)" target="_newtab">34 C.F.R. § 300.320(a)(4)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the nonacademic and extracurricular activities; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(5)" target="_newtab">34 C.F.R. § 300.320(a)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments; and <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(g)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why-- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(g)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child cannot participate in the regular assessment; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(g)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The particular alternate assessment selected is appropriate for the child; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(6)(i) - (ii)" target="_newtab">34 C.F.R. § 300.320(a)(6)(i) - (ii)</a> ] and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(g)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parents of the child must be informed that the child is being assessed against alternate or modified achievement standards and any consequences of such assessments. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.160&amp;title=34#300.160(e)" target="_newtab">34 C.F.R. § 300.160(e)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(g)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> IEP teams must select for each assessment only those accommodations that do not invalidate the score according to state standards. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.160&amp;title=34#300.160(b)(2)(ii)" target="_newtab">34 C.F.R. § 300.160(b)(2)(ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(1)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The projected date for the beginning of the services and program modifications and the anticipated frequency, location, and duration of those services and program modifications. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(a)(7)" target="_newtab">34 C.F.R. § 300.320(a)(7)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>TRANSITION SERVICES.</B> Beginning not later than entry into ninth grade or by age 16, whichever comes first, or younger if determined appropriate by the IEP Team and updated annually, the IEP must include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The transition services (including courses of study) needed to assist the student in reaching those goals. [<I>See</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(b)(1) - (2)" target="_newtab">34 C.F.R. § 300.320(b)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>TRANSFER OF RIGHTS AT AGE OF MAJORITY.</B> Beginning not later than one year before the student reaches age 18, the IEP must include a statement that the student has been informed of the student's rights under Part B of the IDEA, if any, which will transfer to the student on reaching age 18. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(c)" target="_newtab">34 C.F.R. § 300.320(c)</a>; <I>See also</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.520&amp;title=34#" target="_newtab">34 C.F.R. § 300.520</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CONSTRUCTION.</B> Nothing in this Rule shall be construed to require that additional information be included in a child's IEP beyond what is explicitly required or that the IEP Team is required to include information under one component of a child's IEP that is already contained under another component of the child's IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.320&amp;title=34#300.320(d)" target="_newtab">34 C.F.R. § 300.320(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> THE IEP TEAM</B> is a group of individuals that is responsible for developing, reviewing, or revising an IEP for a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.23&amp;title=34#" target="_newtab">34 C.F.R. § 300.23</a> ] The LEA shall ensure that each IEP Team meeting includes the following participants: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parents of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A representative of the LEA who - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is knowledgeable about the general education curriculum; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is knowledgeable about the availability of resources of the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(a)(1) - (4)" target="_newtab">34 C.F.R. § 300.321(a)(1) - (4)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in (5)(b) through (f) of this section; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(a)(5)" target="_newtab">34 C.F.R. § 300.321(a)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> At the discretion of the parent or the LEA, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(a)(6)" target="_newtab">34 C.F.R. § 300.321(a)(6)</a> ] and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(5)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Whenever appropriate, the child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(a)(7)" target="_newtab">34 C.F.R. § 300.321(a)(7)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>TRANSITION SERVICES PARTICIPANTS</B>. In accordance with (5)(g) above, the LEA must invite the student with a disability to attend the student's IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the student and the transition services needed to assist the student in reaching those goals. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(b)(1)" target="_newtab">34 C.F.R. § 300.321(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the student does not attend the IEP Team meeting, the LEA must take other steps to ensure that the student's preferences and interests are considered. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(b)(2)" target="_newtab">34 C.F.R. § 300.321(b)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To the extent appropriate, with the consent of the parents or the adult student who has reached the age of 18, in implementing the transition requirements, the LEA must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(b)(3)" target="_newtab">34 C.F.R. § 300.321(b)(3)</a> ] <P><I>(</I>7)<B> DETERMINATION OF KNOWLEDGE AND SPECIAL EXPERTISE.</B> The determination of the knowledge or special expertise of any individual described in paragraph (5)(f) of this Rule must be made by the party (parents or LEA) who invited the individual to be a member of the IEP Team. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(c)" target="_newtab">34 C.F.R. § 300.321(c)</a> ]</P> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(8)">(8)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> DESIGNATING A LEA REPRESENTATIVE.</B> The LEA may designate a LEA member of the IEP Team to also serve as the LEA representative, if the criteria in (5)(d) of this section are satisfied. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(d)" target="_newtab">34 C.F.R. § 300.321(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(9)">(9)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>IEP TEAM ATTENDANCE. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(9)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A member of the IEP Team described in (5)(a)-(e) of this section is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the LEA agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(e)(1)" target="_newtab">34 C.F.R. § 300.321(e)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(9)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A member of the IEP Team described in (5)(a)-(e) may be excused from attending an IEP Team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(9)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent, in writing, and the LEA consent to the excusal; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(9)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(e)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.321(e)(2)(i) - (ii)</a> ] <P>(10<B>) INITIAL IEP TEAM MEETING FOR A CHILD UNDER PART C (Babies Can't Wait (BCW)).</B> In the case of a child, birth through age 2, whowas previously served under BCW, an invitation to the initial IEPTeam meeting must, at the request of the parent, be sent to the BCW servicecoordinator or other representatives of BCW to assist with thesmooth transition of services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.321&amp;title=34#300.321(f)" target="_newtab">34 C.F.R. § 300.321(f)</a> ]</P> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)">(11)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PARENT PARTICIPATION.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall take steps to ensure that one or both of the parents of a child with a disability are present at each IEP Team meeting or are afforded the opportunity to participate, including notifying parents of the meeting early enough to ensure that they will have an opportunity to attend, and scheduling the meeting at a mutually agreed upon time and place. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.322(a)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The invitation to the IEP Team meeting shall indicate the purpose, time, and location of the meeting, participants who will be in attendance, and informs the parents of their right to invite other individuals who, in their opinion, have knowledge or special expertise regarding their child, including related services personnel. The invitation shall also inform the parents of a child previously served in Babies Can't Wait of their right to request that an invitation to the initial IEP Team meeting be sent to the service coordinator or other representative of Babies Can't Wait to assist with the smooth transition of services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(b)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.322(b)(1)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For a student with a disability, beginning not later than entry into ninth grade or by age 16 whichever comes first, or younger if determined appropriate by the IEP Team, the invitation must also indicate that a purpose of the meeting will be the consideration of postsecondary goals and transition services for the student. The LEA will invite the student and identify any other agency that will be invited to send a representative. [<I>See</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(b)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.322(b)(2)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If neither parent can attend an IEP Team meeting, the LEA must use other methods to ensure parent participation, including individual or conference telephone calls or video conferences. A meeting may be conducted without the parents in attendance if the LEA is unable to convince the parents that they should attend. In this case, the LEA must keep a record of its attempts to arrange a mutually agreed on time and place such as detailed records of telephone calls made or attempted and the results of those calls; copies of correspondence sent to the parents and any responses received; and detailed records and results of visits made to the home or place of employment and the results of those visits. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(c) - (d)" target="_newtab">34 C.F.R. § 300.322(c) - (d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must take whatever action is necessary to ensure that the parents understand the proceedings of the IEP Team meeting, including arranging for an interpreter for a parent who is deaf or whose native language is other than English. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(e)" target="_newtab">34 C.F.R. § 300.322(e)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall provide a copy of the IEP to the parents at no cost. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(f)" target="_newtab">34 C.F.R. § 300.322(f)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(11)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall ensure that the parents of each child with a disability are members of any group that makes decisions on the child's educational placement. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.116&amp;title=34#300.116(a)(1)" target="_newtab">34 C.F.R. § 300.116(a)(1)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)">(12)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> WHEN THE IEP MUST BE IN EFFECT.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> General. At the beginning of each school year, each LEA must have an IEP in effect, for each child with a disability within its jurisdiction. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(a)" target="_newtab">34 C.F.R. § 300.323(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> IEP or IFSP for children aged three through five. In the case of a child with a disability aged three through five, an IEP or IFSP shall be in place. If the IFSP is utilized, it must be - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consistent with the Georgia rule for IEPs; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Agreed to by the LEA and the child's parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(b)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.323(b)(1)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)(b)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide to the child's parents a detailed explanation of the differences between an IFSP and an IEP; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(12)(b)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parents choose an IFSP, obtain written informed consent from the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(b)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.323(b)(2)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(13)">(13)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> INITIAL IEP'S PROVISION OF SERVICES</B><I>.</I> Each LEA must ensure that - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(13)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A meeting to develop an IEP for a child is conducted within 30 days of a determination that the child needs special education and related services; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(13)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> As soon as possible following development of the IEP, special education and related services are made available to the child in accordance with the child's IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(c)(1) - (2)" target="_newtab">34 C.F.R. § 300.323(c)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(14)">(14)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> ACCESSIBILITY OF CHILD'S IEP TO TEACHERS AND OTHERS</B>. Each LEA must ensure that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(14)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child's IEP is accessible to each regular education teacher, special education teacher, related services provider, and any other service provider who is responsible for its implementation; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(14)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each teacher and provider is informed of - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(14)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> His or her specific responsibilities related to implementing the child's IEP; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(14)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(d)(1) - (2)" target="_newtab">34 C.F.R. § 300.323(d)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(15)">(15)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> IEPS FOR CHILDREN WHO TRANSFER LEAS WITHIN GEORGIA</B>. If a child with a disability transfers to a new LEA in the same school year within Georgia, the new LEA (in consultation with the parents) must provide FAPE to the child (including services comparable to those described in the child's IEP from the previous LEA), until the new LEA either: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(15)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Adopts the child's IEP from the previous LEA; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(15)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develops, adopts, and implements a new IEP that meets the IEP requirements of this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(e)(1) - (2)" target="_newtab">34 C.F.R. § 300.323(e)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(16)">(16)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> IEP FOR CHILDREN WHO TRANSFER FROM ANOTHER STATE</B>.If a child with a disability (who had an IEP that was in effect in a LEA in another State) transfers to Georgia within the same school year, the new LEA (in consultation with the parent) must provide the child with FAPE (including services comparable to those described in the child's IEP from the previous LEA), until the LEA - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(16)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conducts an evaluation if determined to be necessary by the new LEA; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(16)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develops, adopts, and implements a new IEP, if appropriate. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(f)(1) - (2)" target="_newtab">34 C.F.R. § 300.323(f)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(17)">(17)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> TRANSMITTAL OF RECORDS</B>.To facilitate the transition for a child described above - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(17)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The new LEA in which the child enrolls must take reasonable steps to promptly obtain the child's records, including the IEP, supporting documents, and any other records relating to the provision of special education or related services to the child, from the previous LEA in which the child was enrolled, pursuant to the Family Educational Rights and Privacy Act (which does not require prior parental consent to disclose education records to officials of another school where the student seeks or intends to enroll); and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(g)(1)" target="_newtab">34 C.F.R. § 300.323(g)(1)</a>; 34 C.F.R. § 99.31(a)(2)]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(17)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The previous LEA in which the child was enrolled must take reasonable steps to promptly respond to the request from the new LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.323&amp;title=34#300.323(g)(2)" target="_newtab">34 C.F.R. § 300.323(g)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)">(18)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> DEVELOPMENT, REVIEW, AND REVISION OF IEP. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> General. In developing each child's IEP, the IEP Team must consider - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The strengths of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The concerns of the parents for enhancing the education of their child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The results of the initial or most recent evaluation of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The results, as appropriate, of the child's Statewide or districtwide assessments; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The academic, developmental, and functional needs of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(a)(1)(i) - (iv)" target="_newtab">34 C.F.R. § 300.324(a)(1)(i) - (iv)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consideration of special factors. The IEP team must - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports and other strategies, to address that behavior in the IEP or behavioral intervention plan;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child's reading and writing skills, needs and appropriate reading and writing media, that instruction or the use of Braille is not appropriate for the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consider whether the child needs assistive technology devices and services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(a)(2)(i) - (v)" target="_newtab">34 C.F.R. § 300.324(a)(2)(i) - (v)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure that extended school year services (ESY) are available as necessary to provide FAPE. ESY services must be provided only if a child's IEP Team determines, on an individual basis, that the services are necessary for the provision of FAPE to the child. The LEA shall not limit ESY services to a particular disability category or unilaterally limit the type, amount or duration of those services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.106&amp;title=34#300.106(a)(1) - (3)" target="_newtab">34 C.F.R. § 300.106(a)(1) - (3)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The IEP Team shall determine if ESY services are needed as part of the child's FAPE. In doing so, it shall consider the individual needs of the child.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the IEP Team determines that ESY shall be provided, it shall: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Indicate which goals are being extended or modified to deliver FAPE; and,</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(c)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> State the specific services needed, the amount of time for each service, the beginning and ending dates for the services and the service provider and location.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall provide ESY services as required by the child's IEP and all necessary transportation at no cost to the parent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.106&amp;title=34#300.106(b)(2)" target="_newtab">34 C.F.R. § 300.106(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Requirements with respect to regular education teacher. A regular education teacher of a child with a disability, as a member of the IEP Team, must, to the extent appropriate, participate in the development of the IEP of the child, including the determination of - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Appropriate positive behavioral interventions and supports and other strategies for the child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Supplementary aids and services, accommodations, program modifications, and support for school personnel. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(a)(3)(i) - (ii)" target="_newtab">34 C.F.R. § 300.324(a)(3)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> IEP Changes or Amendments. Changes or amendments to the IEP may be made either by the entire IEP Team at an IEP Team meeting or by agreement between the parents and LEA. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In making changes to a child's IEP after the annual IEP Team meeting for a school year, the parent(s) of a child with a disability and the LEA may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child's current IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(a)(4)(i)" target="_newtab">34 C.F.R. § 300.324(a)(4)(i)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(e)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If changes are made to the child's IEP, the LEA must ensure that the child's IEP Team is informed of those changes. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(a)(4)(ii)" target="_newtab">34 C.F.R. § 300.324(a)(4)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(18)(e)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign">A parent must be provided with a revised copy of the IEP with the amendments incorporated. [<I>See </I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(a)(6)" target="_newtab">34 C.F.R. § 300.324(a)(6)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)">(19)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> REVIEW AND REVISION OF IEPS</B> - Each LEA must ensure that the IEP Team - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Revises the IEP, as appropriate, to address - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Any lack of expected progress toward the annual goals and in the general curriculum, if appropriate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The results of any reevaluations conducted.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Information about the child provided to, or by, the parents;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child's anticipated needs; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Other matters. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(b)(1)(i)" target="_newtab">34 C.F.R. § 300.324(b)(1)(i)</a> &amp; (ii)(A) - (E)]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consolidation of IEP Team meetings. To the extent possible, the LEA must encourage the consolidation of reevaluation meetings for the child and other IEP Team meetings for the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(a)(5)" target="_newtab">34 C.F.R. § 300.324(a)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consideration of special factors. In conducting a review of the child's IEP, the IEP Team must consider the special factors in (18)(b) above. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(b)(2)" target="_newtab">34 C.F.R. § 300.324(b)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A regular education teacher of the child, as a member of the IEP Team, must participate in the review and revision of the IEP of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(b)(3)" target="_newtab">34 C.F.R. § 300.324(b)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Failure to meet transition objectives - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(f)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Participating agency failure. If a participating agency, other than the LEA, fails to provide the transition services described in the IEP, the LEA must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(c)(1)" target="_newtab">34 C.F.R. § 300.324(c)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(f)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nothing in this part relieves any participating agency, including the State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to children with disabilities who meet the eligibility criteria of that agency. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(c)(2)" target="_newtab">34 C.F.R. § 300.324(c)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with disabilities in adult prisons. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(g)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The following requirements do not apply to children with disabilities who are convicted as adults under State law and incarcerated in adult prisons (Department of Corrections): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(g)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Participation of children with disabilities in State and districtwide assessments; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(g)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The requirements related to transition planning and transition services do not apply to children whose eligibility under Part B of the IDEA will end, because of their age, before they will be eligible to be released from prison based on consideration of their sentence and eligibility for early release. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(d)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.324(d)(1)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(g)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Modifications of IEP or placement. The IEP Team of a child with a disability who is convicted as an adult and incarcerated in an adult prison may modify the child's IEP or placement if the State has demonstrated a bona fide security or compelling penological interest that cannot otherwise be accommodated. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(d)(2)(i)" target="_newtab">34 C.F.R. § 300.324(d)(2)(i)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(19)(g)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The IEP requirements in this Rule and the LRE requirements do not apply with respect to the modifications described in paragraph (g)(2) above. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.324&amp;title=34#300.324(d)(2)(ii)" target="_newtab">34 C.F.R. § 300.324(d)(2)(ii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.06(20)">(20)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007.</B></td> </tr> </table> <h2><a href="/GAC/160-4-7-.07" name="160-4-7-.07" title="160-4-7-.07">Rule 160-4-7-.07 Least Restrictive Environment (LRE)</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>LRE REQUIREMENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall have policies and procedures to ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities in Georgia shall be educated with children who are not disabled. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.114&amp;title=34#300.114(a)(2)(i)" target="_newtab">34 C.F.R. § 300.114(a)(2)(i)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special classes, separate schooling or other removal of children with disabilities from the regular class environment shall occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.114&amp;title=34#300.114(a)(2)(ii)" target="_newtab">34 C.F.R. § 300.114(a)(2)(ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>DETERMINING EDUCATIONAL PLACEMENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In determining the educational placement of a child with a disability, including a preschool child with a disability, each LEA must ensure that the placement decision: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is made in conformity with the LRE provisions contained in this rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.116&amp;title=34#300.116(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.116(a)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child's placement is determined at least annually, is based on the child's IEP and is as close as possible to the child's home; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.116&amp;title=34#300.116(b)(1) - (3)" target="_newtab">34 C.F.R. § 300.116(b)(1) - (3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Unless the IEP of a child with a disability requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.116&amp;title=34#300.116(c)" target="_newtab">34 C.F.R. § 300.116(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In selecting the LRE, consideration is given to any potential harmful effect on the child or on the quality of services that he or she needs; and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.116&amp;title=34#300.116(d)" target="_newtab">34 C.F.R. § 300.116(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.116&amp;title=34#300.116(e)" target="_newtab">34 C.F.R. § 300.116(e)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>CONTINUUM OF ALTERNATIVE PLACEMENTS</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.115&amp;title=34#300.115(a)" target="_newtab">34 C.F.R. § 300.115(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The above continuum must - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Include the alternative placements listed in the definition of special education (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.115&amp;title=34#300.115(b)(1) - (2)" target="_newtab">34 C.F.R. § 300.115(b)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Preschool placements include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A regular education early childhood program in the public school or community (such as Head Start, Bright from the Start Pre-Kindergarten, public or private daycare), and preschool programs with special education services delivered as: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Additional supportive services. The child remains in a regular early childhood program with supplementary aids and services provided to the teacher and/or child to implement the IEP. The services provided may be from personnel such as paraprofessionals, interpreters, or others.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Direct services: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child remains in a regular early childhood program with direct services from special education personnel utilizing a consultative, collaborative or coteaching model.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child is in the regular education early childhood program but special education and related services are provided outside a regular education early childhood program.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Placements for children not attending a regular early childhood program: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A separate special education program housed in the public school or in a community-based setting, in a separate school or residential school or facility;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A program provided at home as a natural environment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A program provided through service providers in their offices; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(c)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Any combination of the above and/or other settings based on the child's IEP.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> School age placements: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> General education classroom with age-appropriate non-disabled peers, if required by the IEP: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Additional supportive services. The child remains in regular classroom with supplementary aids and services provided to the teacher and/or child to implement the IEP. The services provided may be from personnel such as paraprofessionals, interpreters, or others.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Direct services. The child remains in the regular classroom with direct services from special education personnel on a consultative, collaborative, or co-teaching basis.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Instruction outside the general classroom for individuals or small groups.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Separate day school or program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Home-Based instruction may be used as a short-term placement option on occasions when the parent and LEA agree at an IEP meeting with the following considerations: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A free and appropriate public education (FAPE) is provided and includes access to the general curriculum and an opportunity to make progress toward the goals and objectives included in the IEP;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> home-based services must be reviewed no less than quarterly by the IEP team; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> all IEPs that require home-based placements will include a reintegration plan for returning to the school setting.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Residential placement in-state or out-of-state.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(3)(d)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hospital/homebound instruction program (HHB)is used for students with disabilities who are placed in a special education program and have a medically diagnosed condition that will significantly interfere with their education and requires them to be restricted to their home or a hospital for a period of time. The LEA shall provide hospital/homebound instruction to students with disabilities, under the requirements found in Georgia rule <a title="160-4-2-.31" href="160-4-2-.31">160-4-2-.31</a> Hospital Homebound Services.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>NONACADEMIC SETTINGS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Extracurricular services and activities, including meals, recess periods, and other services and activities, each LEA shall ensure that each child with a disability participates with nondisabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of that child. The LEA must ensure that each child with a disability has the supplementary aids and services determined by the child's IEP Team to be appropriate and necessary for the child to participate in nonacademic settings. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.117&amp;title=34#" target="_newtab">34 C.F.R. § 300.117</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure the provision of supplementary aides and services determined appropriate by the IEP team in order to allow children with disabilities an equitable opportunity for participation in nonacademic and extracurricular activities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nonacademic and extracurricular services may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the LEA, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the public agency and assistance in making outside employment available [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.107&amp;title=34#" target="_newtab">34 C.F.R. § 300.107</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>CHILDREN IN PUBLIC OR PRIVATE INSTITUTIONS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall assure that no child with a disability placed by the LEA in a public or private institution is denied access to an education in the LRE, except for those students in adult prisons as described in <a title="160-4-7-.02" href="160-4-7-.02">160-4-7-.02</a> FREE AND APPROPRIATE PUBLIC EDUCATION. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.118&amp;title=34#" target="_newtab">34 C.F.R. § 300.118</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA responsible for the education of a child with a disability who is enrolled in a separate facility shall ensure that the child receives appropriate physical education services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.108&amp;title=34#300.108(d)" target="_newtab">34 C.F.R. § 300.108(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>TECHNICAL ASSISTANCE AND TRAINING ACTIVITIES</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must carry out activities to ensure that all teachers and administrators are fully informed about their responsibilities for implementing LRE; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.07(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are provided with technical assistance and training necessary to assist them in this effort. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.119&amp;title=34#300.119(a) - (b)" target="_newtab">34 C.F.R. § 300.119(a) - (b)</a> ]</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.08" name="160-4-7-.08" title="160-4-7-.08">Rule 160-4-7-.08 Confidentiality of Personally Identifiable Information</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CONFIDENTIAL INFORMATION.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Education records means the type of records covered under the definition of "education records" in 34 C.F.R. part 99 (the regulations implementing the Family Educational Rights and Privacy Act of 1974, <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=1232&amp;title=20#" target="_newtab">20 U.S.C. 1232</a> g (FERPA)). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.611&amp;title=34#300.611(b)" target="_newtab">34 C.F.R. § 300.611(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall provide a description of the children on whom personally identifiable information is maintained, the types of information sought, the methods the LEA intends to use in gathering the information, and the uses to be made of the information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.612&amp;title=34#300.612(a)(2)" target="_newtab">34 C.F.R. § 300.612(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Confidentiality information shall be given in native languages appropriate to population groups served by the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.612&amp;title=34#300.612(a)(1)" target="_newtab">34 C.F.R. § 300.612(a)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall provide notice that is adequate to fully inform all parents concerning the policies and procedures which the LEA follows regarding storage, disclosure to third parties, and retention and destruction of personally identifiable information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.612&amp;title=34#300.612(a)(3)" target="_newtab">34 C.F.R. § 300.612(a)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(1)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall provide a description of all of the rights of parents and children regarding this information, including the rights under FERPA and implementing regulations in 34 C.F.R. Part 99. [ 34 C.F.R. § 612(a)(4) ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>ACCESS RIGHTS AND REQUIRED PROCEDURES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must permit parents to inspect and review any education records relating to their children that are collected, maintained, or used by the LEA. The LEA must comply with a request without unnecessary delay and before any meeting regarding an IEP, any due process hearing, or resolution session, and in no case more than 45 days after the request has been made. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.613&amp;title=34#300.613(a)" target="_newtab">34 C.F.R. § 300.613(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The rights of parents regarding education records are transferred to the adult student at age 18. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.625&amp;title=34#300.625(b)" target="_newtab">34 C.F.R. § 300.625(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The right to inspect and review all education records includes: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The right to a response from the LEA to reasonable requests for explanations and interpretations of the records;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The right to request that the LEA provide copies of the records containing the information if failure to provide those copies would effectively prevent the parents from exercising the right to inspect and review the records; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The right to have a representative of the parents inspect and review the records. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.613&amp;title=34#300.613(b)" target="_newtab">34 C.F.R. § 300.613(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA may presume that the parents have the authority to inspect and review all records relating to their child unless the LEA has been advised that the parents do not have the authority under applicable State law governing such matters as guardianship, separation, and divorce. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.613&amp;title=34#300.613(c)" target="_newtab">34 C.F.R. § 300.613(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Record of Parties Obtaining Access. Each LEA must keep a record of parties obtaining access to education records collected or maintained (except access by the parents and authorized employees of the LEA), including the name of the party, the date access was given, and the purpose for which the party is authorized to review or use the records. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.614&amp;title=34#" target="_newtab">34 C.F.R. § 300.614</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Records on More Than One Child. If any education record includes information on more than one student, the parent(s) of those students have the right to inspect and review only the data relating to their child or be informed of that specific information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.615&amp;title=34#" target="_newtab">34 C.F.R. § 300.615</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> List of Types and Locations of Information. Upon request, the LEA must provide the parents a list of the types and locations of education records collected, maintained, or used by the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.616&amp;title=34#" target="_newtab">34 C.F.R. § 300.616</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fees. Each LEA may charge a fee for copies of records that are made for parents under this Rule if the fee does not effectively prevent the parents from exercising their right to inspect and review those records. The LEA may not charge a fee to search for and retrieve information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.617&amp;title=34#300.617(a) - (b)" target="_newtab">34 C.F.R. § 300.617(a) - (b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>AMENDMENT OF RECORDS AT PARENT'S REQUEST.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parents who believe that information contained in the education records collected, maintained, or used is inaccurate or misleading or violates the privacy or other rights of the student may request that the LEA amend the information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.618&amp;title=34#300.618(a)" target="_newtab">34 C.F.R. § 300.618(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must decide whether to amend the information in accordance with the request within a reasonable period of time of receipt of the request. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.618&amp;title=34#300.618(b)" target="_newtab">34 C.F.R. § 300.618(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA decides to refuse to amend the information in accordance with the request, it must inform the parents of the refusal and advise the parents of the right to a hearing provided under this Rule, paragraph (3)(d) below. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.618&amp;title=34#300.618(c)" target="_newtab">34 C.F.R. § 300.618(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(3)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must, on request, provide an opportunity for a hearing to challenge information in education records to ensure that it is not inaccurate, misleading, or otherwise in violation of the privacy or other rights of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.619&amp;title=34#" target="_newtab">34 C.F.R. § 300.619</a> ] The hearing held must be conducted according to the procedures under FERPA and its regulations [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.22&amp;title=34#" target="_newtab">34 C.F.R. § 99.22</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>RESULTS OF HEARING.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If, as a result of the hearing, the LEA decides that the information is inaccurate, misleading or otherwise in violation of the privacy or other rights of the child, it must amend the information accordingly and so inform the parents in writing. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.620&amp;title=34#300.620(a)" target="_newtab">34 C.F.R. § 300.620(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If, as a result of the hearing, the agency decides the information is accurate and not misleading or otherwise in violation of the privacy or other rights of the student, it must inform the parents of their right to place in the records it maintains on the child, a statement commenting on the information and setting forth the reasons for disagreeing with the decision of the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.620&amp;title=34#300.620(b)" target="_newtab">34 C.F.R. § 300.620(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Any explanation placed in the records of the student must be maintained by the LEA as part of the records of the child as long as the record or contested portion thereof is maintained by the LEA. If the records of the child, or the contested portion thereof, are disclosed by the LEA to any party, the explanation must also be disclosed to the party. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.620&amp;title=34#300.620(c)" target="_newtab">34 C.F.R. § 300.620(c)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>CONSENT.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parental consent must be obtained before personally identifiable information is disclosed to other parties in accordance with <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.30&amp;title=34#" target="_newtab">34 C.F.R. § 99.30</a>, unless the disclosure is authorized without parental consent under <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#" target="_newtab">34 C.F.R. § 99.31</a>. Under <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#" target="_newtab">34 C.F.R. § 99.31</a>, prior consent is not required to release information to: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parents or eligible children; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.4&amp;title=34#" target="_newtab">34 C.F.R. §§ 99.4</a>, <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.5&amp;title=34#" target="_newtab">99.5</a>, <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(8)" target="_newtab">99.31(a)(8)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Other school officials, including teachers, within the agency or institution whom the agency or institution has determined to have legitimate educational interests. This includes teachers within the LEA, legally constituted cooperating agencies or other agencies providing shared services; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(1)" target="_newtab">34 C.F.R. § 99.31(a)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Officials of another school, school system, or institution of postsecondary education in which the child seeks or is eligible to enroll, upon condition that the student's parents be notified of the transfer, receive a copy of the record, if desired, and have an opportunity for a hearing to challenge the content of the record; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(2)" target="_newtab">34 C.F.R. § 99.31(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Authorized Federal, State or local representatives in connection with an audit or evaluation of Federal or State supported education programs, or for the enforcement of or compliance with Federal legal requirements which relate to those programs. The information must be protected in a manner that does not permit personal identification of individuals by anyone except the officials referred to above and must be destroyed when no longer needed. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(3)" target="_newtab">34 C.F.R. § 99.31(a)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In connection with a child's application for or receipt of financial aid for which the child has applied or which the student has received, if the information is necessary; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(4)" target="_newtab">34 C.F.R. § 99.31(a)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> State and local officials or authorities to whom this information is specifically allowed to be reported or disclosed pursuant to a State statute concerning the juvenile justice system; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(5)" target="_newtab">34 C.F.R. § 99.31(a)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Organizations conducting studies for, or on behalf of, educational agencies or institutions to develop, validate, or administer predictive tests; administer student aid programs; or improve instruction. Information may only be disclosed if the study is conducted in a manner that does not permit personal identification of parents and students by individuals other than representatives of the organization and the information is destroyed when no longer needed; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(6)" target="_newtab">34 C.F.R. § 99.31(a)(6)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Accrediting organizations to carry out their accrediting functions; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(7)" target="_newtab">34 C.F.R. § 99.31(a)(7)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In compliance with a judicial order or a lawfully issued subpoena. The LEA must make a reasonable attempt to notify the child's parents of the judicial order or subpoena before releasing the records, unless the disclosure is in compliance with a Federal grand jury subpoena or other subpoena issued for law enforcement purposes and the court or other issuing agency has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(9)" target="_newtab">34 C.F.R. § 99.31(a)(9)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Disclosure in connection with a health or safety emergency, if the knowledge of the information is necessary to protect the health or safety of the child or other individuals. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(10)" target="_newtab">34 C.F.R. § 99.31(a)(10)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The disclosure is information the LEA has designated as "directory information" and the LEA has given public notice to parents and eligible students of the types of personally identifiable information that the LEA has designated as directory information, a parent's or eligible student's right to refuse to let the LEA to designate any or all of those types of information about the student as directory information, and the period of time within which a parent or eligible student has to notify the LEA in writing that he or she does not want any or all of those types of information about the student designated as directory information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(11)" target="_newtab">34 C.F.R. § 99.31(a)(11)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Office for Civil Rights. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(3)" target="_newtab">34 C.F.R. § 99.31(a)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(5)(a)13.">13.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Officials within the Department of Human Resources (DHR), Department of Corrections (DOC), Department of Juvenile Justice (DJJ) and Department of Labor (DOL) for the purpose of making appropriate educational decisions regarding placements. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=99.31&amp;title=34#99.31(a)(1)" target="_newtab">34 C.F.R. § 99.31(a)(1)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>SAFEGUARDS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must protect the confidentiality of personally identifiable information at collection, storage, disclosure, and destruction states. The LEA's superintendent or designee must ensure the confidentiality of any personally identifiable information. Access of unauthorized persons to personally identifiable information without parent's consent is forbidden. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.623&amp;title=34#300.623(a) - (b)" target="_newtab">34 C.F.R. § 300.623(a) - (b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> All persons collecting or using personally identifiable information must receive training or instruction regarding department policies and procedures concerning personally identifiable information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.623&amp;title=34#300.623(c)" target="_newtab">34 C.F.R. § 300.623(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(6)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must maintain, for public inspection, a current listing of the names and positions of employees within the LEA who may have access to personally identifiable information. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.623&amp;title=34#300.623(d)" target="_newtab">34 C.F.R. § 300.623(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(7)">(7)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>DESTRUCTION OF INFORMATION.</B> Destruction means physical destruction or removal of personal identifiers from information so that the information is no longer personally identifiable. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.611&amp;title=34#300.611(a)" target="_newtab">34 C.F.R. § 300.611(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(7)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must establish a procedure for destruction of information and must inform parents that personally identifiable information collected, maintained, or used in the provision of a FAPE is no longer needed to provide educational services to the child. These procedures must be in accordance with FERPA and its regulations ( 34 CFR part 99 ) and the Georgia Open Records Act (O.C.G.A. § <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=50-18-70&amp;title=50&amp;getbrowsepage=yes#" target="_newtab">50-18-70</a><I>et seq.</I>).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(7)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The information must be destroyed at the request of the parents when the information is no longer needed to provide educational services to the child. However, a permanent record of a child's name, address and telephone number, grades, attendance record, classes attended, grade level completed and year completed may be maintained without time limitation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.624&amp;title=34#300.624(b)" target="_newtab">34 C.F.R. § 300.624(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(8)">(8)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>ENFORCEMENT.</B> Through the compliance review and general supervision process, the Georgia Department of Education (GaDOE) shall ensure that these policies and procedures are followed and that the requirements of these rules are met. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.610&amp;title=34#" target="_newtab">34 C.F.R. §§ 300.610</a> -.627]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.08(9)">(9)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>This rule shall become effective July 1, 2007</B>.</td> </tr> </table> <h2><a href="/GAC/160-4-7-.09" name="160-4-7-.09" title="160-4-7-.09">Rule 160-4-7-.09 Procedural Safeguards/Parents' Rights</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> GENERAL.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The term "Procedural Safeguards Notice" also refers to the document commonly identified as "Parent Rights" which, must be given to parents only one time per school year, except that a copy shall also be given to parents in the following circumstances - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon initial referral or parent request for evaluation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon receipt of the first state complaint in a school year;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon receipt of the first request for a due process hearing in a school year;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon notification by the LEA to the parent of the decision to remove the child from his or her current placement and the removal constitutes a change of placement under the discipline provisions of IDEA and state rules because of a violation of a code of student conduct;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior to accessing a child's or parent's public benefits or insurance for the first time; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon request by the parent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.504&amp;title=34#300.504(a)(1) - (4)" target="_newtab">34 C.F.R. § 300.504(a)(1) - (4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent may elect to receive the Procedural Safeguard/Parent Rights notice by electronic mail, if the LEA makes that option available. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.505&amp;title=34#" target="_newtab">34 C.F.R. § 300.505</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The State and each LEA may place a copy of the Procedural Safeguards/Parent Rights on its web site. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.504&amp;title=34#300.504(b)" target="_newtab">34 C.F.R. § 300.504(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The content of the notice must include a full explanation of all the procedural safeguards available relating to: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Independent educational evaluations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior written notice;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parental consent;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Access to education records;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Opportunity to present and resolve complaints through the State complaint procedures and a due process hearing including: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The time period in which to file a complaint or due process hearing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The opportunity for the agency to resolve the complaint; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The difference between the due process hearing and the state complaint process, including the jurisdiction of each procedure, what issues may be raised, filing and decisional timelines, and relevant procedures;</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The availability of mediation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child's placement during the pendency of any due process hearing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Procedures for children who are subject to placement in an interim alternative educational setting;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Requirements for unilateral placement by parents of children in private school at public expense;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Due process hearings, including requirements for disclosure of evaluation results and recommendations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Appeals of due process hearings, including the time period in which to file those actions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attorneys' fees; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.504&amp;title=34#300.504(c)(1) - (13)" target="_newtab">34 C.F.R. § 300.504(c)(1) - (13)</a> ] and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(c)13.">13.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Notice provided in a language understandable to the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.504&amp;title=34#300.504(d)" target="_newtab">34 C.F.R. § 300.504(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall establish and maintain procedures to provide an opportunity for the parents of a child with a disability to: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Inspect and review all education records relating to the identification, evaluation, educational placement and provision of FAPE to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.501(a)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Participate in meetings with respect to the identification, evaluation, and educational placement of the child and the provision of a free appropriate public education (FAPE) to such child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(b)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.501(b)(1)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain an independent educational evaluation of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#" target="_newtab">34 C.F.R. § 300.502</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall establish and maintain procedures to provide to ensure that parents: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Receive notice before the school initiates or changes (or refuses to initiate or change) the identification, evaluation, educational placement of the child, or the provision of FAPE to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.503(a)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Receive notice of places to contact for assistance in understanding the procedural safeguards/parents' rights. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(b)(5)" target="_newtab">34 C.F.R. § 300.503(b)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(1)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Receive procedural safeguards notice and a full explanation of the procedural safeguards. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.504&amp;title=34#300.504(c)" target="_newtab">34 C.F.R. § 300.504(c)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PARENTAL OPPORTUNITY TO EXAMINE RECORDS. </B><P>Each LEA shall establish and maintain procedures which permit the parents of a child with a disability an opportunity to inspect and review any education records relating to their children that are collected, maintained or used in the identification, evaluation, educational placement and provision of a FAPE. These rights include the right to a response from the LEA to reasonable requests for explanations and interpretations of the records, the right to request the LEA to provide copies of the records and the right to have a representative of the parent to inspect and review the records. All rights of parents to examine education records shall transfer to the child at age 18, consistent with Rule 160-4-7-.09 Confidentiality of Personally Identifiable Information. The LEA may presume that the parent has these rights unless the LEA has been advised that the parent does not have the authority due to State law governing, guardianship, separation and divorce. [See <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.613&amp;title=34#" target="_newtab">34 C.F.R. § 300.613</a> ]</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PARENTAL PARTICIPATION IN MEETINGS. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parents of a child with a disability must be afforded an opportunity to participate in meetings with respect to the identification, evaluation, educational placement and the provision of a FAPE to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(b)(1)" target="_newtab">34 C.F.R. § 300.501(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A meeting does not include informal or unscheduled conversations involving LEA personnel and does not include conversations on issues such as teaching methodology, lesson plans or coordination of service provision. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(b)(3)" target="_newtab">34 C.F.R. § 300.501(b)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A meeting also does not include preparatory activities that LEA personnel engage in to develop a proposal or to respond to the parent's proposal that will be discussed at a later meeting. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(b)(3)" target="_newtab">34 C.F.R. § 300.501(b)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall ensure that a parent of each child with a disability is a member of any group that makes decisions on the educational placement of the parent's child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(c)(1)" target="_newtab">34 C.F.R. § 300.501(c)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parents cannot participate in a meeting in which a decision is to be made relating to the educational placement of their child, the LEA shall use other methods to ensure their participation, including individual or conference telephone calls or video conferencing. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(c)(3)" target="_newtab">34 C.F.R. § 300.501(c)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A placement decision may be made by a group without the involvement of the parent(s) if the LEA is unable to obtain their participation in the decision. In this case, the LEA must have a record of its attempts to ensure their involvement, including information that is consistent with Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a> Individualized Education Program. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(c)(4)" target="_newtab">34 C.F.R. § 300.501(c)(4)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall make reasonable efforts to ensure that the parents understand and are able to participate in any group discussions relating to the educational placement of their child, including arranging for an interpreter for parents with deafness or whose native language is other than English. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(e)" target="_newtab">34 C.F.R. § 300.322(e)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must provide notice consistent with Rule <a title="160-4-7-.06(11)(a) and (b)" href="160-4-7-.06#160-4-7-.06(11)(a) and (b)">160-4-7-.06(11)(a) and (b)</a> Individualized Education Program to ensure that parents of children with disabilities have the opportunity to participate in meetings described in (3)(a) above. [ 34 C.F.R. § 501(b)(2) ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> INDEPENDENT EDUCATIONAL EVALUATION. </B><P>As used in this section, independent educational evaluation means an evaluation conducted by a qualified examiner who is not employed by the LEA responsible for the education of the child with a disability in question. As used in this section, public expense means that the LEA pays for the full cost of the evaluation or ensures that the evaluation is otherwise provided at no cost to the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(a)(3)(i) - (ii)" target="_newtab">34 C.F.R. § 300.502(a)(3)(i) - (ii)</a> ]</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent(s) has/have the right to an independent educational evaluation at public expense if the parent(s) disagree(s) with an evaluation conducted/obtained by the LEA, subject to the conditions in paragraphs (a)(1) - (3) of this section. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(b)(1)" target="_newtab">34 C.F.R. § 300.502(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a parent requests an independent educational evaluation at public expense, the LEA must, without unnecessary delay either, initiate an impartial due process hearing to show that its evaluation is appropriate, or ensure that an independent educational evaluation is provided at public expense, unless the LEA demonstrates in a hearing that the evaluation obtained by the parent did not meet agency criteria. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(b)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.502(b)(2)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the final decision is that the LEA's evaluation is appropriate, the parent(s) still has/have the right to an independent educational evaluation but not at public expense. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(b)(3)" target="_newtab">34 C.F.R. § 300.502(b)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a parent requests an independent educational evaluation, the LEA may ask for the parent's reason why he or she objects to the public evaluation. However, the explanation by the parent may not be required and the LEA may not unreasonably delay either providing the independent educational evaluation at public expense or initiating an impartial due process hearing to defend the LEA evaluation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(b)(4)" target="_newtab">34 C.F.R. § 300.502(b)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must provide to the parents, upon request, information about where an independent educational evaluation may be obtained and the LEA's criteria applicable for independent educational evaluations. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(a)(2)" target="_newtab">34 C.F.R. § 300.502(a)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parent obtains an independent educational evaluation at public or private expense, the results of the evaluation: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Shall be considered by the LEA, if it meets state and LEA criteria, in any decision made with respect to the provision of a FAPE to the child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> May be presented by either party as evidence at an impartial due process hearing under these Rules regarding that child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(c)(1) - (2)" target="_newtab">34 C.F.R. § 300.502(c)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the administrative law judge or hearing officer conducting the impartial due process hearing requests an independent educational evaluation as part of a hearing, the cost of the evaluation shall be at public expense. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(d)" target="_newtab">34 C.F.R. § 300.502(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Whenever the state or LEA pays for an independent educational evaluation, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner, shall be the same as the criteria which the state or LEA uses when it initiates an evaluation. Except for the criteria described in this Rule, a LEA may not impose conditions or timelines related to obtaining an independent educational evaluation at public expense. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(e)(1) - (2)" target="_newtab">34 C.F.R. § 300.502(e)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(4)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A parent is entitled to only one independent education evaluation at public expense each time the LEA conducts an evaluation with which the parent disagrees. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.502&amp;title=34#300.502(b)(5)" target="_newtab">34 C.F.R. § 300.502(b)(5)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> NOTICE TO PARENTS/GUARDIAN/SURROGATE.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parents shall be provided notice written in language understandable to the general public a reasonable time before the LEA proposes to initiate or change the identification, evaluation or educational placement of a child or the provision of a FAPE to the child. Written notice shall also be provided if the LEA refuses to take such action. After rights have been transferred to a child whohas reached the age of majority, any written notice covered under this Rule shall be provided to both the child and to the parent(s) of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(a)" target="_newtab">34 C.F.R. § 300.503(a)</a> &amp; (c); <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.625&amp;title=34#300.625(c)" target="_newtab">34 C.F.R. § 300.625(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs shall provide a full explanation of all procedural safeguards<U>/</U>parents' rights available to the parent(s). The communication to the parent(s) shall include a description of the action proposed or refused by the LEA, an explanation of why the LEA proposes or refuses to take the action, and a description of any options the LEA considered and the reasons why those options were rejected. Communication to the parent(s) shall include a description of each evaluation procedure, assessment, record or report the LEA used as a basis for the proposed or refused action. Also included shall be a description of any other factors which are relevant to the LEA's proposal or refusal, a statement that the parent(s) of a child with a disability has protection under the procedural safeguards/parents' rights, a statement of the means by which a copy of the procedural safeguards/parents' rights may be obtained, and information providing sources to contact for assistance in understanding the procedural safeguards/parents' rights. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(b)" target="_newtab">34 C.F.R. § 300.503(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In most cases, the above Noticerequirements can be addressed by providing the parent(s) with a copy of documents such as the consent to evaluate, consent for placement, consent for accessing a child's or parent's public benefits or insurance, evaluation report, eligibility report, invitation to a meeting, the full individualized education program (IEP) (with minutes, if taken), and/or other relevant documents, as appropriate. However, there may be circumstances when a parent makes a request but these items have not yet been generated for the child. In such a case, the LEA must respond to the request through an alternative manner, such as through a letter to the parent(s), which provides all of the required elements identified in paragraph (5)(b) above.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Graduation from high school with a regular education diploma constitutes a change in placement and requires written prior notice, in accordance with information above. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.102&amp;title=34#300.102(a)(3)" target="_newtab">34 C.F.R. § 300.102(a)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Language Understandable to the General Public. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall ensure that the notice required in this rule shall be written in language understandable to the general public. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(c)(1)(i)" target="_newtab">34 C.F.R. § 300.503(c)(1)(i)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provided in the native language of the parent or other mode of communication used by the parent, unless it is clearly not feasible to do so. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(c)(1)(ii)" target="_newtab">34 C.F.R. § 300.503(c)(1)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the native language or other mode of communication of the parent is not a written language, the public agency must take steps to ensure the notice is translated orally or by other means to the parent in his or her native language or other mode of communication; <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(e)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must ensure the parent understands the content of the notice; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(5)(e)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> That there is written evidence that the requirements have been met. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.503&amp;title=34#300.503(c)(2)(i) - (iii)" target="_newtab">34 C.F.R. § 300.503(c)(2)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CONSENT.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> At a minimum, informed parental consent shall be obtained before: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conducting an initial evaluation to determine if the child qualifies as a child with a disability; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(1)(i)" target="_newtab">34 C.F.R. § 300.300(a)(1)(i)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conducting any re-evaluation of a child with a disability; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(c)(1)(i)" target="_newtab">34 C.F.R. § 300.300(c)(1)(i)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Providing initial special education and related services to a child with a disability; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(b)(1)" target="_newtab">34 C.F.R. § 300.300(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consent to provide special education and related services is the consent for any special education and related services described in the IEP to provide FAPE.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Annual decisions about what services are to be provided are made through the IEP process and are not part of this consent requirement.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Disclosing personally identifiable information under conditions described in Rule <a title="160-4-7-.08" href="160-4-7-.08">160-4-7-.08</a> Confidentiality of Personally Identifiable Information; and [See <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.622&amp;title=34#300.622(a) - (b)" target="_newtab">34 C.F.R. § 300.622(a) - (b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Accessing a child's or parent's public benefits or insurance for the first time as described in Rule <a title="160-4-7-.02" href="160-4-7-.02">160-4-7-.02</a> Free Appropriate Public Education (FAPE). [See <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.154&amp;title=34#300.154(d)(iv)" target="_newtab">34 CFR § 300.154(d)(iv)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Except for an initial evaluation, initial placement, and re-evaluation, consent is not required as a condition of any benefit to the parent(s) or child.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consent for initial evaluation shall not be construed as consent for initial provision of special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(1)(ii)" target="_newtab">34 C.F.R. § 300.300(a)(1)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must make reasonable efforts to obtain the informed consent from the parent for an initial evaluation to determine whether the child is a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(1)(iii)" target="_newtab">34 C.F.R. § 300.300(a)(1)(iii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For initial evaluations only, if the child is a ward of the state and is not residing with the child's parent, the LEA is not required to obtain informed consent from the parent for an initial evaluation to determine whether the child is a child with a disability if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Despite reasonable efforts to do so, the LEA cannot discover the whereabouts of the parent of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The rights of the parents of the child have been terminated in accordance with state law;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The rights of the parent to make educational decisions have been subrogated by a judge in accordance with state law and consent for an initial evaluation has been given by an individual appointed by the judge to represent the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(2)(i) - (iii)" target="_newtab">34 C.F.R. § 300.300(a)(2)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parent of a child in public school or seeking to enroll in public school does not provide consent for initial evaluation or the parent fails to respond to a request to provide consent, the LEA may, but is not required to pursue, the initial evaluation by utilizing the procedural safeguards of mediation or due process hearings. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(3)(i)" target="_newtab">34 C.F.R. § 300.300(a)(3)(i)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(f)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA does not violate its obligations under Child Find if it declines to pursue the evaluation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(a)(3)(ii)" target="_newtab">34 C.F.R. § 300.300(a)(3)(ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A LEA that is responsible for making FAPE available to a child with a disability must obtain informed consent from the parent of the child before the initial provision of special education and related services to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(b)(1)" target="_newtab">34 C.F.R. § 300.300(b)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parents of a child fail to respond or refuse to consent to services, the LEA may not utilize the procedural safeguards of mediation or a due process hearing in order to obtain agreement that service may be provided. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(b)(3)" target="_newtab">34 C.F.R. § 300.300(b)(3)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(h)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parents of the child do not provide consent for the initial provision of special education and related services, or the parents fail to respond to a request to provide consent for the initial provision of special education and related services, the LEA will not be considered in violation of the requirement to make FAPE available to the child for which the LEA sought consent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(b)(4)(i)" target="_newtab">34 C.F.R. § 300.300(b)(4)(i)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(h)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA is not required to convene an IEP Team meeting or develop an IEP for the child for whom the LEA requests consent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(b)(4)(ii)" target="_newtab">34 C.F.R. § 300.300(b)(4)(ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must obtain informed parental consent prior to conducting a re-evaluation of a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(c)(1)(i)" target="_newtab">34 C.F.R. § 300.300(c)(1)(i)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parent refuses to consent to the re-evaluation, the LEA may, but is not required to, pursue the re-evaluation by using the consent override procedures by accessing the mediation or due process hearing procedures. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(c)(1)(ii)" target="_newtab">34 C.F.R. § 300.300(c)(1)(ii)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA does not violate its obligation if it declines to pursue the re-evaluation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(c)(1)(iii)" target="_newtab">34 C.F.R. § 300.300(c)(1)(iii)</a> ] </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA need not obtain informed parental consent if it can demonstrate that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> It made reasonable efforts to obtain such consent;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child's parents failed to respond. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(c)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.300(c)(2)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parental consent is not required before: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reviewing existing data as a part of an evaluation or re-evaluation; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(i)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Administering a test or other evaluation that is administered to all children unless consent is required of parents of all children. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.300(d)(1)(i) - (ii)</a> ] </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A LEA may not use a parent's refusal to consent to one service or activity under subparagraph (d) - (f) of paragraph 6 of this Rule to deny the parent or child any other service, benefit, or activity of the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(3)" target="_newtab">34 C.F.R. § 300.300(d)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parent of a child who is home schooled or placed in a private school by the parents at their own expense does not provide consent for the initial evaluation or reevaluation, or the parent fails to respond to a request to provide consent, the LEA may not use the consent override procedures described in this rule; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(4)(i)" target="_newtab">34 C.F.R. § 300.300(d)(4)(i)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(k)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA is not required to consider the child as eligible for services. <P>[ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(4)(ii)" target="_newtab">34 C.F.R. § 300.300(d)(4)(ii)</a> ]</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(k)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> To meet the reasonable efforts requirement in the consent section of this rule, the LEA must document its attempts to obtain parental consent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(d)(5)" target="_newtab">34 C.F.R § 300.300(d)(5)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)">(l)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A parent may revoke consent for the receipt of special education and related services once the child is initially provided special education and related services. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Revocation of consent to provide special education and related services is for all special education and related services; not individual services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The intent to withdraw the child from special education and related services must be made in writing by the parent to the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.300&amp;title=34#300.300(b)(4)" target="_newtab">34 C.F.R § 300.300(b)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA may not continue to provide special education and related services to the child, but must, prior to removing the child from special education and related services, provide the parent prior written notice that meets the requirements of paragraph (5) of this rule.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA may not use the procedures of mediation or due process hearings to override the withdrawal of consent.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA will not be in violation of the responsibility to provide a free and appropriate public education (FAPE) to a child with a disability because of the failure to provide further special education and related services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA is not required to convene an IEP meeting for a child whose consent to receive special education and related services has been revoked.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Subsequent referrals for special education and related services shall be considered an initial evaluation and subject to the sixty day evaluation time period.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(6)(l)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA is not required to amend the records of the child to remove any references to the provision of special education and related services prior to the receipt of the revocation of consent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.9&amp;title=34#300.9(c)(3)" target="_newtab">34 C.F.R § 300.9(c)(3)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(7)">(7)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PARENTAL TRAINING AND AWARENESS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(7)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parents may be provided assistance: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(7)(a)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To understand the special needs of their child and information about child development; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.09(7)(a)(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To acquire the necessary skills to support the implementation of their child's IEP if determined by the IEP Team as a related service. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.34&amp;title=34#300.34(c)(8)(i) - (iii)" target="_newtab">34 C.F.R. § 300.34(c)(8)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.10" name="160-4-7-.10" title="160-4-7-.10">Rule 160-4-7-.10 Discipline</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> GENERAL PROVISIONS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> According to Georgia school laws, LEAs are given the responsibility to develop appropriate and legally based disciplinary procedures.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The code of student conduct shall apply to all children unless a child's individualized education program (IEP) specifically provides otherwise. The LEA shall ensure that the parents and the child with a disability receive notice of the rules and regulations applicable to children with disabilities with respect to child management, discipline and suspension/expulsion upon the child's entry into a special education program or at the annual IEP review.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> AUTHORITY OF SCHOOL PERSONNEL.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> School personnel may consider any unique circumstances on a case-by-case basis when determining whether a change in placement, consistent with the other requirements of this Rule, is appropriate for a child with a disability who violates a code of student conduct. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(a)" target="_newtab">34 C.F.R. § 300.530(a)</a> ].</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> School personnel may remove a child with a disability who violates a code of student conduct from his or her current placement to an appropriate interim alternative educational setting, another setting or suspension, for not more than 10 consecutive school days (to the extent those alternatives are applied to children without disabilities), and for additional removals of not more than 10 consecutive school days in that same school year for separate incidents of misconduct (as long as those removals do not constitute a change of placement under this Rule). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(b)(1)" target="_newtab">34 C.F.R. § 300.530(b)(1)</a>; 34 C.F.R. § 300.536]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> After a child with a disability has been removed from his or her current placement for 10 school days in the same school year, during any subsequent days of removal the LEA must provide services to the extent required under this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(b)(2)" target="_newtab">34 C.F.R. § 300.530(b)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For disciplinary changes in placement that would exceed 10 consecutive school days, if the behavior that gave rise to the violation of the school code is determined not to be a manifestation of the child's disability under this Rule, school personnel may apply the relevant disciplinary procedures to children with disabilities in the same manner and for the same duration as the procedures would be applied to children without disabilities except as provided in (e) of this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(c)" target="_newtab">34 C.F.R. § 300.530(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services. A child with a disability who is removed from his or her current placement for more than 10 consecutive school days must: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Continue to receive educational services, as provided in Rule <a title="160-4-7-.02" href="160-4-7-.02">160-4-7-.02</a> Free and Appropriate Public Education, so as to enable the child to continue to participate in the general educational curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Receive, as appropriate, a functional behavioral assessment and behavioral intervention services and modifications as set forth in the behavioral intervention plan and IEP, where appropriate, that are designed to address the behavior violation so it does not recur. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(d)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.530(d)(1)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA is only required to provide services during periods of removal to a child with a disability who has been removed from his or her current placement for 10 school days or less in that school year, if services are provided to a child without disabilities who has been similarly removed. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(d)(3)" target="_newtab">34 C.F.R. § 300.530(d)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(e)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> After a child with a disability has been removed from his or her current placement for 10 school days in the same school year, if the current removal is not for more than 10 consecutive school days and is not a change in placement because of disciplinary removals, school personnel, in consultation with at least one of the child's teachers, determine the extent to which services are needed in order to provide a free, appropriate public education, so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(d)(4)" target="_newtab">34 C.F.R. § 300.530(d)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(e)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the removal is for more than 10 consecutive school days or is a change in placement because of disciplinary removals, the child's IEP Team determines appropriate services needed in order to provide a free, appropriate public education, so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(d)(5)" target="_newtab">34 C.F.R. § 300.530(d)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(2)(e)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The services required in (e) may be provided in an interim alternative educational setting. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(d)(2)" target="_newtab">34 C.F.R. § 300.530(d)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> MANIFESTATION DETERMINATION.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the LEA, the parent, and the relevant members of the child's IEP Team (as determined by the parent and the LEA) must review all relevant information in the child's file, including the child's IEP, any teacher observations, and any relevant information provided by the parents to determine: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the conduct in question was caused by, or had a direct and substantial relationship to, the child's disability; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(3)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the conduct in question was the direct result of the LEA's failure to implement the IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(e)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.530(e)(1)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The conduct must be determined to be a manifestation of the child's disability if the LEA, the parent and relevant members of the child's IEP Team determine that the conduct in question was caused by, or had a direct and substantial relationship to, the child's disability; or the conduct in question was the direct result of the LEA's failure to implement the IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(e)(2)" target="_newtab">34 C.F.R. § 300.530(e)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA, the parent and the relevant members of the child's IEP Team determines the conduct in question was a direct result of the failure of the LEA to implement the IEP, the LEA must take immediate steps to remedy those deficiencies. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(e)(3)" target="_newtab">34 C.F.R. § 300.530(e)(3)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> DETERMINATION THAT BEHAVIOR WAS A MANIFESTATION.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA, the parent and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child's disability, the IEP Team must either: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(4)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conduct a functional behavioral assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the child; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(4)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior, and except as provided in paragraph (5) below, return the child to the placement from which the child was removed, unless the parent and the LEA agree to a change of placement as part of the modification of the behavioral intervention plan. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(f)(1) - (2)" target="_newtab">34 C.F.R § 300.530(f)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> SPECIAL CIRCUMSTANCES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> School personnel may remove a child to an interim alternative educational setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the child's disability, if the child: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(5)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Carries a weapon to or possesses a weapon at school, on school premises, or at a school function under the jurisdiction of the State or the LEA;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(5)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or to a school function under the jurisdiction of the State or the LEA; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(5)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the State or the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(g)(1) - (3)" target="_newtab">34 C.F.R. § 300.530(g)(1) - (3)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The interim alternative educational setting is determined by the IEP Team. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#" target="_newtab">34 C.F.R. § 300.531</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> NOTIFICATION.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> On the date on which the decision is made to make a removal that constitutes a change of placement of a child with a disability because of a violation of a code of child conduct, the LEA must notify the parents of that decision, and provide the parents the procedural safeguards notice described in Rule <a title="160-4-7-.09" href="160-4-7-.09">160-4-7-.09</a> Procedural Safeguards. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(h)" target="_newtab">34 C.F.R. § 300.530(h)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(7)">(7)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> DEFINITIONS</B>. For purpose of this section, the following definitions apply: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(7)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Controlled substance - a drug or other substance identified under schedules I, II, III, IV, or V in section 202(c) of the Controlled Substances Act ( <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=812&amp;title=21#812(c)" target="_newtab">21 U.S.C. 812(c)</a> ).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(7)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Illegal drug - a controlled substance; but does not include a controlled substance that is legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under that Act or under any other provision of Federal law.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(7)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Serious bodily injury - has the meaning given the term "serious bodily injury" under paragraph (3) of subsection (h) of section 1365 of title 18, United States Code.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(7)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Weapon - has the meaning given the term "dangerous weapon" under paragraph (2) of the first subsection (g) of section 930 of title 18, United States Code. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.530&amp;title=34#300.530(i)(1) - (4)" target="_newtab">34 C.F.R. § 300.530(i)(1) - (4)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)">(8)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> APPEAL.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent of a child with a disability who disagrees with any decision regarding placement or the manifestation determination under this Rule, or an LEA that believes that maintaining the current placement of the child is substantially likely to result in injury to the child or others, may appeal the decision by requesting a hearing. The hearing is requested by filing a due process hearing request pursuant to Rule <a title="160-4-7-.12" href="160-4-7-.12">160-4-7-.12</a> Dispute Resolution. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(a)" target="_newtab">34 C.F.R. § 300.531(a)</a> ].</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Authority of administrative law judge or hearing officer. An administrative law judge or hearing officer under Rule <a title="160-4-7-.12" href="160-4-7-.12">160-4-7-.12</a> Dispute Resolution hears the facts and makes a determination regarding an appeal under the disagreement in (8)(a) above. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(b)(1)" target="_newtab">34 C.F.R. § 300.531(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In making a determination under this Rule, the administrative law judge or hearing officer may: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Return the child with a disability to the placement from which the child was removed if the administrative law judge or hearing officer determines that the removal was a violation of this Rule or that the child's behavior was a manifestation of the child's disability; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Order a change of placement of the child with a disability to an appropriate interim alternative educational setting for not more than 45 school days if the administrative law judge or hearing officer determines that maintaining the current placement of the child is substantially likely to result in injury to the child or to others. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(b)(2)(i) - (ii)" target="_newtab">34 C.F.R. § 300.531(b)(2)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> These appeal procedures may be repeated, if the LEA believes that returning the child to the original placement is substantially likely to result in injury to the child or to others. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(b)(3)" target="_newtab">34 C.F.R. § 300.531(b)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Expedited due process hearing. Whenever a hearing is requested under paragraph (8)(a) this Rule, the parents or the LEA involved in the dispute must have an opportunity for an impartial due process hearing consistent with Rule <a title="160-4-7-.12" href="160-4-7-.12">160-4-7-.12</a> Dispute Resolution, except as provided in (d)1. and 2. below. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(c)(1)" target="_newtab">34 C.F.R. § 300.531(c)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The State is responsible for arranging the expedited due process hearing, which must occur within 20 school days of the date the complaint requesting the hearing is filed. The administrative law judge or hearing officer must make a determination within 10 school days after the hearing. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(c)(2)" target="_newtab">34 C.F.R. § 300.531(c)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Unless the parents and LEA agree in writing to waive the resolution meeting described in Rule <a title="160-4-7-.12" href="160-4-7-.12">160-4-7-.12</a> Dispute Resolution or agree to use the mediation process described in the same Rule: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(d)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A resolution meeting must occur within seven days of receiving notice of the due process hearing request/complaint; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(d)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The due process hearing may proceed unless the matter has been resolved to the satisfaction of both parties within 15 days of the receipt of the due process hearing request/complaint. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(c)(3)" target="_newtab">34 C.F.R. § 300.531(c)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(8)(d)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The decisions on expedited due process hearings are appealable consistent with Rule <a title="160-4-7-.12" href="160-4-7-.12">160-4-7-.12</a> Dispute Resolution. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.531&amp;title=34#300.531(c)(5)" target="_newtab">34 C.F.R. § 300.531(c)(5)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(9)">(9)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PLACEMENT DURING APPEALS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(9)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> When an appeal under this Rule has been made by either the parent or the LEA, the child must remain in the interim alternative educational setting pending the decision of the administrative law judge or hearing officer or until the expiration of the 45 school day time period provided for in this Rule, section 5, Special Circumstances, whichever comes first, unless the parent and the LEA agree otherwise. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.533&amp;title=34#" target="_newtab">34 C.F.R. § 300.533</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)">(10)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PROTECTIONS FOR CHILDREN NOT YET ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child who has not been determined to be eligible for special education and related services and who has engaged in behavior that violated a code of student conduct, may assert any of the protections provided for in this Rule if the LEA had knowledge (as determined in accordance with this Rule) that the child was a child with a disability before the behavior that precipitated the disciplinary action occurred. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.534&amp;title=34#300.534(a)" target="_newtab">34 C.F.R. § 300.534(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An LEA must be deemed to have knowledge that a child is a child with a disability if before the behavior that precipitated the disciplinary action occurred - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent of the child expressed concern in writing to supervisory or administrative personnel of the appropriate educational agency or a teacher of the child, that the child is in need of special education and related services;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent of the child requested an evaluation of the child pursuant to Rule <a title="160-4-7-.04" href="160-4-7-.04">160-4-7-.04</a> Eligibility Determinations and Criteria; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher of the child or other personnel of the LEA expressed specific concerns about a pattern of behavior demonstrated by the child directly to the director of special education of the LEA or to other supervisory personnel of the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.534&amp;title=34#300.534(b)(1) - (3)" target="_newtab">34 CFR § 300.534(b)(1) - (3)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An LEA would not be deemed to have knowledge that a child is a child with a disability if the parent of the child has not allowed an evaluation of the child or has refused services or the child has been evaluated and determined not to be a child with a disability as described in Rule <a title="160-4-7-.04" href="160-4-7-.04">160-4-7-.04</a> Eligibility Determinations and Criteria. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.534&amp;title=34#300.534(c)(1) - (2)" target="_newtab">34 C.F.R. § 300.534(c)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If an LEA does not have knowledge that a child is a child with a disability prior to taking disciplinary measures against the child, the child may be subjected to the disciplinary measures applied to children without disabilities who engaged in comparable behaviors. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.534&amp;title=34#300.534(d)(1)" target="_newtab">34 C.F.R. § 300.534(d)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(10)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a request is made for an evaluation of a child during the time period in which the child is subjected to disciplinary measures, the evaluation must be conducted in an expedited manner. Until the evaluation is completed, the child remains in the educational placement determined by school authorities, which can include suspension or expulsion without educational services. If the child is determined to be a child with a disability, taking into consideration information from the evaluation conducted by the agency and the information provided by the parents, the agency must provide special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.534&amp;title=34#300.534(d)(2)(i) - (iii)" target="_newtab">34 C.F.R. § 300.534(d)(2)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(11)">(11)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> REFFERAL TO AND ACTION BY LAW ENFORCEMENT AND JUDICIAL AUTHORITIES</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(11)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nothing in this Rule prohibits a LEA from reporting a crime committed by a child with a disability to appropriate authorities or prevents State law enforcement or judicial authorities from exercising their responsibilities with regard to the application of Federal and State law to crimes committed by a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.535&amp;title=34#300.535(a)" target="_newtab">34 C.F.R. § 300.535(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(11)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A LEA reporting a crime committed by a child with a disability must ensure that copies of the special education and disciplinary records of the child are transmitted for consideration by the appropriate authorities to whom the agency reports the crime. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.535&amp;title=34#300.535(b)(1)" target="_newtab">34 C.F.R. § 300.535(b)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(11)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A LEA reporting a crime under this Rule may transmit copies of the child's special education and disciplinary records only to the extent that the transmission is permitted by the Family Educational Rights and Privacy Act. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.535&amp;title=34#300.535(b)(2)" target="_newtab">34 C.F.R. § 300.535(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)">(12)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CHANGE OF PLACEMENT BECAUSE OF DISCIPLINARY REMOVALS</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For purposes of removals of a child with a disability from the child's current educational placement under this Rule, a change in placement occurs if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The removal is for more than 10 consecutive school days, or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child has been subjected to a series of removals that constitute a pattern - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Because the series of removals total more than 10 school days in a school year;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Because the child's behavior is substantially similar to the child's behavior in previous incidents that resulted in the series of removals, and;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Because of such additional factors as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.536&amp;title=34#300.536(a)" target="_newtab">34 C.F.R. § 300.536(a)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA determines on a case-by-case basis whether a pattern of removals constitutes a change of placement. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.536&amp;title=34#300.536(b)(1)" target="_newtab">34 C.F.R. § 300.536(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(12)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> This determination is subject to review through due process hearings and judicial proceedings. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.536&amp;title=34#300.536(b)(2)" target="_newtab">34 C.F.R. § 300.536(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.10(13)">(13)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007</B>.</td> </tr> </table> <h2><a href="/GAC/160-4-7-.11" name="160-4-7-.11" title="160-4-7-.11">Rule 160-4-7-.11 Surrogate Parent</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> APPOINTMENT</B>. In order to provide every child eligible for a public education with the protection of procedural due process, a surrogate parent shall be appointed by the LEA when: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> No parent can be identified; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(a)(1)" target="_newtab">34 C.F.R. § 300.519(a)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA, after reasonable efforts, cannot locate the parents; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(a)(2)" target="_newtab">34 C.F.R. § 300.519(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child is a ward of the State under the laws of Georgia; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(a)(3)" target="_newtab">34 C.F.R. § 300.519(a)(3)</a> ]; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child is an unaccompanied homeless youth as defined in section 725(6) of the McKinney-Vento Homeless Assistance Act ( <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=11434&amp;title=42#" target="_newtab">42 U.S.C. 11434</a> a(6)). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(a)(4)" target="_newtab">34 C.F.R. § 300.519(a)(4)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> LEA DUTIES</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall have procedures to determine that a child needs a surrogate parent and the assignment of an individual to act as a surrogate for the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(b)" target="_newtab">34 C.F.R. § 300.519(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA responsible for educating children with disabilities shall maintain a list of eligible persons to serve as surrogate parents.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> WARDS OF THE STATE</B>. In the case of a child who is a ward of the State, the surrogate parent alternatively may be appointed by the judge overseeing the child's case, provided that the surrogate meets the requirements in paragraphs (4)(a)(i) and (4) of this section. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(c)" target="_newtab">34 C.F.R. § 300.519(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CRITERIA FOR SELECTION OF SURROGATE PARENTS</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure that a person selected as a surrogate parent - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(4)(a)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is not an employee of the GaDOE, the LEA or any other agency that is involved in the education or care of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(4)(a)(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Has no personal or professional interest that conflicts with the interest of the child the surrogate parent represents; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(4)(a)(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Has knowledge and skills that ensure adequate representation of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(d)" target="_newtab">34 C.F.R. § 300.519(d)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> NON-EMPLOYEE REQUIREMENT; COMPENSATION</B>. A person otherwise qualified to be a surrogate parent under paragraph (4) of this section is not an employee of the LEA solely because he or she is paid by the LEA to serve as a surrogate parent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(e)" target="_newtab">34 C.F.R. § 300.519(e)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> UNACCOMPANIED HOMELESS YOUTH</B>. In the case of a child who is an unaccompanied homeless youth, appropriate staff of emergency shelters, transitional shelters, independent living programs, and street outreach programs may be appointed as temporary surrogate parents without regard to paragraph (4)(a)(i) of this section, until a surrogate parent can be appointed that meets all of the requirements of paragraph (4) of this section. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(f)" target="_newtab">34 C.F.R. § 300.519(f)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(7)">(7)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> SURROGATE PARENT RESPONSIBILITIES</B>. The surrogate parent may represent the child in all matters relating to - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(7)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The identification, evaluation, and educational placement of the child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(7)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The provision of FAPE to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.519&amp;title=34#300.519(g)" target="_newtab">34 C.F.R. § 300.519(g)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(8)">(8)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> LIABILITY</B>. Any individual appointed to act as a surrogate parent for a child with a disability under IDEA 2004 shall not be liable for any civil damages for any action or actions done while performing duty as a surrogate parent, except for acts or omissions to act constituting gross, willful, or wanton negligence. [O.C.G.A. Section <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=20-1-5&amp;title=20#" target="_newtab">20-1-5</a>]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.11(9)">(9)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007.</B></td> </tr> </table> <h2><a href="/GAC/160-4-7-.12" name="160-4-7-.12" title="160-4-7-.12">Rule 160-4-7-.12 Dispute Resolution</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>COMPLAINT PROCESS</B>. An organization or individual, including an organization or individual from another state, may file a signed, written complaint regarding allegations of substance. The complaint shall include a statement that the LEA has violated requirements of the IDEA and the facts on which the statement is based, the signature and contact information for the complainant, and, if alleging violations with respect to a specific child, the name and address of the residence of the child, the name of the school the child is attending, in the case of a homeless child or youth, available contact information for the child and the name of the school the child is attending, a description of the nature of the problem, including facts relating to the problem, and a proposed resolution to the problem to the extent known and available to the party at the time the complaint is filed. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.151&amp;title=34#300.151(a)" target="_newtab">34 C.F.R. § 300.151(a)</a>; 34 C.F.R. § 300.153(a) &amp; (b)] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><I>The complaint must allege a violation that occurred not more than one year prior to the date the complaint is received. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.153&amp;title=34#" target="_newtab">34 C.F.R. § 300.153</a> ]</I></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The party filing the complaint must forward a copy of the complaint to the LEA at the same time the party files the complaint with the GaDOE. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.153&amp;title=34#300.153(d)" target="_newtab">34 C.F.R. § 300.153(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The complaint shall be reviewed and investigated as necessary and appropriate action taken within 60 calendar days of its receipt by the GaDOE.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a written complaint is received that is also the subject of an impartial due process hearing or contains multiple issues, some of which are a part of an impartial due process hearing, the portions of the complaint that are not a part of that hearing shall be resolved, following the time limits and procedures described in this rule. The portions of the complaint which are also the subject of an impartial due process hearing shall be set aside pending the conclusion of the hearing. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(c)(1)" target="_newtab">34 C.F.R. § 300.152(c)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a written complaint is received which contains issues previously decided in an impartial due process hearing involving the same parties, the hearing decision is binding on that issue, and the complainant shall be so informed by the GaDOE. However, a complaint alleging a LEA's failure to implement an impartial due process hearing decision shall be resolved, following the time limit and procedures described in this rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(c)(2) - (3)" target="_newtab">34 C.F.R. § 300.152(c)(2) - (3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Through activities of the GaDOE and the LEAs, the state complaint procedures will be widely disseminated to parents and other interested individuals, including parent training and information centers, protection and advocacy agencies, independent living centers, and other appropriate entities. [<I>See </I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.151&amp;title=34#300.151(a)(2)" target="_newtab">34 C.F.R. § 300.151(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The complaint procedure is as follows. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Complaints from any organization or individual shall be signed and addressed in writing to: <P>Director, Division for Special Education Services</P> <P>Georgia Department of Education</P> <P>1870 Twin Towers East</P> <P>Atlanta, Georgia 30334-5010</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The party filing the complaint must forward a copy of the complaint to the LEA serving the child at the same time the party files the complaint with the State. The complaint should be forwarded to the Superintendent or the Special Education Director of the LEA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The complaint shall include a statement that the State or LEA has violated a requirement of Part B of IDEA and the facts on which the statement is based, the signature and contact information for the complainant, and, if alleging violations with respect to a specific child, the name and address of the residence of the child, the name of the school the child is attending, in the case of a homeless child or youth, available contact information for the child and the name of the school the child is attending, a description of the nature of the problem of the child, including facts relating to the problem, and a proposed resolution to the problem to the extent known and available to the party at the time the complaint is filed. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.153&amp;title=34#300.153(b)" target="_newtab">34 C.F.R. § 300.153(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Divisions for Special Education Services and Supports shall address the issue with the LEA in writing and request a response within 10 business days from the public agency directly involved. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA involved shall respond directly in writing and shall describe any explanation and/or actions relevant to the allegations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Copies of all correspondence shall besent to the parties involved that include the complainant, the GaDOE and the LEA. In some cases, where the parent of the child is not the complainant, the parent shall also receive copies of all correspondence and the complainant may only receive copies of information that include personally identifiable information if the parent has provided consent to release such information.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent who files the complaint and the LEA shall have the opportunity to voluntarily engage in mediation to resolve the issues within the complaint. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(a)(3)(ii)" target="_newtab">34 C.F.R. § 300.152(a)(3)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon receipt of the first State complaint from a parent in a school year, the LEA involved shall provide the parent with a copy of procedural safeguards available to the parents of a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.504&amp;title=34#300.504(a)(2)" target="_newtab">34 C.F.R. § 300.504(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Divisions For Special Education Supports And Services shall review the LEA's response and a decision may then be made that no further action is required. If, however, the issue is not fully resolved, complaint investigators from the Divisions For Special Education Supports And Services shall be assigned to carry out an independent investigation, including an on-site visit, if necessary, to clarify the issue. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(a)(1)" target="_newtab">34 C.F.R. § 300.152(a)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The on-site complaint team shall gather information to determine whether there has been a violation of state rules and/or Part B of the IDEA. The on-site review may include examination of records, interviews and classroom visits.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Divisions For Special Education Supports And Services shall give the complainant the opportunity to submit additional information, either orally or in writing, regarding the allegations in the complaint. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(a)(2)" target="_newtab">34 C.F.R. § 300.152(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Divisions For Special Education Supports And Services shall review all relevant information and make an independent determination as to whether the LEA is violating a requirement of Part B of the IDEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(a)(4)" target="_newtab">34 C.F.R. § 300.152(a)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Divisions For Special Education Supports And Services shall issue a written decision to the LEA and the complainant that addresses each allegation in the complaint and includes findings of fact and conclusions and the reasons for the final decision. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(a)(5)" target="_newtab">34 C.F.R. § 300.152(a)(5)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)11.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Divisions For Special Education Supports And Services shall include in the decision the steps necessary to resolve the complaint, including technical assistance activities, negotiations, and corrective actions to achieve compliance. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(b)(2)" target="_newtab">34 C.F.R. § 300.152(b)(2)</a> ] This letter of notification shall include specific requirements and timelines that shall be met in order to continue to receive IDEA federal funds or state special education funds.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)11.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><I> If the complaint findings indicate a failure to provide appropriate services, the complaint resolution process will address how the LEA is to remediate the denial of those services, including, as appropriate, the awarding of monetary reimbursement or other corrective action appropriate to the needs of the child and to the future provision of services for all students with disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.151&amp;title=34#300.151(b)" target="_newtab">34 C.F.R. § 300.151(b)</a> ]</I></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)11.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><I> GaDOE must not make any final determination that a LEA is not eligible for assistance under part B of the Act without first giving the LEA reasonable notice and an opportunity for a hearing under <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=76.401&amp;title=34#76.401(d)" target="_newtab">34 C.F.R. § 76.401(d)</a>. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.155&amp;title=34#" target="_newtab">34 C.F.R. § 300.155</a> ] GaDOE's hearing process can be found in Rule <a title="160-5-2-.02" href="160-5-2-.02">160-5-2-.02</a> Withholding of Funds from Local Units of Administration. </I></td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(g)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An extension of the 60 calendar-day time limit for resolution may be made by the GaDOE only when exceptional circumstances exist with respect to a particular complaint or if the parent or other complainant and the LEA involved agree to extend the time to engage in mediation, or to engage in other alternative means of dispute resolution. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.152&amp;title=34#300.152(b)" target="_newtab">34 C.F.R. § 300.152(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(1)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Complaints - Private Schools. Complaints that a LEA has failed to meet the requirements regarding children who are parentally-placed in private schools must be filed under the complaint procedures outlined above. Complaints regarding child find are to be filed with the LEA in which the private school is located and a copy forwarded to the GaDOE. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.140&amp;title=34#" target="_newtab">34 C.F.R. § 300.140</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> MEDIATION PROCESS.</B> Each LEA shall ensure that procedures are established and implemented to allow parties to disputes involving any matter relating to the identification, evaluation, educational placement, or the provision of a free appropriate public education (FAPE) to resolve such disputes through a mediation process. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The mediation process shall be available on request of either party to resolve disputes.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mediation shall be available and offered upon each receipt of a complaint or a due process hearing request.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The procedures shall ensure that the mediation process: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is voluntary on the part of the parties;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is not used to deny or delay a parent's right to a hearing on the parent's due process complaint, or to deny any other rights afforded under Part B of IDEA; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is conducted by a qualified and impartial mediator who is trained in effective mediation techniques. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.506&amp;title=34#300.506(b)(1)(i) - (iii)" target="_newtab">34 C.F.R. § 300.506(b)(1)(i) - (iii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A LEA may establish procedures to offer to parents and schools that choose not to use the mediation process, an opportunity to meet at a time and location convenient to the parents with a disinterested party who is under contract with an appropriate alternative dispute resolution entity, a parent training and information center or a community parent resource center in the State established under section 671 or 672 of IDEA, who would explain the benefits of and encourage the use of the mediation process to the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.506&amp;title=34#300.506(b)(2)" target="_newtab">34 C.F.R. § 300.506(b)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GaDOE shall maintain a list of individuals who are qualified mediators and knowledgeable in laws and regulations relating to the provision of special education and related services. Mediators shall be selected on a random, rotational or other impartial basis. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.506&amp;title=34#300.506(b)(3)(i) - (ii)" target="_newtab">34 C.F.R. § 300.506(b)(3)(i) - (ii)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An individual who serves as a mediator may not be an employee of the GaDOE or the LEA that is involved in the education or care of the child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mediators must not have a personal or professional interest that conflicts with the person's objectivity. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(e)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A person who otherwise qualifies as a mediator is not an employee of a LEA or State agency solely because he or she is paid by the GaDOE to serve as a mediator. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.506&amp;title=34#300.506(c)" target="_newtab">34 C.F.R. § 300.506(c)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The State shall bear the cost of the mediation process. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.506&amp;title=34#300.506(b)(4)" target="_newtab">34 C.F.R. § 300.506(b)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each session in the mediation process shall be scheduled in a timely manner and shall be held in a location that is convenient to the parties to the dispute. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.506&amp;title=34#300.506(b)(5)" target="_newtab">34 C.F.R. § 300.506(b)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parties resolve a dispute through the mediation process, they shall execute a legally binding agreement that sets forth the resolution and states that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(h)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Discussions that occur during the mediation process shall be confidential and may not be used as evidence in any subsequent due process hearings or civil proceedings; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(h)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is signed by both the parent and a representative of the LEA with the authority to bind the LEA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(2)(h)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The written signed mediation agreement is enforceable in any state court of competent jurisdiction, in a district court of the United States or through the State Complaint Process. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.506&amp;title=34#300.506(b)(6) - (7)" target="_newtab">34 C.F.R. § 300.506(b)(6) - (7)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.537&amp;title=34#" target="_newtab">300.537</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> IMPARTIAL DUE PROCESS HEARINGS. </B>The impartial due process hearing is designed to provide a parent or LEA an avenue for resolving differences with regard to the identification, evaluation, placement or provision of a (FAPE) to a child with a disability. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The due process hearing request must allege a violation that occurred not more than two years before the date the parent or LEA knew or should have known about the alleged action that forms the basis of the due process hearing request. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.507&amp;title=34#300.507(a)(2)" target="_newtab">34 C.F.R. § 300.507(a)(2)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The timeline does not apply to a parent if the parent was prevented from filing a due process complaint due to specific misrepresentations by the school district that it had resolved the problem forming the basis of the complaint; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The school district's withholding of information from the parent that was required to be provided to the parent [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(f)" target="_newtab">34 C.F.R. § 300.511(f)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Due process hearings are provided at no cost to either party; however each party is responsible for his, her, or its costs associated with hiring legal counsel or expert witnesses unless a court awards the recovery of such costs to the prevailing party</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must inform the parents of low-cost or no cost legal and other relevant services available if the parent requests the information or whenever a due process request is received by the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.507&amp;title=34#300.507(b)" target="_newtab">34 C.F.R. § 300.507(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Due Process Request Procedures are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The party filing a due process hearing request must provide a copy to the other party and the state. When the party filing a due process hearing request is not the LEA, the party must provide a copy to the LEA's Superintendent at the same time it provides it to the State.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Either party, or the attorney representing either party, may file the due process hearing request.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The state and the parties shall keep the content of the due process request confidential. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.508(a)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The content of the complaint must include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The name of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The address of the residence of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The name of the school and the LEA the child is attending; <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)4.(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For a homeless child, the contact information for the child and the name of the school and LEA the child is attending;</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)4.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A description of the nature of the problem of the child relating to the proposed or refused initiation or change in the identification, evaluation, placement or provision of a free appropriate public education (FAPE) including the facts relating to the problem;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)4.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A proposed resolution to the problem to the extent known and available to the party at the time. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(b)(1) - (6)" target="_newtab">34 C.F.R. § 300.508(b)(1) - (6)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A hearing may not occur until the party or the attorney representing the party files a request that meets the requirements stated above. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(c)" target="_newtab">34 C.F.R. § 300.508(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The request for the due process hearing must be deemed sufficient unless the receiving party notifies the hearing officer and the other party in writing, within 15 days of receipt of the due process request that the receiving party does not believe the request meets the requirements above. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(d)(1)" target="_newtab">34 C.F.R. § 300.508(d)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Within five days of receipt of notification of alleged insufficiency, the administrative law judge or hearing officer must make a determination on the face of the due process request of whether it meets the requirements and must immediately notify the parties in writing of that determination. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(d)(2)" target="_newtab">34 C.F.R. § 300.508(d)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A party may amend its due process request only if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)7.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The other party consents in writing to the amendment and is given the opportunity to resolve the due process request through mediation or a resolution meeting; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)7.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The administrative law judge or hearing officer grants permission not later than five days prior to the beginning of the hearing. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(d)(3)(i) - (ii)" target="_newtab">34 C.F.R. § 300.508(d)(3)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)7.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If an amended due process hearing request is appropriately filed, the timelines for the resolution meeting and the resolution period begin again. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(d)(4)" target="_newtab">34 C.F.R. § 300.508(d)(4)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEA response to a due process hearing request. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)8.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA has not sent prior written notice regarding the subject matter of the due process hearing request to the parent, the LEA must within ten days of receiving the due process hearing request, send to the parent a response that includes: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)8.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An explanation of why the LEA proposed or refused to take action; a description of other options that the IEP team considered and the reasons why these options were rejected; a description of each evaluation procedure, assessment, record, or report the LEA used as the basis for the proposed or refused action; a description of the other factors that are relevant to the LEA's proposed or refused action. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(e)(1)(i) - (iv)" target="_newtab">34 C.F.R. § 300.508(e)(1)(i) - (iv)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA response does not preclude the LEA from asserting that the parent's due process request is insufficient. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(e)(2)" target="_newtab">34 C.F.R. § 300.508(e)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(d)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Unless responded to as above, any party receiving a due process hearing request must send to the other party within ten days a response that specifically addresses the issues raised in the due process hearing request. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.508&amp;title=34#300.508(f)" target="_newtab">34 C.F.R. § 300.508(f)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Resolution process: Within 15 days of receiving a parent's due process hearing request and prior to the initiation of a due process hearing, the LEA must convene a meeting with the parent and relevant members of the IEP Team who have knowledge of the facts identified in the due process request that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Includes a representative of the LEA who has decision-making authority on behalf of the LEA; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> May not include an attorney for the District unless the parent is accompanied by an attorney. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(a)(1)(i) - (ii)" target="_newtab">34 C.F.R. § 300.510(a)(1)(i) - (ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent and the LEA determine the relevant members of the IEP Team to attend the meeting. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(a)(4)" target="_newtab">34 C.F.R. § 300.510(a)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(e)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The purpose of the meeting is for the parent of the child to discuss the due process hearing request, and the facts that form the basis of the request, so that the LEA has the opportunity to resolve the dispute that is the basis of the request for a due process hearing. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(a)(2)" target="_newtab">34 C.F.R. § 300.510(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(e)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The resolution meeting need not be held if the parent and the LEA agree in writing to waive the meeting; or the parent and the LEA agree to use mediation to attempt to resolve the due process hearing request. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(a)(3)(i) - (ii)" target="_newtab">34 C.F.R. § 300.510(a)(3)(i) - (ii)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The resolution period: If the LEA has not resolved the due process hearing request to the satisfaction of the parent within 30 days of the receipt of the due process complaint, the due process hearing may occur. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(b)(1)" target="_newtab">34 C.F.R. § 300.510(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(f)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The failure or refusal of the parent to participate in the resolution meeting shall delay the timelines for the resolution process and the due process hearing until the meeting is held, unless the parties have agreed to waive the resolution meeting or to participate in mediation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(b)(3)" target="_newtab">34 C.F.R. § 300.510(b)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(f)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA is unable to obtain the participation of the parent in the resolution meeting after reasonable efforts have been made (and documented using the procedures in Rule <a title="160-4-7-.06(11)(d)" href="160-4-7-.06#160-4-7-.06(11)(d)">160-4-7-.06(11)(d)</a> ) [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.322&amp;title=34#300.322(d)" target="_newtab">34 C.F.R. § 300.322(d)</a> ], the LEA may at the conclusion of the 30-day resolution period, request that an administrative law judge or hearing officer dismiss the parent's due process hearing request. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(b)(4)" target="_newtab">34 C.F.R. § 300.510(b)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(f)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA fails to hold the resolution meeting within 15 days of receiving notice of a parent's due process hearing request or fails to participate in the resolution meeting, the parent may seek the intervention of an administrative law judge or hearing officer to begin the due process hearing timeline. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(b)(5)" target="_newtab">34 C.F.R. § 300.510(b)(5)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The timeline for issuing a decision in a due process hearing begins at the expiration of the 30-day resolution period, unless an adjustment to the 30-day resolution period is necessary. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(g)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The 45-day timeline for the due process hearing starts the day after the administrative law judge or hearing officer has been informed of one of the following events: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(g)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Both parties agree in writing to waive the resolution meeting;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(g)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> After either the mediation or resolution meeting starts but before the end of the 30-day period, the parties agree in writing that no agreement is possible;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(3)(g)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If both parties agree in writing to continue the mediation at the end of the resolution period, but later, the parent or LEA withdraws from mediation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(c)(1) - (3)" target="_newtab">34 C.F.R. § 300.510(c)(1) - (3)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a resolution to the dispute is reached at the resolution meeting, the parties must execute a legally binding agreement that is signed by both the parent and a representative of the LEA who has the authority to bind the LEA; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(d)(1)" target="_newtab">34 C.F.R. § 300.510(d)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The agreement is enforceable in any State court of competent jurisdiction or in a district court of the United States, or through the State Complaint Process. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(d)(2)" target="_newtab">34 C.F.R. § 300.510(d)(2)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.537&amp;title=34#" target="_newtab">300.537</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the parties execute an agreement, a party may void the agreement within three business days of the agreement's execution. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.510&amp;title=34#300.510(e)" target="_newtab">34 C.F.R. § 300.510(e)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The impartial administrative law judge or hearing officer. At a minimum, an administrative law judge or hearing officer: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must not be an employee of the GaDOE or the LEA that is involved in the education or care of the child; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(c)(1)(i)(A)" target="_newtab">34 C.F.R. § 300.511(c)(1)(i)(A)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A person who otherwise qualifies to conduct a hearing is not an employee of the GaDOE or its representatives solely because he or she is paid by GaDOE to serve as an administrative law judge or hearing officer. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(c)(2)" target="_newtab">34 C.F.R. § 300.511(c)(2)</a> ] </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must not be a person having a personal or professional interest that conflicts with the person's objectivity in the hearing; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(c)(1)(i)(B)" target="_newtab">34 C.F.R. § 300.511(c)(1)(i)(B)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must not be previously familiar with the student or the parents/guardian/surrogate unless through previous administrative procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must not be previously personally familiar with the specific program or services of the LEA at issue in the hearing. Information arising solely from previous due process hearings shall not impair an administrative law judge's impartiality, but information or personal knowledge from other sources about the specific LEA or family, including the education or employment of the administrative law judge's family shall impair that particular individual's impartiality in the particular case;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> When any factor or event may impair or appear to impair the impartiality of the administrative law judge, such factors shall be timely disclosed to all parties.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must possess knowledge of, and the ability to understand, the provisions of the IDEA, Federal and State regulations pertaining to the IDEA, and legal interpretations of the IDEA by Federal and State courts; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(c)(1)(ii)" target="_newtab">34 C.F.R. § 300.511(c)(1)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must possess the knowledge and ability to conduct hearings in accordance with appropriate, standard legal practice; and [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(c)(1)(iii)" target="_newtab">34 C.F.R. § 300.511(c)(1)(iii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must possess the knowledge and ability to render and write decisions in accordance with appropriate, standard legal practice. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(c)(1)(iv)" target="_newtab">34 C.F.R. § 300.511(c)(1)(iv)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(i)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaDOE or its representatives must keep a list of the persons who serve as administrative law judges or hearing officers. The list must include a statement of the qualifications of each of those persons. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(c)(2)" target="_newtab">34 C.F.R. § 300.511(c)(2)</a> ] </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Subject matter of due process hearings. The party requesting the due process hearing may not raise issues at the due process hearing that were not raised in the due process hearing request, unless the other party agrees otherwise. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(d)" target="_newtab">34 C.F.R. § 300.511(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Timeline for requesting a hearing. A parent or agency must request an impartial hearing on their due process hearing request within two years of the date the parent or agency knew or should have known about the alleged action that forms the basis of the due process request. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(e)" target="_newtab">34 C.F.R. § 300.511(e)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(k)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Exceptions to the timeline. The timeline does not apply to a parent if the parent was prevented from filing a due process hearing request due to specific misrepresentations by the LEA that it had resolved the problem forming the basis of the due process hearing request; or the LEA's withholding of information from the parent that was required to be provided to the parent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.511&amp;title=34#300.511(f)(1) - (2)" target="_newtab">34 C.F.R. § 300.511(f)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)">(l)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Any party to a due process hearing has the right to: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Be accompanied and advised by counsel and by individuals with special knowledge or training with respect to the problems of children with disabilities; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(a)(1)" target="_newtab">34 C.F.R. § 300.512(a)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Present evidence and confront, cross-examine, and compel the attendance of witnesses; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(a)(2)" target="_newtab">34 C.F.R. § 300.512(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prohibit the introduction of any evidence at the hearing that has not been disclosed to that party at least five business days before the hearing; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(a)(3)" target="_newtab">34 C.F.R. § 300.512(a)(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain a written, or, at the option of the parents, electronic, verbatim record of the hearing; [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(a)(4)" target="_newtab">34 C.F.R. § 300.512(a)(4)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain written, or, at the option of the parents, electronic findings of fact and decisions. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(a)(5)" target="_newtab">34 C.F.R. § 300.512(a)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Disclosure by each party to the other party at least five business days prior to a hearing all evaluations completed by that date and recommendations based on the offering party's evaluations that the party intends to use at the hearing. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(b)(1)" target="_newtab">34 C.F.R. § 300.512(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An administrative law judge or hearing officer may bar any party that fails to comply with this disclosure rule from introducing the relevant evaluation or recommendation at the hearing without the consent of the other party. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(b)(2)" target="_newtab">34 C.F.R. § 300.512(b)(2)</a> ] </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The calculation of business days under this section for the purposes of disclosure shall be calculated in accordance with the Georgia Civil Practice Act, O.C.G.A. § <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=9-11-6&amp;title=9#" target="_newtab">9-11-6</a>; O.C.G.A. <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=1-3-1&amp;title=1#1-3-1(d)(3)" target="_newtab">1-3-1(d)(3)</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(l)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain a list of all potential witnesses at least five business days before the hearing. If the witness list, due to its length or other factors, does not reasonably disclose the potential witnesses in the hearing, any party or the administrative law judge on his/her own motion may require a party to amend his/her witness list to include only the names of such persons who may actually testify and the general thrust of their testimony. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(m)">(m)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parties may agree to settle the matters in dispute at any time whereupon the ALJ, upon written request, shall enter an order dismissing the matter. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(m)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A party may file a motion for voluntary dismissal at any time, up until five days before the scheduled date of the hearing. No motion for voluntary dismissal shall be considered if filed after that time.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(m)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Any motion for voluntary dismissal filed pursuant to this subsection shall include a statement of the reason(s) for requesting dismissal.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(m)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Within five (5) days after service of the motion for voluntary dismissal pursuant to this subsection, the opposing party may file a response to the motion for voluntary dismissal.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(m)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the ALJ determines that the motion has been made for good cause, the case shall be dismissed without prejudice and the party shall be authorized to re-file the complaint within the time authorized under the applicable statute(s) of limitations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(m)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the ALJ determines that there is a lack of good cause, and the party fails to appear at any scheduled hearing, or to otherwise prosecute their case, the party's claims will be deemed abandoned and dismissed with prejudice.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(n)">(n)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The party seeking relief shall bear the burden of persuasion with the evidence at the administrative hearing. The administrative law judge or hearing officer shall retain the discretion to modify and apply this general principle to conform with the requirements of law and justice in individual cases under unique or unusual circumstances as determined by the administrative law judge or hearing officer.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(o)">(o)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parents involved in hearings must be given the right to: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(o)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have the child who is the subject of the hearing present;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(o)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Open the hearing to the public; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(o)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have the record of the hearing and the findings of fact and decisions provided at no cost to parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.512&amp;title=34#300.512(c)(1) - (3)" target="_newtab">34 C.F.R. § 300.512(c)(1) - (3)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(p)">(p)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An administrative law judge or hearing officer's determination of whether a child received FAPE must be based on substantive grounds. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.513&amp;title=34#300.513(a)(1)" target="_newtab">34 C.F.R. § 300.513(a)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(p)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In matters alleging a procedural violation, an administrative law judge or hearing officer may find that a child did not receive a FAPE only if the procedural inadequacies: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(p)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Impeded the child's right to a FAPE;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(p)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Significantly impeded the parent's opportunity to participate in the decision-making process regarding the provision of a FAPE to the parent's child; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(p)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Caused a deprivation of educational benefit. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.513&amp;title=34#300.513(a)(2)(i) - (iii)" target="_newtab">34 C.F.R. § 300.513(a)(2)(i) - (iii)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(p)1.(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nothing in this paragraph shall be construed to preclude an administrative law judge or hearing officer from ordering a LEA to comply with procedural requirements. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.513&amp;title=34#300.513(a)(3)" target="_newtab">34 C.F.R. § 300.513(a)(3)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(q)">(q)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nothing in this Rule shall be construed to preclude a parent from filing a separate due process hearing request on an issue separate from a due process hearing request already filed. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.513&amp;title=34#300.513(c)" target="_newtab">34 C.F.R. § 300.513(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(r)">(r)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GaDOE, after deleting any personally identifiable information, must transmit the findings and decisions to the State advisory panel and make those findings and decisions available to the public. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.513&amp;title=34#300.513(d)(1) - (2)" target="_newtab">34 C.F.R. § 300.513(d)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(s)">(s)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A decision made in a due process hearing is final, except that any party involved in the hearing may appeal the decision under the provisions in paragraph (s) below. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.514&amp;title=34#300.514(a)" target="_newtab">34 C.F.R. § 300.514(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(t)">(t)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GaDOE must ensure that not later than 45 days after the expiration of the 30-day resolution period or the adjusted resolution time periods that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(t)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A final decision is reached in the hearing; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(t)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A copy of the decision is mailed to each of the parties. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.515&amp;title=34#300.515(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.515(a)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(t)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An administrative law judge or hearing officer may grant specific extensions of time beyond the periods set out in this rule at the request of either party. The hearing officer or administrative law judge must notify the parties in its written order granting the extension of the new date by which the decision shall be provided. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.515&amp;title=34#300.515(c)" target="_newtab">34 C.F.R. § 300.515(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(t)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each hearing must be conducted at a time and place that is reasonably convenient to the parents and child involved. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.515&amp;title=34#300.515(d)" target="_newtab">34 C.F.R. § 300.515(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(u)">(u)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Civil Action. Any party aggrieved by the findings and decision made by an administrative law judge or hearing officer has the right to bring a civil action with respect to the due process hearing request notice requesting a due process hearing. The action may be brought in any State court of competent jurisdiction or in a district court of the United States without regard to the amount in controversy. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.516&amp;title=34#300.516(a)" target="_newtab">34 C.F.R. § 300.516(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(u)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The party bringing the action shall have 90 days from the date of the decision of the administrative law judge or hearing officer to file a civil action. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.516&amp;title=34#300.516(b)" target="_newtab">34 C.F.R. § 300.516(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(u)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In any civil action, the court: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(u)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Receives the records of the administrative proceedings directly from the administrative law judge or hearing officer;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(u)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hears additional evidence at the request of a party; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(u)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Basing its decision on the preponderance of the evidence, grants the relief that the court determines to be appropriate. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.516&amp;title=34#300.516(c)(1) - (3)" target="_newtab">34 C.F.R. § 300.516(c)(1) - (3)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The district courts of the United States have jurisdiction of actions brought under section 615 of the IDEA without regard to the amount in controversy. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.516&amp;title=34#300.516(d)" target="_newtab">34 C.F.R. § 300.516(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(w)">(w)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Rule of construction. Nothing in this part restricts or limits the rights, procedures, and remedies available under the Constitution, the Americans with Disabilities Act of 1990, title V of the Rehabilitation Act of 1973, or other Federal laws protecting the rights of children with disabilities, except that before the filing of a civil action under these laws seeking relief that is also available under section 615 of the IDEA, the procedures under IDEA must be exhausted to the same extent as would be required had the action been brought under the IDEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.516&amp;title=34#300.516(e)" target="_newtab">34 C.F.R. § 300.516(e)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(x)">(x)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attorneys' fees. In any action or proceeding brought under the due process hearing provisions of the IDEA, the court, in its discretion, may award reasonable attorneys' fees as part of the costs to the prevailing party who is the parent of a child with a disability; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(y)">(y)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To a prevailing party who is the GaDOE or LEA against the attorney of a parent who files a complaint or subsequent cause of action that is frivolous, unreasonable, or without foundation, or against the attorney of a parent who continued to litigate after the litigation clearly became frivolous, unreasonable, or without foundation; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(z)">(z)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To a prevailing GaDOE or LEA against the attorney of a parent, or against the parent, if the parent's request for a due process hearing or subsequent cause of action was presented for any improper purpose, such as to harass, to cause unnecessary delay, or to needlessly increase the cost of litigation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(a)(1)(i) - (iii)" target="_newtab">34 C.F.R. § 300.517(a)(1)(i) - (iii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(aa)">(aa)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Funds under Part B of the IDEA may not be used to pay attorneys' fees or costs of a party related to any action or proceeding under the due process hearing provisions of the IDEA. This does not preclude a public agency from using funds under Part B of the IDEA for conducting an action or proceeding under section 615 of the IDEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(b)(1) - (2)" target="_newtab">34 C.F.R. § 300.517(b)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(bb)">(bb)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a court awards reasonable attorneys' fees, they must be based on rates prevailing in the community in which the action or proceeding arose for the kind and quality of services furnished. No bonus or multiplier may be used in calculating the fees awarded under this paragraph. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(c)(1)" target="_newtab">34 C.F.R. § 300.517(c)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(cc)">(cc)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attorneys' fees may not be awarded and related costs may not be reimbursed in any action or proceeding under the due process hearing provisions of IDEA for services performed subsequent to the time of a written offer of settlement to a parent if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(cc)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The offer is made within the time prescribed by Rule 68 of the Federal Rules of Civil Procedure or, in the case of an administrative proceeding, at any time more than 10 days before the proceeding begins;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(cc)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The offer is not accepted within 10 days; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(cc)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The court or administrative hearing officer finds that the relief finally obtained by the parents is not more favorable to the parents than the offer of settlement. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(c)(2)(i)(A) - (C)" target="_newtab">34 C.F.R. § 300.517(c)(2)(i)(A) - (C)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(cc)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An award of attorneys' fees and related costs may be made to a parent who is the prevailing party and who was substantially justified in rejecting the settlement offer. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(c)(3)" target="_newtab">34 C.F.R. § 300.517(c)(3)</a> ] </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(dd)">(dd)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attorneys' fees may not be awarded relating to any meeting of the IEP Team unless the meeting is convened as a result of an administrative proceeding or judicial action, or at the discretion of the State, for mediation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(c)(2)(ii)" target="_newtab">34 C.F.R. § 300.517(c)(2)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(ee)">(ee)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A meeting conducted pursuant to the resolution process shall not be considered a meeting convened as a result of an administrative hearing or judicial action, or an administrative hearing or judicial action, for purposes of this section. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(c)(2)(iii)(A) - (B)" target="_newtab">34 C.F.R. § 300.517(c)(2)(iii)(A) - (B)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(ff)">(ff)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The court may reduce the amount of the attorneys' fees awarded, if the court finds that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(ff)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent, or the parent's attorney, during the course of the action or proceeding, unreasonably protracted the final resolution of the controversy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(ff)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The amount of attorney's fees otherwise authorized to be awarded unreasonably exceeds the hourly rate prevailing in the community for similar services by attorneys of reasonably comparable skill, reputation, and experience;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(ff)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The time spent and legal services furnished were excessive considering the nature of the action or proceeding; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(ff)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The attorney representing the parent did not provide to the LEA the appropriate information in the due process hearing request notice. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(c)(4)(i) - (iv)" target="_newtab">34 C.F.R. § 300.517(c)(4)(i) - (iv)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(gg)">(gg)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The provisions of paragraph (dd) of this section do not apply if the court finds that the State or LEA unreasonably protracted the final resolution of the action or proceeding or there was a violation of section 615 of IDEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.517&amp;title=34#300.517(c)(5)" target="_newtab">34 C.F.R. § 300.517(c)(5)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(hh)">(hh)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Child's status during proceedings. Except as noted in the Rule <a title="160-4-7-.10" href="160-4-7-.10">160-4-7-.10</a> Discipline, during the pendency of any administrative or judicial proceeding regarding a due process complaint notice requesting a due process hearing, unless the State or LEA and the parents of the child agree otherwise, the child involved in the complaint must remain in his or her current educational placement. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.518&amp;title=34#300.518(a)" target="_newtab">34 C.F.R. § 300.518(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the due process hearing request involves an application for initial admission to public school, the child, with the consent of the parents, must be placed in the public school until the completion of all the proceedings. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.518&amp;title=34#300.518(b)" target="_newtab">34 C.F.R. § 300.518(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(jj)">(jj)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the due process hearing request involves an application for initial services under this part from a child who is transitioning from Part C (Babies Can't Wait) to Part B and is no longer eligible for Part C services because the child has turned three, the LEA is not required to provide the Part C services that the child had been receiving. If the child is found eligible for special education and related services under Part B and the parent consents to the initial provision of special education and related services, the LEA must provide those special education and related services that are not in dispute between the parent and the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.518&amp;title=34#300.518(c)" target="_newtab">34 C.F.R. § 300.518(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.12(h)(kk)">(kk)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the administrative law judge or hearing officer in a due process hearing conducted by the State agrees with the child's parents that a change of placement is appropriate, that placement must be treated as an agreement between the LEA and the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.518&amp;title=34#300.518(d)" target="_newtab">34 C.F.R. § 300.518(d)</a> ]</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.13" name="160-4-7-.13" title="160-4-7-.13">Rule 160-4-7-.13 Private Schools</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CHILDREN WITH DISABILITIES IN PRIVATE SCHOOLS PLACED OR REFERRED BY THE LEA.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must ensure that a child with disability who is placed in or referred to a private school or facility by the LEA as a means of providing special education and related services - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is provided special education and related services in conformance with an IEP (Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a> Individualized Education Program); <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> At no cost to the parents;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is provided an education that meets the standards that apply to education provided by the GaDOE and the LEA; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Has all of the rights of a child with a disability who is served by the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.146&amp;title=34#" target="_newtab">34 C.F.R. § 300.146</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaDOE/DES shall: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(b)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Monitor compliance of these children through procedures such as written reports, on-site visits and parent surveys;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(b)(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Disseminate copies of State standards to each private school and facility to which a LEA has referred or placed a child with a disability; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(1)(b)(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide an opportunity for those private schools and facilities to participate in the development and revision of State standards that apply to them. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.147&amp;title=34#" target="_newtab">34 C.F.R. § 300.147</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> PLACEMENT OF CHILDREN BY PARENTS WHEN FAPE IS AT ISSUE.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA made a free appropriate public education (FAPE) available to a child and the child's parents elect to place the child in a private school or facility, the LEA is not required to pay for the cost of the education, including special education and related services, for the child at the private school or facility. However, these students must be included in the activities in paragraph (3) of this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.148&amp;title=34#300.148(a)" target="_newtab">34 C.F.R. § 300.148(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Disagreements about FAPE: Such disagreements regarding the availability of a program appropriate for the child and the question of financial responsibility are subject to the procedural safeguards provided in Rule <a title="160-4-7-.09" href="160-4-7-.09">160-4-7-.09</a> Procedural Safeguards/Parent Rights. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.148&amp;title=34#300.148(b)" target="_newtab">34 C.F.R. § 300.148(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reimbursement for Private School Placement: If the parents of a child with a disability, who previously received special education and related services in a LEA, enroll the child in a private preschool, elementary school or secondary school without the consent of or referral by the LEA, a court or an administrative law judge (ALJ) may require the LEA to reimburse the parents for the cost of that enrollment if the court or ALJ finds that the LEA had not made a FAPE available to the child in a timely manner prior to that enrollment and that the private placement is appropriate. A parental placement may be found to be appropriate by an ALJ or a court even if it does not meet the state standards that apply to education provided by the State or LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.148&amp;title=34#300.148(c)" target="_newtab">34 C.F.R. § 300.148(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Limitation on Reimbursement: The cost of reimbursement described in (a)2. above may be reduced or denied if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> At the most recent IEP Team meeting that the parents attended prior to the removal of the child from the LEA, the parents did not inform the IEP Team that they were rejecting the placement proposed by the LEA to provide a FAPE to their child and did not state their concerns or their intent to enroll the child in a private school at public expense; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> At least 10 business days prior to the removal of the child from the LEA, the parents did not give written notice to the LEA that they were rejecting the placement proposed by the LEA to provide a FAPE to the child and did not state their concerns or their intent to enroll the child in a private school at public expense.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If, prior to the parent's removal of the child from the LEA, the LEA informed the parents through the notice requirements of its intent to evaluate the child, including a statement of the purpose and scope of the evaluation that was appropriate and reasonable, but the parents did not make the child available for evaluation; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon a judicial finding of unreasonableness with respect to actions taken by the parents. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.148&amp;title=34#300.148(d)" target="_newtab">34 C.F.R. § 300.148(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Exception to Limitation on Reimbursement: The cost of reimbursement must not be reduced or denied for a parent's failure to provide the notice to the LEA described in paragraph 3. immediately above if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The school prevented the parents from providing the notice;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parents had not been provided a copy of the parent's rights under IDEA and, therefore, had not been notified of the requirement to provide the notice described in paragraph 3. above; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The provision of notice would likely result in physical harm to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.148&amp;title=34#300.148(e)(1)" target="_newtab">34 C.F.R. § 300.148(e)(1)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The cost of reimbursement may, in the discretion of the court or administrative law judge, not be reduced or denied for a parent's failure to provide the notice to the LEA described in paragraph 4. immediately above if: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parents are not literate or cannot write in English; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The provision of notice would likely result in serious emotional harm to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.148&amp;title=34#300.148(e)(2)" target="_newtab">34 C.F.R. § 300.148(e)(2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> CHILDREN WITH DISABILITIES ENROLLED BY THEIR PARENTS IN PRIVATE SCHOOLS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> As used in this part, the term "parentally-placed private school children with disabilities" means children with disabilities enrolled by their parents in private schools, including religious, schools or facilities when the provision of a FAPE is not at issue. The term does not include private school children with disabilities placed by the LEA as a means of providing special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.130&amp;title=34#" target="_newtab">34 C.F.R. § 300.130</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children who are home schooled within the jurisdiction of the LEA are also considered parentally-placed private school students for the purposes of this Rule.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Child Find. Each LEA shall locate, identify, and evaluate all private schools children with disabilities (including out of state students) enrolled by their parents in private, including religious, elementary and secondary schools located in the LEA in accordance with Child Find activities described in Rule <a title="160-4-7-.03" href="160-4-7-.03">160-4-7-.03</a> Child Find. The Child Find activities utilized to comply with this requirement must be comparable to activities undertaken for children with disabilities enrolled in the LEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.131&amp;title=34#300.131(a)" target="_newtab">34 C.F.R. § 300.131(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Child Find process must be designed to ensure the equitable participation of parentally-placed private school children and to provide an accurate count of children with disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.131&amp;title=34#300.131(b)" target="_newtab">34 C.F.R. § 300.131(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall consult with appropriate representatives of private school children with disabilities to carry out Child Find activities; the activities must be similar to those undertaken for the public school children and completed in a time period comparable to that for children attending public schools. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.131&amp;title=34#300.131(c),(e)" target="_newtab">34 C.F.R. § 300.131(c),(e)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provision of services. To the extent consistent with their number and location in the state, provisions must be made for the participation of private school children with disabilities in programs provided under Part B of the IDEA by providing children with special education and related services in accordance with this section (3). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.132&amp;title=34#300.132(a)" target="_newtab">34 C.F.R. § 300.132(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A services plan shall be developed and implemented for each private school child with a disability who has been designated to receive special education and related services by the LEA in which the private school is located. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.132&amp;title=34#300.132(b)" target="_newtab">34 C.F.R. § 300.132(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA must maintain its records and provide to the GaDOE, the following information related to parentally-placed private school children: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The number of children evaluated;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(c)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The number of children determined to be children with disabilities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(c)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The number of children served. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.132&amp;title=34#300.132(c)" target="_newtab">34 C.F.R. § 300.132(c)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To meet the requirements for provision of services above, each LEA shall adhere to the following guidelines regarding expenditures: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> For children ages 3-21, the LEA must expend an amount that is the same proportion of the LEA's total Part B of IDEA flow through funding as the number of private school children with disabilities, ages 3-21, residing in its jurisdiction is to the total number of children with disabilities, ages 3-21, in its jurisdiction; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> For children ages 3-5, the LEA must expend an amount that is the same proportion of the LEA's IDEA preschool funding as the number of private school children with disabilities, ages 3-5, residing in its jurisdiction is to the total number of children with disabilities, ages 3-5, in its jurisdiction. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children ages 3 - 5 are considered to be parentally-placed private school children when they are enrolled by their parents in a private school that meets the definition of elementary school to include having a kindergarten program.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If an LEA has not expended for equitable services all of the funds required in this section by the end of the fiscal year, the LEA must obligate the remaining funds for special education and related services (including direct services) to parentally-placed private school children with disabilities during a carry-over period of one additional year. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.133&amp;title=34#300.133(a)" target="_newtab">34 C.F.R. § 300.133(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Expenditures for Child Find activities may not be considered in determining whether the LEA has met these requirements. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.131&amp;title=34#300.131(d)" target="_newtab">34 C.F.R. § 300.131(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall consult with representatives of private school children in deciding how to conduct the annual count of the number of private school children with disabilities who reside in its jurisdiction. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.133&amp;title=34#300.133(c)(1)(i)" target="_newtab">34 C.F.R. § 300.133(c)(1)(i)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each LEA shall ensure that the child count is conducted on December 1 each year. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.133&amp;title=34#300.133(c)(1)(ii)" target="_newtab">34 C.F.R. § 300.133(c)(1)(ii)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The child count shall be used to determine the amount the LEA must spend on providing special education and related services to private school children with disabilities in the following fiscal year. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.133&amp;title=34#300.133(c)(2)" target="_newtab">34 C.F.R. § 300.133(c)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(d)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> State and local funds may supplement and in no case supplant the proportionate amount of federal funds required to be expended for parentally-placed private school children with disabilities in this section. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.133&amp;title=34#300.133(d)" target="_newtab">34 C.F.R. § 300.133(d)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consultation. To ensure timely and meaningful consultation, the LEA must consult with private school representatives and representatives of parents of parentally-placed private school children with disabilities during the design and development of special education and related services for the children regarding the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Child Find process, including how parentally-placed private school children suspected of having a disability can participate equitably and how the parents, teachers, and private school officials will be informed of the process. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.134&amp;title=34#300.134(a)" target="_newtab">34 C.F.R. § 300.134(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The determination of the proportionate share of federal funds available to serve parentally-placed private school children with disabilities, including the determination of how the proportionate share of those funds was calculated. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.134&amp;title=34#300.134(b)" target="_newtab">34 C.F.R. § 300.134(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The consultation process among the LEA, private school officials, and representatives of parents of parentally-placed private school children with disabilities, including how the process will operate throughout the school year to ensure that parentally-placed private school children with disabilities identified can meaningfully participate in special education and related services. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.134&amp;title=34#300.134(c)" target="_newtab">34 C.F.R. § 300.134(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(e)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How, where, and by whom special education and related services will be provided for parentally-placed private school children with disabilities, including a discussion of the types of services, how services will be apportioned if funds are insufficient to serve all parentally-placed private school children and how and when those decisions will be made. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.134&amp;title=34#300.134(d)" target="_newtab">34 C.F.R. § 300.134(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(e)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How, if the LEA disagrees with the views of the private school officials on the provision of services or the types of services, the LEA will provide to the private school officials a written explanation of the reasons why the LEA chose not to provide services directly or through a contract. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.134&amp;title=34#300.134(e)" target="_newtab">34 C.F.R. § 300.134(e)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Written affirmation. When timely and meaningful consultation has occurred, the LEA must obtain written affirmation signed by representatives of participating private schools. If the representatives of the participating private schools do not provide the affirmation within a reasonable period of time, the LEA must forward documentation of the consultation process to the GaDOE. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.135&amp;title=34#300.135(a) - (b)" target="_newtab">34 C.F.R. § 300.135(a) - (b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Compliance. A private school official has the right to submit a complaint to the GaDOE that the LEA did not engage in consultation that was meaningful or timely or did not give due consideration to the views of the private school officials. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.136&amp;title=34#300.136(a)" target="_newtab">34 C.F.R. § 300.136(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(g)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The complaint must be submitted through the Formal Complaint Process identified in Rule <a href="https://links.casemakerlegal.com/states/ga/books/Rules and Regulations/browse?ci=25&amp;id=gasos&amp;codesec=160-4-7-.12&amp;title=160#" target="_newtab">-.12</a> Dispute Resolution.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(g)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the private school is dissatisfied with the decision of the GaDOE, the official may submit the complaint to the US DOE and the GaDOE must forward a copy of the appropriate documentation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.136&amp;title=34#300.136(b)(3)" target="_newtab">34 C.F.R. § 300.136(b)(3)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Equitable services determined. No parentally-placed private school child with a disability has an individual right to receive some or all of the special education and related services that the child would receive if enrolled in a public school. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.137&amp;title=34#300.137(a)" target="_newtab">34 C.F.R. § 300.137(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(h)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must make the final decisions with respect to the services to be provided to eligible parentally-placed private school children with disabilities prior to the start of the school year. [<I>See</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.137&amp;title=34#300.137(b)(2)" target="_newtab">34 C.F.R. § 300.137(b)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(h)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A services plan shall be completed for each private school child with disabilities who will receive special education and related services provided by the LEA and the LEA must: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(h)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Initiate and conduct meetings to develop, review, and revise a services plan for the child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(h)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ensure that a representative of the private school attends each meeting. If the representative cannot attend, the LEA shall use other measures to ensure participation, including individual or conference telephone calls. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.137&amp;title=34#300.137(c)" target="_newtab">34 C.F.R. § 300.137(c)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Equitable services provided. Services provided to private school children with disabilities must be provided by personnel who meet the same standards as personnel providing services in the public schools, except the personnel is not required to meet the highly qualified definition. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.138&amp;title=34#300.138(a)(1)" target="_newtab">34 C.F.R. § 300.138(a)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parentally-placed private school children with disabilities may receive a different amount of services than children with disabilities in public schools. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.138&amp;title=34#300.138(a)(2)" target="_newtab">34 C.F.R. § 300.138(a)(2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each parentally-placed private school child with disabilities who has been designated to receive special education and related services shall have a <I>services plan</I> that describes the specific special education and related services that the LEA will provide to the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.138&amp;title=34#300.138(b)(1)" target="_newtab">34 C.F.R. § 300.138(b)(1)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The services plan must, to the extent appropriate, provide a statement of the special education and related services and supplementary aids and services to be provided to the child.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The services plan must be in effect at the beginning of each school year and must be developed, reviewed and revised periodically, but not less than annually. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.138&amp;title=34#300.138(b)(2)" target="_newtab">34 C.F.R. § 300.138(b)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services may be provided by: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Employees of a LEA; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Through contract by the LEA with an individual, organization, association, agency, or other entity. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.138&amp;title=34#300.138(c)(1)" target="_newtab">34 C.F.R. § 300.138(c)(1)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(i)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special education and related services provided to parentally-placed private school children with disabilities, including materials and equipment must be secular, neutral, and nonideological. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.138&amp;title=34#300.138(c)(2)" target="_newtab">34 C.F.R. § 300.138(c)(2)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Location of services. Services provided to private school children with disabilities may be provided on site at the child's private school, including a religious school, to the extent consistent with law. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.139&amp;title=34#300.139(a)" target="_newtab">34 C.F.R. § 300.139(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(j)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If it is necessary for the child to benefit from or participate in the services provided under his or her services plan, the private school children with disabilities must be provided transportation according to the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(j)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> From the child's school or home to a site other than the private school; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(j)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> From the services site to the private school, or to the child's home, depending on the timing of the services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(j)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs are not required to provide transportation from the child's home to the private school.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(j)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The cost of transportation as described in this Rule may be included in calculating whether the LEA has met the requirements of proportionate funding in this Rule. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.139&amp;title=34#300.139(b)" target="_newtab">34 C.F.R. § 300.139(b)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Complaints. The procedural safeguards outlined in Rule <a title="160-4-7-.09" href="160-4-7-.09">160-4-7-.09</a> Procedural Safeguards/Parents' Rights do not apply to complaints that a LEA has failed to meet requirements of this rule, including the provision of services indicated on the child's services plan except that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(k)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The procedural safeguards outlined in Rule <a title="160-4-7-.09" href="160-4-7-.09">160-4-7-.09</a> Procedural Safeguards/Parents' Rights do apply to complaints that a LEA has failed to meet the requirements of Child Find, of this Rule, including the requirements in Rule <a title="160-4-7-.05" href="160-4-7-.05">160-4-7-.05</a> Eligibility Determination and Criteria. Child Find complaints must be filed with the LEA in which the private school is located and a copy must be forwarded to GaDOE. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.140&amp;title=34#300.140(a) - (b)" target="_newtab">34 C.F.R. § 300.140(a) - (b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(k)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The formal complaint procedures contained in Rule <a title="160-4-7-.12" href="160-4-7-.12">160-4-7-.12</a> Dispute Resolution (a) Complaints <I>do</I> apply to complaints that the LEA has failed to meet the requirements of equitable and timely consultation. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.140&amp;title=34#300.140(c)" target="_newtab">34 C.F.R. § 300.140(c)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(l)">(l)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Requirement that funds not benefit a private school. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(l)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An LEA <I>may not</I> use IDEA Part B flow-through or federal preschool funds to finance the existing level of instruction in a private school or to otherwise benefit the private school. An LEA shall use funds provided under the IDEA to meet the special education and related services needs of children enrolled in private schools but <I>not</I> for: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(l)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The needs of the private school; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(l)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The general needs of the children enrolled in the private school. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.141&amp;title=34#300.141(a) - (b)" target="_newtab">34 C.F.R. § 300.141(a) - (b)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(m)">(m)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of personnel. An LEA <I>may</I> use IDEA Part B flow-through or federal preschool funds to provide personnel in a private school to the extent necessary to provide services under this rule to private school children with disabilities if those services are not normally provided by the private school. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.142&amp;title=34#300.142(a)" target="_newtab">34 C.F.R. § 300.142(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(m)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In order to provide services to private school children with disabilities as described in this rule, a LEA <I>may</I> use IDEA Part B flow-through or federal preschool funds to pay for the services of an employee of a private school if the employee performs the services outside of his or her regular hours of duty and under LEA supervision and control. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.142&amp;title=34#300.142(b)" target="_newtab">34 C.F.R. § 300.142(b)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(n)">(n)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Separate classes prohibited. An LEA may not use IDEA Part B funds for classes that are organized separately on the basis of school enrollment or religion of the children if - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(n)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The classes are at the same site; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(n)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The classes include children enrolled in public schools and children enrolled in private schools. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.143&amp;title=34#300.143(a) - (b)" target="_newtab">34 C.F.R. § 300.143(a) - (b)</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.131&amp;title=34#300.131(a)" target="_newtab">300.131(a)</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(o)">(o)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Property, Equipment, and Supplies. The LEA must control and administer the funds used to provide special education and related services and hold title to and administer materials, equipment and property purchased with those funds. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.144&amp;title=34#300.144(a)" target="_newtab">34 C.F.R. § 300.144(a)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(o)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA may place equipment and supplies in a private school for the period of time needed for the program. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.144&amp;title=34#300.144(b)" target="_newtab">34 C.F.R. § 300.144(b)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(o)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA must ensure that the equipment and supplies placed in a private school are used only for special education purposes and can be removed from the private school without remodeling the private school facility. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.144&amp;title=34#300.144(c)" target="_newtab">34 C.F.R. § 300.144(c)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(o)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall remove equipment and supplies from a private school if they are no longer needed for special education purposes or the removal is necessary to avoid their unauthorized use for other than special education purposes. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.144&amp;title=34#300.144(d)" target="_newtab">34 C.F.R. § 300.144(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(3)(o)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> No funds under IDEA Part B may be used for repairs, minor remodeling, or construction of private school facilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.144&amp;title=34#300.144(e)" target="_newtab">34 C.F.R. § 300.144(e)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.13(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007.</B></td> </tr> </table> <h2><a href="/GAC/160-4-7-.14" name="160-4-7-.14" title="160-4-7-.14">Rule 160-4-7-.14 Personnel, Facilities and Caseloads</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Unless otherwise specified under program areas, the following shall apply: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Maintenance of current credentials shall be the ongoing responsibility of any professional employed by or under contract with an LEA. Maintenance of records of current credentials shall be the ongoing responsibility of the LEA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall recruit, hire, train and retain an adequate supply of highly qualified (certified or licensed) personnel, including special education, related services and leadership personnel, to meet the needs of children with disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.156&amp;title=34#300.156(d)" target="_newtab">34 C.F.R. § 300.156(d)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Related service personnel who deliver services in their discipline or profession must maintain current, State approved or recognized certification, licensing, registration or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services and these related service personnel must have not had certification or licensure requirements waived on an emergency, temporary or provisional basis. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.156&amp;title=34#300.156(b)(2)" target="_newtab">34 C.F.R. § 300.156(b)(2)</a> ] <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The required standard credential for all personnel providing educational interpreting for children who are deaf or hard of hearing in LEAs, regardless of job title, shall hold a current Georgia Quality Assurance Screening (G-QAS) rating of Level III or higher in both interpreting and transliterating, as approved and maintained by the Georgia Department of Labor/Vocational Rehabilitation Program (DOL/VR), and/or documentation of advanced interpreting skills and qualifications through current national certification from the Registry of Interpreters for the Deaf (RID), and/or documentation of advanced interpreting skills and qualifications through current national certification from the National Association of the Deaf (NAD) Levels III, IV or V, and/or documentation of advance interpreting skills and qualifications through a current Educational Interpreter Performance Assessment® (EIPA) rating of Level 3.5 or higher. The EIPA rating cannot be more than five years old.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Maintenance of current credentials shall be the ongoing responsibility of any educational interpreter employed by an LEA for purposes of educational interpreting for children who are deaf or hard of hearing. Maintenance of records of current credentials shall be the ongoing responsibility of the LEA, and current credentials of educational interpreters must be filed with other personnel records (e.g., teacher certification credentials).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall provide a classroom of suitable size in a distraction-free area, as required by the type of program or services to be established, with appropriate furniture, materials, supplies and equipment to meet the needs of the class or individual children to be served. GaDOE has established this policy as a safeguard to prevent placing children with disabilities in classrooms that are too small, have visual or auditory distractions or do not have items necessary to provide appropriate instruction.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Thirty-eight square feet shall be provided for each child in the class with a variance of 10 percent depending upon the total number of personnel in the class at any time, the type of children and class, the kind and amount of furniture and equipment required and the necessity for storage capabilities. Special circumstances shall be reviewed by the Facilities Department of the GaDOE and shall be addressed in the approved local facility plan.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Information about caseloads for children with disabilities is contained in Appendix A below. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The following are maximum class sizes and caseloads for personnel providing services for children, ages 3 through 5, in Community (C), Full Day, and Part Day classes. All numbers shown for Maximum Class Size are with a Paraprofessional. <P> <TABLE> <TR> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">Maximum Class Size</TD> <TD rowspan="1" colspan="1">Caseload</TD> </TR> <TR> <TD rowspan="1" colspan="1"> full day</TD> <TD rowspan="1" colspan="1"> 8</TD> <TD rowspan="1" colspan="1">16</TD> </TR> <TR> <TD rowspan="1" colspan="1"> part day</TD> <TD rowspan="1" colspan="1">12</TD> <TD rowspan="1" colspan="1">32</TD> </TR> <TR> <TD rowspan="1" colspan="1">C</TD> <TD rowspan="1" colspan="1">- </TD> <TD rowspan="1" colspan="1"> 32</TD> </TR> </TABLE> </P> <P>This rule shall become effective July 1, 2007.</P> <P>APPENDIX A - CLASS SIZES AND CASELOADS</P> <P>DELIVERY</P> <P>Self-contained (SC) MAXIMUM CLASS SIZE CASE-</P> <P>PROGRAM AREA Resource (R) W/O Para With Para* LOAD</P> <P> <TABLE> <TR> <TD rowspan="1" colspan="1">INTELLECTUAL DISABILITIES</TD> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> </TR> <TR> <TD rowspan="1" colspan="1">Mild</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">10 </TD> <TD rowspan="1" colspan="1">13</TD> <TD rowspan="1" colspan="1">14</TD> </TR> <TR> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">R</TD> <TD rowspan="1" colspan="1">10</TD> <TD rowspan="1" colspan="1">13</TD> <TD rowspan="1" colspan="1">26</TD> </TR> <TR> <TD rowspan="1" colspan="1">Moderate</TD> <TD rowspan="1" colspan="1">SC </TD> <TD rowspan="1" colspan="1">NA</TD> <TD rowspan="1" colspan="1">11</TD> <TD rowspan="1" colspan="1">11</TD> </TR> <TR> <TD rowspan="1" colspan="1">Severe </TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">NA</TD> <TD rowspan="1" colspan="1">7</TD> <TD rowspan="1" colspan="1">7</TD> </TR> <TR> <TD rowspan="1" colspan="1">Profound</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">NA</TD> <TD rowspan="1" colspan="1">6</TD> <TD rowspan="1" colspan="1">6</TD> </TR> <TR> <TD rowspan="1" colspan="1">EMOTIONAL AND BEHAVIORAL</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">8</TD> <TD rowspan="1" colspan="1">11</TD> <TD rowspan="1" colspan="1">12</TD> </TR> <TR> <TD rowspan="1" colspan="1"> DISORDERS</TD> <TD rowspan="1" colspan="1">R </TD> <TD rowspan="1" colspan="1">10</TD> <TD rowspan="1" colspan="1">13 </TD> <TD rowspan="1" colspan="1">26</TD> </TR> <TR> <TD rowspan="1" colspan="1">SPECIFIC LEARNING</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">12</TD> <TD rowspan="1" colspan="1">16</TD> <TD rowspan="1" colspan="1">16</TD> </TR> <TR> <TD rowspan="1" colspan="1">DISABILITIES</TD> <TD rowspan="1" colspan="1">R</TD> <TD rowspan="1" colspan="1">8</TD> <TD rowspan="1" colspan="1">10</TD> <TD rowspan="1" colspan="1">26</TD> </TR> <TR> <TD rowspan="1" colspan="1">VISUAL IMPAIRMENTS</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">NA</TD> <TD rowspan="1" colspan="1">6</TD> <TD rowspan="1" colspan="1">7</TD> </TR> <TR> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">R</TD> <TD rowspan="1" colspan="1">8</TD> <TD rowspan="1" colspan="1">10</TD> <TD rowspan="1" colspan="1">26</TD> </TR> <TR> <TD rowspan="1" colspan="1"> DEAF/HARD OF HEARING</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">6</TD> <TD rowspan="1" colspan="1">8</TD> <TD rowspan="1" colspan="1">8</TD> </TR> <TR> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">R</TD> <TD rowspan="1" colspan="1">3</TD> <TD rowspan="1" colspan="1">4</TD> <TD rowspan="1" colspan="1">11</TD> </TR> <TR> <TD rowspan="1" colspan="1"> DEAF-BLIND </TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">NA</TD> <TD rowspan="1" colspan="1">6</TD> <TD rowspan="1" colspan="1">7</TD> </TR> <TR> <TD rowspan="1" colspan="1">SPEECH-LANGUAGE</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">11</TD> <TD rowspan="1" colspan="1">15</TD> <TD rowspan="1" colspan="1">15</TD> </TR> <TR> <TD rowspan="1" colspan="1">IMPAIRMENTS</TD> <TD rowspan="1" colspan="1">R</TD> <TD rowspan="1" colspan="1">7</TD> <TD rowspan="1" colspan="1">NA</TD> <TD rowspan="1" colspan="1">55</TD> </TR> <TR> <TD rowspan="1" colspan="1">ORTHOPEDIC IMPAIRMENTS</TD> <TD rowspan="1" colspan="1">SC</TD> <TD rowspan="1" colspan="1">NA</TD> <TD rowspan="1" colspan="1">11</TD> <TD rowspan="1" colspan="1">11</TD> </TR> <TR> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> <TD rowspan="1" colspan="1">R</TD> <TD rowspan="1" colspan="1">4</TD> <TD rowspan="1" colspan="1">5</TD> <TD rowspan="1" colspan="1">15</TD> </TR> </TABLE> </P> <P>See Rule <a title="160-5-1-.08" href="160-5-1-.08">160-5-1-.08</a> (Class Size) for specifics.</P> <P>Note: Each *paraprofessional (para) is equivalent to 1/3 teacher and affects individual class size, caseload and system average proportionately. Three paras are the maximum number that can be used to increase the maximum class size for any special education class.</P> <P>Note: If children from different programs/delivery models are within the same segment, the class size shall be determined by the program/delivery model with the smallest class size. The caseloads shall be determined by averaging the respective caseloads.</P> <P>Note: The placement of children with autism, traumatic brain injury, or other health impairments, and significant developmental delays (grades K and above) in the above program areas will not change class sizes.</P> <P>Note: Children, with an IEP designating the service location for the delivery of goals and objectives to be the regular classroom environment, shall be reported in their special education program category if instruction is provided in a:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(2)(a)A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Team/Collaborative Model; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.14(2)(a)B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consultative Model.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.15" name="160-4-7-.15" title="160-4-7-.15">Rule 160-4-7-.15 Georgia Network for Educational and Therapeutic Support (GNETS)</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>DEFINITIONS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> All terms used in this Rule that are not defined in Section (1) and appear in the Individuals With Disabilities Education Act (IDEA), <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=1401&amp;title=20&amp;getbrowsepage=yes#1401(3)" target="_newtab">20 U.S.C. § 1401(3)</a><I>et seq</I>. and/or its implementing regulations, 34 C.F.R. § 300 et seq. have the meaning stated in IDEA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Fiscal agent -</B> the local educational agency (LEA) or regional educational service agency (RESA) responsible for the fiscal management and budgeting of GNETS funding.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Georgia Department of Education (GaDOE)</B> - the state agency charged with the fiscal and administrative management of certain aspects of K-12 public education, including the implementation of federal and state mandates. Such management is subject to supervision and oversight by the State Board of Education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Local Educational Agency (LEA)</B> - a local school system pursuant to local board of education control and management.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Regional Educational Service Agency (RESA)</B> - an agency established under O.C.G.A. § <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=20-2-270&amp;title=20#" target="_newtab">20-2-270</a> to provide shared services to improve the effectiveness of educational programs and services of LEAs and to provide direct instructional programs to selected public school students.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>State Board of Education (SBOE)</B> - the constitutional authority which defines education policy for the public K-12 education agencies in Georgia.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>State Education Agency (SEA) -</B> The term used in federal laws and regulations for the state education authority which in Georgia is the Georgia State Board of Education (SBOE).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Therapeutic Supports -</B> Intensive individualized interventions and/or therapy that remediates severe disruptive and self-destructive behaviors.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(1)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Zoned school</B> - the K-12 Public School that a student is assigned by the Local Education Agency (LEA)</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>GNETS PURPOSE AND SERVICES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Georgia Network for Educational and Therapeutic Support (GNETS) is a service available within the continuum of supports for LEAs to consider when determining the least restrictive environment for students with disabilities, ages 5-21. GNETS services is an option in the continuum of supports that prevents children from requiring residential or more restrictive placement. Specifically, GNETS provides comprehensive educational and therapeutic support services to students who exhibit intense social, emotional and/or behavioral challenges with a severity, frequency or duration such that the provision of education and related services in the general education environment has not enabled him or her to benefit educationally based on the IEP.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GNETS services aim to support students with social, emotional and/or behavioral challenges. These students' behaviors may include but are not limited to, significant, aggressive, self-destructive, atypical, and withdrawal behaviors. Children receiving GNETS services are taught coping skills, behavior regulation, and adaptive behaviors, with a keen focus on developing positive interpersonal relationships with others.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GNETS services are implemented with greater intensity and frequency than what is typically delivered in a general education school environment. The supplemental aids and services available at GNETS must be appropriate and necessary in order for the child's IEP team to consider GNETS services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GNETS will be staffed to meet the needs of a unique population of students requiring intensive individualized supports, including providing appropriate therapeutic services identified in the IEP. The staff receive specialized training in skills designed to deescalate major disruptive behaviors and assist students with meeting their IEP goals.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GNETS staff will collaborate with professionals from a variety of agencies to enhance students' social, emotional, behavioral and academic development based on their IEPs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The IEP team will assess at least annually whether the student with disabilities is ready to transition to a less restrictive setting. Progress monitoring data aligned with IEP goals should be reviewed to determine if the student is ready to receive a free appropriate education (FAPE) in the lesser restrictive environment.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>CONSIDERATION FOR GNETS SERVICES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consideration for GNETS services is determined by the student's Individualized Education Program (IEP) team using the criteria set forth in SBOE Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> IEP teams considering recommendation of GNETS services will follow the notice requirements of SBOE Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a>. The IEP meeting will include a GNETS director or his/her designee.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An individual student is considered for GNETS services only if his or her IEP team recommends GNETS services based on the existence of all of the following, which will be documented in the student's education record: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(3)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Documentation that indicates evidence of annual IEP reviews, progress monitoring data aligned with IEP goals, documentation indicating prior services were delivered in a lesser restrictive environment and the student's inability to receive FAPE in that environment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(3)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A Functional Behavioral Assessment (FBA) and/or Behavior Intervention Plan (BIP) administered within the past year.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(3)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Documentation that a comprehensive reevaluation has been completed within the last 3 years.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>CONTINUUM OF GNETS SERVICE DELIVERY AND ENVIRONMENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The IEP team must determine that GNETS services are necessary for students to receive FAPE. Removal from the general education setting will occur only when the nature or severity of students' social, emotional and/or behavioral challenges are such that education in a general education setting with the use of supplementary services and intensive individualized interventions cannot be achieved.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The IEP team will consider the various setting in which GNETS services may be delivered and determine whether the individual student is likely to receive FAPE in each environment, beginning with the least restrictive setting.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GNETS continuum of services by environment may be delivered as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services provided in the general education setting in the student's Zoned School or other public school.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services provided in the student's Zoned School or other public school setting by way of a "pull out" from the general education setting for part of the school day.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services provided in the student's Zoned School or other public school for part of the school day in a setting dedicated to GNETS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services provided in the student's Zoned School or other public school for the full school day, in a setting dedicated to GNETS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services provided in a facility dedicated to GNETS for part of the school day.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(4)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services provided in a facility dedicated to GNETS for the full school day.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>DUTIES AND RESPONSIBILITIES</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The SEA shall: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Receive and disburse funds appropriated by the Georgia General Assembly to support GNETS services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Administer the grant funds by performing the following in collaboration with the GaDOE: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develop rules and procedures regulating the operation of the GNETS grant, including the application process;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Notify the fiscal agents regarding each fiscal year's allocation and approve GNETS services budgets; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Monitor GNETS to ensure compliance with Federal and state policies, procedures, rules, and the delivery of appropriate instructional and therapeutic services.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ensure that FAPE is delivered to students recommended for GNETS services in the least restrictive environment (LRE).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Convene IEP team meetings as required by State Board of Education Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conduct FBAs/BIPs for any student considered for GNETS services in accordance with (3)(c)(2) of this rule.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with the GNETS to determine opportunities for students to have access to general education activities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide transportation to and from a GNETS, as required, including transportation to and from home/school for students receiving GNETS services for part of the school day and for students participating in extracurricular activities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Maintain and report student record data in accordance with the State Board of Education Rule <a title="160-5-1-.07" href="160-5-1-.07">160-5-1-.07</a> and GaDOE guidance.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide student outcome assessments and other relevant data to GNETS director or designee.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Monitor student IEP goals annually to determine students' progress and access to services in a lesser restrictive environment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide ongoing professional learning opportunities and best practices for teachers to support students who exhibit social, emotional and/or behavioral challenges.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Allocate supports and resources, which may include in-kind services to GNETS to facilitate flexible models of service delivery and best practices for equitable educational support as appropriate.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> To the maximum extent possible, collaborate with community service providers to deliver mental health services and/or family support in students' Zoned schools.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with GNETS to examine student records and discuss the coordination of service provisions for students being considered for GNETS in accordance with <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(2)(3)" target="_newtab">34 CFR § 300.501(2)(3)</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)13.">13.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide GNETS staff access to longitudinal data for all students receiving GNETS services to ensure teachers can access records for students included on their rosters.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)14.">14.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit student schedules to the GaDOE with the GNETS code.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(b)15.">15.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Monitor facilities for safety and accessibility for students served by GNETS and report identified concerns to all key stakeholders such as fiscal agents, GNETS directors and any other appropriate parties.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GNETS shall: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with LEAs to ensure that special education related services are provided to all students receiving GNETS services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with GaDOE to implement activities outlined in the GNETS strategic plan to improve GNETS practices and student services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Complete the annual needs assessment embedded in the GNETS strategic plan.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit application for grant funds annually.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit budget request to support program operations to fiscal agents.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with the fiscal agent to ensure appropriate expenditure of funds.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit student and program data as requested by the GaDOE.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with LEAs to provide access to general education activities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with LEAs to ensure that students receiving GNETS services are provided access to general education classes and general education activities to the fullest extent possible based on the student's most recent IEP.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conduct FBAs/BIPs for any student considered for GNETS services in accordance with (3)(c)(2) of this rule.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Monitor student IEP goals annually to determine students' progress and access to services in a lesser restrictive environment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with LEAs on building capacity for professional learning opportunities, flexible models of service delivery, and determining best practices for educational support.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)13.">13.</a></td> <td valign="top" style="text-align:left" class="leftalign"> To the maximum extent possible, collaborate with community service providers to coordinate the delivery of mental health services and/or family support.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)14.">14.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with LEAs to examine student records and discuss the coordination of service provisions for students being considered for GNETS in accordance with <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.501&amp;title=34#300.501(2)(3)" target="_newtab">34 CFR § 300.501(2)(3)</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)15.">15.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with LEAs to convene IEP team meetings as required by State Board Of Education Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)16.">16.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with LEAs in the service area to determine a calendar that is best suited to provide GNETS services for students.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)17.">17.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide valid teacher identification to LEAs to ensure teachers can access longitudinal records for students included on their rosters.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(c)18.">18.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Monitor facilities for safety and accessibility for students served by GNETS and report identified concerns to all key stakeholders including, LEAs, fiscal agents and any other appropriate parties.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Fiscal Agent shall: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Be either the respective LEA(s) and/or Regional Educational Service Agency affiliated with the GNETS Services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Account for and disburse grant funds in accordance with general accepted accounting and financial reporting principles to restricted GNETS accounts, including, but not limited to, maintenance and operation, instructional materials, media, and sick leave. (For information concerning procedures, see the <I>Financial Management for Georgia Local Units of Administration</I>.)</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit financial reports as required by the SEA and the GaDOE.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Monitor facilities for safety and accessibility for students served by GNETS and report identified concerns to all key stakeholders including, LEAs, GNETS directors and any other appropriate parties.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Report requested data to the SEA or the GaDOE.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit grant applications and budgets through the consolidated application. The fiscal agent will calculate indirect cost using one percent. Indirect cost may be used for providing such services as accounting, data processing and purchasing.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Serve in this capacity for the respective unit, for a minimum of three fiscal years in accordance with O.C.G.A. § <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=20-2-270&amp;title=20#" target="_newtab">20-2-270</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(d)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ensure that GNETS services are provided for all local school systems within the GNETS service area.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.15(5)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Any fiscal agent who decides to no longer serve as fiscal agent for GNETS shall meet with school superintendents of the local school systems within a service area to take a vote no later than April 1 to be effective for the ensuing fiscal year.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.16" name="160-4-7-.16" title="160-4-7-.16">Rule 160-4-7-.16 Georgia Learning Resources System (GLRS)</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> EACH GEORGIA LEARNING RESOURCES SYSTEM (GLRS) PROGRAM SHALL:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engage in the following statewide activities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develop and provide training, coaching and support for the implementation of evidence-based practices through on-going professional learning in coordination with the Georgia Department of Education, Division for Exceptional Students (GaDOE/DES). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet the needs of special education and general education teachers, administrators, and support staff; support school improvement initiatives; and review training results and revise as indicated for continuous improvement.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide, with training and supervision by the GaDOE/DES, assistance to LEAs in preparation of their Comprehensive Local Education Agency Improvement Plan (CLIP), including IDEA and NCLB goals; assist with Focused Monitoring on-site visits; assist with the development and implementation of the Corrective Action Plan; and assist in the revision of the CLIP following Focused Monitoring on-site reviews, as requested.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Collaborate with GaDOE/DES, and other state, regional, and local partners to develop, revise and deliver training and provide information and support to parents, professionals, advocacy groups and other agencies regarding appropriate educational services for children with disabilities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide statewide access to materials related to school improvement and research-based instructional strategies for short-term loan and use in professional learning and programming for children with disabilities either directly or through the catalog of GLRS holdings.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engage in other activities relating to GLRS responsibilities as determined by local priorities in conformity with state work scope requirements. These activities may include appropriate and related activities recommended by local GLRS advisory boards that are not included in the above activities, such as support for regional consortia.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Operate within established parameters as set forth in approved project applications. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each program shall have a functioning regional advisory board constituted according to provisions in state law. The GLRS Advisory Board shall consist of at least one special education representative from each LEA within its designated service area. The board shall jointly determine programmatic aspects of the program in conformance with Georgia's State Performance Plan.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a majority of the LEAs served by the GLRS program desire to change the fiscal agent, a vote shall be taken no later than April 1 to be effective for the ensuing fiscal year. The fiscal agent responsibility may be transferred to a regional education services agency (RESA) or a LEA provided the new fiscal agent agrees to serve for a minimum of three years.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> State funding, if available, for the GLRS program shall be through a categorical grant appropriated by the Georgia General Assembly. If available, funding shall be awarded annually by the State Board of Education (GaBOE) to an approved fiscal agent for the operation of the GLRS program upon approval of an application by the GaDOE. The funding allocation shall be determined by legislative appropriation and shall reflect specific amounts required for personnel or other purposes as determined by the GaBOE.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Annual program reports shall be submitted to the GaDOE.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Each GLRS program shall be evaluated on-site through a continuous improvement accountability process or as determined necessary by the GaDOE/DES.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> THE FISCAL AGENTS FOR GLRS PROGRAMS SHALL:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit a project application to the GaDOE for receipt of funds to operate the GLRS program. The application, including budget details, program activities, and evaluation plans shall be submitted annually by the fiscal agent. The budget shall include specific proposed expenditures of state and federal funds allocated to the GLRS program. Indirect costs shall only be charged against actual expenditures. This charge shall be charged only if the fiscal agent has an approved indirect cost plan based on the restricted state approved rate.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Recruit, select, employ and dismiss program personnel. Each fiscal agent will be minimally required to employ one individual on a twelve month basis to serve as director of GLRS services. This person will be required to possess, at a minimum, a level five professional renewable certificate in special education or school psychology. Leadership certification, in addition to the required certification, is a preferred qualification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If additional certified personnel are employed they will be required to possess, at a minimum, a level five professional renewable certificate in special education or school psychology. Personnel with certification in an area of locally identified need who are not certified in special education or psychology may be hired with prior approval from the Division for Exceptional Students and the fiscal agent.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide and maintain adequate and accessible physical facilities for the GLRS program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Submit reports of fund expenditures and assure accurate accounting and reporting of program budgets.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Establish administrative policies and procedures for staff and program operation consistent with state requirements, with GLRS board input.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develop a job description for the GLRS director and any other personnel consistent with GLRS program objectives.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Establish and implement procedures for objective evaluation of GLRS program services, staff performance and program effectiveness.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(2)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Report, periodically, fiscal and other matters pertaining to program operation to the GLRS Advisory Board, GaDOE/DES, participating systems and to other agencies as necessary and appropriate.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> THE GLRS ADVISORY BOARD SHALL:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assist the fiscal agent in developing written program policies regarding location, operation, personnel, funding priorities and other matters relating to the program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advise the GLRS Director of local priorities for expenditure of available GLRS funds in accordance with state, regional and federal requirements.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advise GLRS personnel of identified special education needs in staff development, materials/media, information, and other needs identified by LEAs and other agencies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide input to the fiscal agent in the development of administrative policies for the GLRS program that will provide optimum services to all systems served.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide advice regarding GLRS program activities and provide constructive feedback for improved operations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assist the fiscal agent in devising procedures for performance evaluation of GLRS personnel.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Elect, from among its membership, a GLRS board chairperson and recorder.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attend meetings of the GLRS Advisory Board.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(3)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assure compliance with state and federal regulations in planning and implementing GLRS programs and services.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.16(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007.</B></td> </tr> </table> <h2><a href="/GAC/160-4-7-.17" name="160-4-7-.17" title="160-4-7-.17">Rule 160-4-7-.17 Required Reports</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> THE FOLLOWING REPORTS SHALL BE SUBMITTED TO THE GADOE/DES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Federal and State programs. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> IDEA 2004 requires states to establish measurable targets for the performance of students with disabilities and to report the progress toward achieving the measurable targets set forth in the State Performance Plan through an Annual Performance Report. In addition, Georgia must report to the public on the performance of each LEA on these targets. <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=1416&amp;title=20#1416(b)(2)(A)" target="_newtab">20 U.S.C. § 1416(b)(2)(A)</a>, 20 U.S.C. § 1416(b)(2)(C), [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.601&amp;title=34#300.601(3)" target="_newtab">34 C.F.R. § 300.601(3)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Consolidated Application is due annually. The Comprehensive LEA Improvement Plan (CLIP), a part of the Consolidated Application is due every three years. Annual updates of progress and activities toward meeting the IDEA performance goals and indicators are required. The application for federal funds under Part B of IDEA 2004 and state funds for preschool special education is contained in the Consolidated Application. This should be submitted as directed by the GaDOE/DES. Failure to submit all required components could result in a delay of funding approval.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs shall submit December 1 child counts of all eligible children with disabilities under the IDEA annually through the FTE 2 count. Each child count report shall be signed electronically by the superintendent, agency director or designee. To be eligible in this unduplicated count, children shall be enrolled by December 1 and be receiving all special education and related services described in their IEP or service plan. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.645&amp;title=34#300.645(a)" target="_newtab">34 C.F.R. § 300.645(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The various data reports are due annually from LEAs and special entities such as the Department of Corrections, the Department of Human Resources and the Department of Juvenile Justice. These reports provide the state with information needed for federal reporting purposes under the IDEA 2004. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.645&amp;title=34#300.645(a)" target="_newtab">34 C.F.R. § 300.645(a)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> All Special Project applications using state and federal funds for supporting special education services are due annually.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Recovery of federal funds. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GaDOE shall recover funds for erroneously counted children and audit exceptions.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A hearing process is available to school systems who wish to contest the above decision (<I>See</I> State Rule <a title="160-5-2-.02" href="160-5-2-.02">160-5-2-.02</a> Withholding of Funds from Local Units of Administration).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Georgia Learning Resources System (GLRS). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GLRS budget application for Part B, IDEA federal funds and State Quality Basic Education (QBE) funds, if available, is due annually.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Semi-annual Reports of GLRS Program Services are due February 15 and July 30.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GLRS Professional Learning Project Descriptions are due annually on October 15.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GLRS Professional Learning Project Performance Reports summarizing results data are due annually on August 15.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GNETS program. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Program Proposal, Calendar, Budget Summary and Narratives for State Grants and Part B, Federal Funds are due annually.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Service Reports are due annually in October, March and end of the year. Program Accountability data and Georgia's Continuous Improvement Monitoring Plans are due annually.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demographic data are due annually.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Data and other reports. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs shall provide all reports to GaDOE/DES as required for federal and state reporting requirements. These reports - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(e)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must be submitted in a timely manner and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(1)(e)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Must be accurate.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.17(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007.</B></td> </tr> </table> <h2><a href="/GAC/160-4-7-.18" name="160-4-7-.18" title="160-4-7-.18">Rule 160-4-7-.18 Grants for Services</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> AUTHORIZATION.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The State Board shall have authority to provide grant funds for the implementation of other educational programs or additional personnel for the unique needs of children with disabilities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEAs in receipt of these grant funds shall ensure a free appropriate public education (FAPE) for children with disabilities and follow state and federal regulations for implementation of these programs.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> GRANT FOR RESIDENTIAL AND REINTEGRATION SERVICES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In the event that a LEA is unable to provide appropriate special education and related services to a child with disabilities within the boundaries of the LEA, within a regional program operated by the LEAs, or within an educational setting operated by the State of Georgia, referral may be made to a private school or facility approved by the department.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Private schools shall be in conformance with the due process procedures and the requirements of an individualized education program (IEP).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Private schools to which children are recommended for placement shall meet applicable standards that apply to LEAs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The DES shall maintain and supply to LEAs, upon request, a list of private schools that meet applicable criteria.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> LEAs with children with disabilities meeting criteria for the Residential and Reintegration Services Grant Program may be eligible to receive partial or total funding from the department. This grant covers only educational costs, related services, and room and board. LEAs must assume all costs for transportation expenses. LEAs that apply for assistance shall assume full responsibility for the funding at the time of submitting an application. Grants are not automatically funded. Approval for grant applications, therefore, shall be based on the severity of the disabling condition and the availability of funds.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> All costs for those children with disabilities who are wards of the State in the custody of the Department of Human Services (DHS) or Department of Behavioral Health and Developmental Disabilities (DBHDD), shall be paid for by the department with state and, as needed, federal funds.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> All applications shall be reviewed by staff of the department with priority based on the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(g)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with profound and severe disabilities requiring residential services who are wards of the State.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(g)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with profound and severe disabilities requiring reintegration from a residential program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(g)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with profound disabilities needing residential services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(g)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with severe disabilities needing residential services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(g)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Children with severe or profound disabilities who attend an intensive day treatment program due to location of day program, but would otherwise require a residential program.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> All children placed in residential programs must have a reintegration plan developed by the IEP Team that specifies a plan for moving the child toward a less restrictive environment to include the specific timeline and parent involvement in this transition.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> All children placed in residential programs or reintegration programs following full-time residential services shall be observed at least once a year by a representative of the LEA. This observation may coincide with the annual review. The progress reports and other related information for each student placed in residential programs shall be reviewed at mid-year as well as at the annual review, and reintegration issues shall be considered at each review.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a child who is currently funded through the Grant for Residential and Reintegration Services becomes the subject of a due process hearing, fiscal maintenance of the placement shall be continued, funds permitting; however, the LEA is still responsible for payment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(2)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Educational costs for children meeting the Residential and Reintegration Services Grant Program criteria shall be shared between the LEA and the department. The LEA shall assume a percentage of the total education cost equal to the percent of local funds utilized for the total educational program in the respective LEA. The department shall maintain a record of the percent requirement for LEAs and state participation in this program. It is the LEA's responsibility to initiate and submit an application for these funds. The LEA may use other funds from public or private agencies to assist in the cost of educating a child in a private school or private facility, provided the services are arranged by the LEA.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> GRANT TO ACCESS STATE INTERAGENCY SERVICES.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> This grant is designed to provide access for the education of children with disabilities who are placed in one of the state-operated facilities for an appropriate educational program designed to meet their unique needs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> It is limited to teacher costs for the state agencies such as the Department of Corrections (DOC), DHS, DBHDD, and Department of Labor (DOL) that provide special education and related services to children with disabilities in state-operated hospital, correctional or rehabilitation facilities. In addition, LEAs that have the responsibility for the determination of eligibility for these children with disabilities may request funding for the intake cost and placement of these children.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Considerations. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The state agencies receive a grant to pay teacher salary and benefits in their facilities. The agencies in receipt of this grant provide an annual application and assurances of services, certification of staff members and child count data.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall be responsible for the educational planning for children to the extent that an IEP, if applicable, be developed and a determination made in consultation with the DHS or DBHDD treatment team as to the appropriate location of services based on the needs of the child that shall include, but not be limited to, the following: safety, level of behavioral control, treatment factors and health/medical considerations. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Safety factors<B> - </B>Harmful to self/others, suicidal, homicidal, physical aggression, level of supervision, need for physical assistance, special transportation needs, pyromania, arrest record, and other.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Level of behavior control - Need for restraint, isolation (times needed), elopement risk, behavior, appropriate/inappropriate vocalizations, and other.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Treatment needs - Level of supervision, response to group therapy, response to individual therapy, reality base, diagnosis, reason for admission, history of substance abuse, response to academics, court order, and other.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Health/medical - Medication schedule, reports of medical emergency, dietary restrictions, physical interventions, catheterization, tube feeding, suctioning, susceptible to disease/infection, contagious diseases, brittle boned, general hygiene, self-help skills, diagnosis, speech evaluations, physical therapy/occupational therapy records, response to stress, nursing care requirements, stamina, and other.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(3)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Information on the above listed factors shall be provided by the DHS or DBHDD facility to the receiving local school district. Educational placement outside the DHS or DBHDD facility shall only be considered by the school district upon the signed recommendation of the attending physician in mental health facilities and the signed recommendation of the DHS or DBHDD superintendent in their facilities. The attending physician or DHS or DBHDD superintendent and treatment team shall indicate whether educational placement outside the facility may be considered. Hospital staff shall not recommend consideration for educational placement outside the hospital if hospital clinical records contain clinical contraindications that are not disclosed to the district. The IEP Team shall consider that information in making the determination for appropriate services and placement; however, the IEP Team has the full and final responsibility for determining appropriate special education services and the least restrictive environment for education placement.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> GRANT FOR LOW INCIDENCE PROGRAM SERVICES</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Low incidence shall be defined as those categories of disabilities that have an expected incidence figure of less than one percent of the total school population. An LEA shall be eligible for consideration if the number of children identified for that disability earns less than 60 percent of the required full-time equivalents to employ one teacher.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Eligibility. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Low incidence shall be determined from a review of the specific criteria within the application as applied by a grant review committee.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The following information shall be submitted. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Identification and description of need.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Identification and description of area of disability, number of children, ages, grade level and delivery mode needed.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A description of the delivery of services to these children during the previous year.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A detailed description of existing programs within the LEA with emphasis on the number of schools, miles between schools, transportation considerations and costs, certification of instructional staff and number of children by disability by school with an analysis of the possible delivery options available.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A comparison of funds required to provide the service with anticipated earnings under state law.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Shared services with other LEAs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A detailed description of existing or potential arrangements with other LEAs for shared services with emphasis on number of schools involved, transportation considerations, mileage factors, certification of staff and number of children by disability, by school, by LEA with an analysis of the possible delivery options available.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(b)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A detailed description of regional programs available within the area with an analysis of the appropriateness of those regional services to meet the needs of the identified student with a disability.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Funding Requirements. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.18(4)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Low incidence grants in each area of disability shall be in addition to the 90 percent requirement in each area. Program need shall be determined annually with low incidence grants adjusted accordingly. Each participating LEA shall receive a percentage of the total need in proportion to the total amount appropriated for low incidence grants. Funds shall only be available for teacher salary and benefits.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.19" name="160-4-7-.19" title="160-4-7-.19">Rule 160-4-7-.19 Services for Agency - Placed Students</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> PURPOSE. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> This Rule is designed to provide access for students who are placed by the Department of Human Services (DHS), Department of Behavioral Health and Developmental Disabilities (BHDD) or the Department of Juvenile Justice (DJJ) in one of the DBHDD-operated facilities or in contracted facilities and any child who is a patient in a facility licensed by the State of Georgia to deliver intermediate care services, to an appropriate educational program designed to meet the needs of the student.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>DEFINITIONS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> DHS or DBHDD contracted facility - a facility that is contracted by DHS or DBHDD to serve clients placed by DHS or DBHDD. This includes public and private facilities for which DHS or DBHDD contracts on a client-by-client basis for a residential placement for an individual client.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> DJJ contracted facility - a facility that is contracted by DJJ to serve clients placed by DJJ. This includes public and private facilities for which DJJ contracts on a client-by-client basis for a residential placement for an individual client.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> DHS or DBHDD operated facility - a facility that is operated by DHS or DBHDD to serve clients placed by DHS or DBHDD. This includes the regional hospital and outdoor therapeutic programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For purposes of these rules, students placed by DHS or DBHDD in DHS or DBHDD-operated or contracted facilities and students placed by DJJ in DJJ-contracted facilities are eligible for education services in the LEA in which the facility is located. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child is considered to be in the physical or legal custody of DHS, DBHDD or DJJ or any of its divisions if custody has been awarded either temporarily or permanently by court order or by voluntary agreement and the child has been admitted or placed according to an individualized treatment or service plan of DHS or DBHDD.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For purposes of these rules, the following students shall NOT be subject to these rules: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Students in a Department of Juvenile Justice (DJJ) Youth Develo pment Center, regardless of custody status.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(2)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Students in Department of Corrections (DOC) facilities, regardless of custody status.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> REQUIREMENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Notice. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Students with or without disabilities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For a student placed by DHS or DBHDD in a DHS or DBHDD contracted or operated facility or a student placed by DJJ in a DJJ contracted facility, the custodian of or the placing agency for the child shall notify in writing the LEA in which the facility is located at least five days in advance of the move, unless an emergency prohibits said custodian or placing agency from so doing. The LEA's responsibility shall be in effect once the student is physically present within the geographical area served by the LEA.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Transfer of records. Transfer of education records and educationally related records by a LEA, DHS, DBHDD or DJJ does not require signed parental/guardian consent. However, the parents/guardians shall be notified and, upon request, receive a copy of all transmitted information. The DHS/DBHDD/DJJ facility shall furnish to the LEA the medical and educational records in the possession of the DHS/DBHDD /DJJ facility pertaining to any such student, except where consent of a parent or legal guardian is required to authorize the release of any such records, in which event DHS/DBHDD/DJJ shall obtain such consent from the parent or guardian prior to such release. When the custodian of or placing agency for any child notifies a LEA that a child is to be moved into that LEA, such LEA shall request the transfer of the educational records of the child from the appropriate District or facility no later than ten days after receiving notification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Educational meetings. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Students without disabilities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> After the receipt of the records and within a period of five calendar days, the LEA superintendent or designee shall schedule an educational planning meeting with a DHS or DBHDD and facility representative. A record of the meeting shall be maintained by the LEA for documentation. If a determination is made to refer to special education for further evaluation, the procedures outlined for students with disabilities shall be followed. The LEA, with input from DHS or DBHDD and facility staff, shall have the responsibility for the determination of eligibility for students identified as IDEA eligible.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Students with disabilities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Within five calendar days of receipt of records the LEA shall contact the DHS or DBHDD facility and conduct an IEP meeting. If the student is in the custody of DHS or DBHDD, a surrogate parent shall be appointed.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In the event that the parents/guardians are unavailable to participate in the IEP development and an IEP has been developed by the LEA, a surrogate, as appropriate, shall be appointed (in accordance with Rule 160-4-7.11 Surrogate) to represent the student at IEP/placement meetings as long as the student resides at the DHS or DBHDD facility. The LEA shall document attempts to notify the parent(s)/guardian(s) and the LEA shall document that a copy of the IEP has been forwarded to the current address of the parents/guardian although the parents/guardians have been unresponsive or unavailable.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall assume the responsibility for scheduling and conducting the IEP meeting. The meeting shall follow all State Board of Education rules for special education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA shall provide a free appropriate public education, including services comparable to those described in the previously held IEP, until such time as the LEA adopts the previously held IEP or develops, adopts, and implements a new IEP. Based on needs addressed in the IEP, determination shall be made as to where service shall be provided.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> In the event that a student is placed for a limited, specified time that is considered short-term (under 60 calendar days), the responsible LEA shall provide a free appropriate public education, including services comparable to those described in the previously held IEP, until such time as the LEA adopts the previously held IEP or develops, adopts, and implements a new IEP.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.19(3)(c)2.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> When the IEP Committee determines that the least restrictive environment (LRE) for a student is the DHS or DBHDD facility, the LEA shall continue to have oversight responsibility for the educational program.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/160-4-7-.20" name="160-4-7-.20" title="160-4-7-.20">Rule 160-4-7-.20 Mandatory Pre - Determination of Local Educational Agency's Inability to Provide Services to a Student(s) With a Disability</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> REQUIREMENTS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior to any LEA determining it is unable to serve an eligible child with disabilities, the local school superintendent shall contact the state school superintendent to explore possible alternatives for services. GaDOE shall provide assistance to the local school superintendent in locating needed services, where appropriate.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The State Board of Education may determine that an LEA is unable to establish and maintain programs of free appropriate public education. Should the state board make such determination, the following procedures shall apply: Notice shall be given to the LEA of the proposed determination; the LEA shall be given the opportunity to respond to the proposed determination by presenting oral testimony and documentary evidence to the state board; evidence and notice of such testimony shall be sent to the state school superintendent 10 days before it is to be presented to the state board; and the members of the state board shall have the opportunity to ask questions of the state school superintendent or staff and the LEA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> When an LEA determines that it is unable to provide a free appropriate public education to an eligible child with disabilities after an individualized education program (IEP) has been developed by its IEP Team, the LEA shall notify, in writing, the state school superintendent. However, prior to sending such notice, the LEA shall exhaust all avenues for providing services for the child. The unavailability of a teacher or other necessary employees shall not be sufficient cause for the LEA to be deemed unable to provide a free appropriate public education to the student in question. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The LEA's written notice shall include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A resolution of the local board of education stating that it is unable to serve the student;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A copy of the child's past and current complete special education record, including at a minimum the IEP, placement minutes and comprehensive evaluation information.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An explanation of the LEA's inability to provide a free appropriate education to the student, including efforts made by the LEA to provide special education services in accordance with the child's IEP, and efforts to develop and/or locate services.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The state school superintendent and any necessary GaDOE staff shall review the notice and may request additional information.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> After a review of the notice, the state school superintendent may either: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Concur with the LEA, or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Disagree with the conclusion of the LEA.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the state school superintendent concurs with the LEA, special education and related services shall be provided to the student. The state school superintendent shall inform the state board of the decision.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the state school superintendent disagrees with the LEA, he or she shall make a recommendation to the state board regarding the LEA's ability to serve the student and shall send a copy of the recommendation to the LEA. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The state board shall determine whether the LEA is unable to serve the child. The state board shall have the authority to determine that the LEA is either unable to serve the student, regardless of the position taken by the LEA.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the state board determines that the LEA is unable to serve the student, special education and related services shall be provided to the student.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the state board determines that the LEA is unable to serve the student, the state board shall assume responsibility for the implementation of the IEP by locating services or, if not located, by providing services directly or through contract. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Once services are implemented, the LEA shall be responsible for any amendment and/or annual review of the student's IEP.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaDOE shall maintain oversight responsibility of the IEP, and shall be responsible for ensuring the delivery of services and compliance with the IEP. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(d)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaDOE shall develop an oversight plan specifically for the LEA. The plan shall specify a time frame for the reporting responsibility of the LEA and the level of involvement of GaDOE with the LEA in regard to the student's IEP and its implementation.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the LEA is determined by the state board to be unable to serve a student and GaDOE locates services in accordance with paragraph (1)(d), then GaDOE and the LEA shall share the financial responsibilities. If GaDOE provides services directly or through contract, then GaDOE shall retain from the LEA the necessary state and/or federal funds to provide such services to the student.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(1)(d)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The state board may implement Rule <a title="160-5-2-.02" href="160-5-2-.02">160-5-2-.02</a> Withholding of Funds as necessary.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The administrative hearing procedures shall not apply. [<I>See</I> <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.175&amp;title=34#" target="_newtab">34 C.F.R. § 300.175</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.221&amp;title=34#" target="_newtab">300.221</a>; § <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.227&amp;title=34#" target="_newtab">300.227</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.20(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> This rule shall become effective July 1, 2007.</B></td> </tr> </table> <h2><a href="/GAC/160-4-7-.21" name="160-4-7-.21" title="160-4-7-.21">Rule 160-4-7-.21 Definitions</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Accommodation - </B>Changes in instruction that enable children to demonstrate their abilities in the classroom or assessment/test setting. Accommodations are designed to provide equity, not advantage, for children with disabilities. Accommodations include assistive technology as well as alterations to presentation, response, scheduling, or settings. When used appropriately, they reduce or even eliminate the effects of a child's disability; but do not reduce or lower the standards or expectations for content. Accommodations, that are appropriate for assessments do not invalidate assessment results.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Adult student - </B>A student with a disability, age 18 or older, to whom rights have transferred under the IDEA 2004 and Georgia Rule.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Age of majority - </B>The age at which, by law, a child assumes the responsibilities of an adult. In Georgia, the age of majority is 18.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Alternate assessment - </B>An assessment aligned with alternate achievement standards for children with the most significant cognitive disabilities designed by the State and required in lieu of regular Statewide assessments, when determined necessary by the child's IEP team.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Assistive technology device</B> - Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of that device. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.5&amp;title=34#" target="_newtab">34 C.F.R. § 300.5</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Assistive technology service</B> - Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(6)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(6)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(6)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Training or technical assistance for a child with a disability or, if appropriate, that child's family; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(6)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.6&amp;title=34#" target="_newtab">34 C.F.R. § 300.6</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(7)">(7)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Behavioral intervention plan (BIP) - </B>A plan for a child with disabilities, included in the IEP when appropriate, which uses positive behavior interventions, supports and other strategies to address challenging behaviors and enables the child to learn socially appropriate and responsible behavior in school and/or educational settings.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(8)">(8)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Braille - </B>A tactile system of reading and writing, used by children who have blindness or visual impairments, with an official code composed of Braille characters or cells that consist of various patterns of raised dots that correspond to alphabetic letters, punctuation marks and other symbols.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(9)">(9)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Charter school</B> - Has the meaning given the term in section 5210(1) of the Elementary and Secondary Education Act of 1965, as amended, <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=6301&amp;title=20&amp;getbrowsepage=yes#" target="_newtab">20 U.S.C. 6301</a><I>et seq.</I> (ESEA). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.7&amp;title=34#" target="_newtab">34 C.F.R. § 300.7</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(10)">(10)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Child with a disability -</B> Ingeneral, <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(10)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Refers to a child evaluated as having mentalretardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (includingblindness), a serious emotional disturbance (referred to in this part as emotional disturbance), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, or deaf-blindness and who needs special education and related services.If it is determined, through an appropriate evaluation, that a child has one of the above disabilities identified but only needs a related service and not special education, the child <B>is not</B> a child with a disability.If the related service required by the child is considered special education rather than a related service, the child would be determined to be a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(a)(1) - (2)" target="_newtab">34 C.F.R. § 300.8(a)(1) - (2)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(10)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child with a disability aged three through nine (or any subset of that age range, including ages three through five) experiencing developmental delays, may include a child - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(10)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(10)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Who, by reason thereof, needs special education and related service. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.8&amp;title=34#300.8(b)(1) - (2)" target="_newtab">34 C.F.R. § 300.8(b)(1) - (2)</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(11)">(11)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Consent</B> means that - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(11)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent has been fully informed of all information relevant to the activity for which consent is sought, in his or her native language, or other mode of communication;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(11)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent understands and agrees in writing to the carrying out of the activity for which his or her consent is sought, and the consent describes that activity and lists the records (if any) that will be released and to whom; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(11)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at anytime. If a parent revokes consent, that revocation is not retroactive (i.e., it does not negate an action that has occurred after the consent was given and before the consent was revoked). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.9&amp;title=34#" target="_newtab">34 C.F.R. § 300.9</a> ] </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(12)">(12)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Core academic subjects</B> - Refers to English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.10&amp;title=34#" target="_newtab">34 C.F.R. § 300.10</a> ] </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(13)">(13)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Day; business day; school day</B> - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(13)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Day is calendar day unless otherwise indicated as business day or school day.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(13)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Business day refers to Monday through Friday, except for Federal and State holidays (unless holidays are specifically included in the designation of business day).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(13)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> School day equates to any day, including a partial day that children are in attendance at school for instructional purposes. School day has the same meaning for all children in school, including children with and without disabilities. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.11&amp;title=34#" target="_newtab">34 C.F.R. § 300.11</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(14)">(14)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Elementary school</B> - A nonprofit institutional day or residential school, including a public elementary charter school, which provides elementary education and contains any grade below four and does not contain any grade above grade eight. O.C.G.A. § <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=20-2-291&amp;title=20#20-2-291(c)" target="_newtab">20-2-291(c)</a>[ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.13&amp;title=34#" target="_newtab">34 C.F.R. § 300.13</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(15)">(15)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Eligibility Team</B> - A group of qualified professionals and the parent of the child, which determines whether the child is a child with a disability and determines the educational needs of the child. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.306&amp;title=34#300.306(a)(1)" target="_newtab">34 C.F.R. § 300.306(a)(1)</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(16)">(16)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Evaluation</B> - Procedures used to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.15&amp;title=34#" target="_newtab">34 C.F.R. § 300.15</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(17)">(17)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Evaluation report</B> - A summary of evaluation results obtained in the process of collecting information to determine if a child is a child with a disability and the educational needs of the child. The evaluation reports will vary from child to child, depending on the types of evaluations completed. An eligibility report or written statement of reevaluation considerations may serve as an evaluation report.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(18)">(18)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Excess costs</B> - Those costs that are in excess of the average annual per-child expenditure in a LEA during the preceding school year for an elementary school or secondary school child, as may be appropriate, and that must be computed after deducting amounts received under Part B of IDEA, Part A of Title I of the ESEA and Parts A and B of Title III of the ESEA. Any state or local funds expended for programs that would qualify for assistance under any of the parts described in this section, but excluding any amounts for capital outlay or debt service. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.16&amp;title=34#" target="_newtab">34 C.F.R. § 300.16</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(19)">(19)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Free appropriate public education (FAPE)</B> - Special education and related services that - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(19)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are provided at public expense, under public supervision and direction, and without charge;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(19)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet the standards of the State, including the requirements of this part;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(19)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Include an appropriate preschool, elementary school, or secondary school education in the State involved; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(19)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are provided in conformity with an individualized education program (IEP) that meets the requirements IDEA 2004. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.17&amp;title=34#" target="_newtab">34 C.F.R. § 300.17</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(20)">(20)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Functional behavioral assessment (FBA) - </B>A systematic process for defining a child's specific behavior and determining the reason why (function or purpose) the behavior is occurring. The FBA process includes examination of the contextual variables (antecedents and consequences) of the behavior, environmental components, and other information related to the behavior. The purpose of conducting an FBA is to determine whether a Behavioral Intervention Plan should be developed.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(21)">(21)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Homeless children</B> - Has the meaning given the term homeless children and youths in section 725 ( <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=11434&amp;title=42#" target="_newtab">42 U.S.C. 11434</a> a) of the McKinney-Vento Homeless Assistance Act, as amended, <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=11431&amp;title=42&amp;getbrowsepage=yes#" target="_newtab">42 U.S.C. 11431</a><I>et seq.</I> [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.19&amp;title=34#" target="_newtab">34 C.F.R. § 300.19</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(22)">(22)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Include</B> - The items named are not all of the possible items that are covered, whether like or unlike the ones named. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.20&amp;title=34#" target="_newtab">34 C.F.R. § 300.20</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(23)">(23)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Individualized education program </B>(IEP) - A written statement for a child with a disability that is developed, reviewed, and revised in accordance with IDEA 2004. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.22&amp;title=34#" target="_newtab">34 C.F.R. § 300.22</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(24)">(24)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Individualized education program team</B> (IEP Team) - A group of individuals defined in Rule <a title="160-4-7-.06" href="160-4-7-.06">160-4-7-.06</a> Individualized Education Program that is responsible for developing, reviewing, or revising an IEP for a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.23&amp;title=34#" target="_newtab">34 C.F.R. § 300.23</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(25)">(25)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Individualized family service plan</B> (IFSP) - A written plan for services to an infant or toddler in the Part C Babies Can't Wait early intervention program that may be used in the Part B preschool program until an IEP is written, if the IFSP meets all the requirements of the IEP. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.24&amp;title=34#" target="_newtab">34 C.F.R. § 300.24</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(26)">(26)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Infant or toddler with a disability </B>- (a) An individual under three years of age who needs early intervention services because the individual - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(26)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures in one or more of the areas of cognitive development, physical development, communication development, social or emotional development, and adaptive development; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(26)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Has a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.25&amp;title=34#" target="_newtab">34 C.F.R. § 300.25</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(27)">(27)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Limited English proficient</B> - Has the meaning given the term in section 9101(25) of the ESEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.27&amp;title=34#" target="_newtab">34 C.F.R. § 300.27</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(28)">(28)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Local educational agency (LEA) - </B>A public board of education or other public authority legally constituted within Georgia for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township, school district, or other political subdivision of the State, or for a combination of school districts or counties as are recognized in the State as an administrative agency for its public elementary schools or secondary schools. The term includes an educational service agency and any other public institution or agency having administrative control and direction of a public elementary or secondary school, including a public nonprofit charter school that is established as a LEA under State law. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.28&amp;title=34#" target="_newtab">34 C.F.R. § 300.28</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(29)">(29)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Modifications - </B>Alterations that change, lower, or reduce learning expectations. Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level. Consistent use of modifications could adversely affect students throughout their educational career. Modifications in Statewide assessments may invalidate the results.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(30)">(30)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Native language -</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(30)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> When used with respect to an individual who is limited English proficient, means the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(30)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The language normally used by that individual, or, in the case of a child, the language normally used by the parents of the child, except as provided in (a)2.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(30)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In all direct contact with a child (including evaluation of the child), the language normally used by the child in the home or learning environment.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(30)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> For an individual with deafness or blindness, or for an individual with no written language, the mode of communication is that normally used by the individual (such as sign language, Braille, or oral communication). [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.29&amp;title=34#" target="_newtab">34 C.F.R. § 300.29</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)">(31)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Parent -</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Refers to- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A biological or adoptive parent of a child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A foster parent;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A guardian generally authorized to act as the child's parent, or authorized to make educational decisions for the child (but not the State if the child is a ward of the State);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child's welfare; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> A surrogate parent who has been appointed.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Except as provided in paragraph (c) below, the biological or adoptive parent must be presumed to be the parent unless the biological or adoptive parent does not have legal authority to make educational decisions for the child.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(31)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If a judicial decree or order identifies a specific person or persons under paragraphs (a)1. through 4. to act as the "parent" of a child or to make educational decisions on behalf of a child, then such person or persons shall be determined to be the "parent." [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.30&amp;title=34#" target="_newtab">34 C.F.R. § 300.30</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(32)">(32)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Parent training and information center</B> - A center assisted under section 671 or 672 of IDEA. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.31&amp;title=34#" target="_newtab">34 C.F.R. § 300.31</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(33)">(33)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Part B - </B>Section of IDEA 2004 that relates to the assistance to states for the education of children with disabilities who are ages 3 through 21. Part B is administered by the Georgia Department of Education and carried out by LEAs and other public agencies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(34)">(34)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Part C - </B>Section of IDEA 2004 that relates to the assistance to states for the education of children with disabilities and the early intervention programs for infants and toddlers, ages birth through 2, with disabilities. In Georgia, Part C is administered by the Department of Human Resources, Division of Public Health as the Babies Can't Wait program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(35)">(35)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Personally identifiable</B> - Information that contains- <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(35)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The name of the child, the child's parent, or other family member;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(35)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The address of the child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(35)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A personal identifier, such as the child's social security number or student number; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(35)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A list of personal characteristics or other information that would make it possible to identify the child with reasonable certainty. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.32&amp;title=34#" target="_newtab">34 C.F.R. § 300.32</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)">(36)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Related services</B> - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Exception; services that apply to children with surgically implanted devices, including cochlear implants. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Related services do not include a medical device that is surgically implanted, the optimization of that device's functioning (e.g., mapping), maintenance of that device, or the replacement of that device.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nothing in paragraph (b)1. - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(b)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Limits the right of a child with a surgically implanted device (e.g., cochlear implant) to receive related services (as listed in paragraph (a) of this section) that are determined by the IEP Team to be necessary for the child to receive FAPE;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(b)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Limits the responsibility of a public agency to appropriately monitor and maintain medical devices that are needed to maintain the health and safety of the child, including breathing, nutrition, or operation of other bodily functions, while the child is transported to and from school or is at school; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(b)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prevents the routine checking of an external component of a surgically-implanted device to make sure it is functioning properly, as required.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Individual related services terms defined. The terms used in this definition are defined as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Audiology includes - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Identification of children with hearing loss;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Creation and administration of programs for prevention of hearing loss;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Counseling and guidance of children, parents, and teachers regarding hearing loss; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Determination of children's needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Counseling services means services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Early identification and assessment of disabilities in children means the implementation of a formal plan for identifying a disability as early as possible in a child's life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Interpreting services includes - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The following, when used with respect to children who are deaf or hard of hearing: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special interpreting services for children who are deaf-blind.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Medical services means services provided by a licensed physician to determine a child's medically related disability that results in the child's need for special education and related services.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Occupational therapy - skilled services and interventions provided by a qualified occupational therapist/occupational therapy assistant that includes: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation related to the student's ability to perform school relates tasks as independently as possible by evaluating and establishing goals to address deficits in the following areas, as appropriate based on a student's individualized needs: fine and gross motor skills, sensorimotor skills, visual motor/perceptual skills, social integration, activities of daily living, feeding, positioning, and sensory processing and regulation for alertness/attention.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Improving ability to perform tasks for independent functioning if functions are impaired or lost; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Preventing, through skilled intervention, initial or further impairment or loss of function.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)6.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Providing education and training of school personnel to support and monitor occupational therapy programs such as sensory diet, positioning, and feeding.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Orientation and mobility services - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)7.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Services provided to blind or visually impaired children by qualified personnel to enable those children to attain systematic orientation to and safe movement within their environments in school, home, and community; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)7.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Includes teaching children the following, as appropriate: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)7.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)7.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To use the long cane or a service animal to supplement visual travel skills or as a tool for safely negotiating the environment for children with no available travel vision;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)7.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To understand and use remaining vision and distance low vision aids; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)7.(ii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Other concepts, techniques, and tools.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Parent counseling and training means: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)8.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assisting parents in understanding the special needs of their child;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)8.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Providing parents with information about child development; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)8.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Helping parents to acquire the necessary skills that will allow them to support the implementation of their child's IEP or IFSP.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physical therapy means services provided by a qualified physical therapist to include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)9.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Improving, developing, or restoring function and participation that have been impaired related to the student's ability to perform educational and related tasks as independently as possible;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)9.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physical therapy in school settings supports the purpose of IDEA to advance "further education, employment and independent living" of children with disabilities and addresses the students' goals for the educational environment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)9.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> School based physical therapy is a related service provided when it is required in order to assist a child with a disability to benefit from special education as determined by a student's IEP team.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)9.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physical therapy provided in educational environments supports children's ability to function, access, and participate safely in all school environments. Physical therapists address issues involving safe access, balance, strength, motor skills, coordination, ambulation, transfers, safe mobility, and general independence as they relate to tasks required in educational environments. Physical therapists assist in providing equipment for students who need support for posture, positioning, proper structural alignment, class participation, and activities of daily living during school activities. This includes providing consult or training services to teaching staff and other personnel on behalf of students for training and monitoring physical therapy programs and equipment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)9.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prevention, through prompt skilled intervention, initial or further impairment or loss of function and participation.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Psychological services includes - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)10.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Administering psychological and educational tests, and other assessment procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)10.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Interpreting assessment results;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)10.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)10.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)10.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Planning and managing a program of psychological services, including psychological counseling for children and parents; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)10.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assisting in developing positive behavioral intervention strategies.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Recreation includes - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)11.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessment of leisure function;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)11.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Therapeutic recreation services;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)11.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Recreation programs in schools and community agencies; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)11.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Leisure education.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Rehabilitation counseling services means services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a child with a disability. The term also includes vocational rehabilitation services provided to a child with a disability by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended, <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=701&amp;title=29&amp;getbrowsepage=yes#" target="_newtab">29 U.S.C. 701</a><I>et seq.</I></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)13.">13.</a></td> <td valign="top" style="text-align:left" class="leftalign"> School health services and school nurse services means health services that are designed to enable a child with a disability to receive FAPE as described in the child's IEP. School nurse services are services provided by a qualified school nurse. School health services are services that may be provided by either a qualified school nurse or other qualified person.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)14.">14.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Social work services in schools includes - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)14.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Preparing a social or developmental history on a child with a disability;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)14.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Group and individual counseling with the child and family;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)14.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Working in partnership with parents and others on those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)14.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)14.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assisting in developing positive behavioral intervention strategies.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)15.">15.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Speech-language pathology services includes - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)15.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Identification of children with speech or language impairments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)15.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Diagnosis and appraisal of specific speech or language impairments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)15.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)15.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provision of speech and language services for the habilitation or prevention of communicative impairments; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)15.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Counseling and guidance of parents, children, and teachers regarding speech and language impairments.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)16.">16.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Transportation includes - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)16.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Travel to and from school and between schools;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)16.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Travel in and around school buildings; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(36)(c)16.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.34&amp;title=34#" target="_newtab">34 C.F.R. § 300.34</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(37)">(37)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Scientifically-based research (SBR</B>) - Research that applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to core academic development, instruction, and difficulties; and includes research that: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(37)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> employs systematic, empirical methods that draw on observation or experiment; </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(37)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(37)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(37)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review. [Section 9101(37) of ESEA; <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.35&amp;title=34#" target="_newtab">34 C.F.R. § 300.35</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(38)">(38)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Secondary school</B> - A nonprofit institutional day or residential school, including a public secondary charter school that provides secondary education, as determined under State law, except that it does not include any education beyond grade 12. State law defines "middle school" as a school which contains no grade below grade four and no grade above grade eight. State law defines "high school" as a school which contains any grade above grade eight. O.C.G.A. § <a href="https://links.casemakerlegal.com/states/ga/books/Code_of_Georgia/browse?ci=25&amp;id=gasos&amp;codesec=20-2-291&amp;title=20#20-2-291(c)" target="_newtab">20-2-291(c)</a>. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.36&amp;title=34#" target="_newtab">34 C.F.R. § 300.36</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)">(39)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Special education -</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> General. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Instruction in physical education.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special education includes each of the following, if the services otherwise meet the requirements of (a) 1. - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Speech-language pathology services is considered special education and a related service under State standards;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Travel training; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Vocational education.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Individual special education terms defined. The terms in this definition are defined as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled children or their parents as a part of the regular education program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physical education means the development of physical and motor fitness, fundamental motor skills and patterns and skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports). It includes special physical education, adapted physical education, movement education, and motor development.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To address the unique needs of the child that result from the child's disability; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develop an awareness of the environment in which they live; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Vocational and technical education means organized educational activities that offer a sequence of courses that - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provides individuals with the rigorous and challenging academic and technical knowledge and skills the individuals need to prepare for further education and for careers (other than careers requiring a Master's or doctoral degree) in current or emerging employment sectors;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> May include the provision of skills or courses necessary to enroll in a sequence of courses that meet the requirements of this subparagraph; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provides, at the postsecondary level, for a 1- year certificate, an associate degree, or industry-recognized credential; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(39)(b)6.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, or an individual. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.39&amp;title=34#" target="_newtab">34 C.F.R. § 300.39</a> ]</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(40)">(40)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> State educational agency</B> (SEA) - The agency or officer primarily responsible for the State supervision of public elementary schools and secondary schools. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.41&amp;title=34#" target="_newtab">34 C.F.R. § 300.41</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(41)">(41)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Supplementary aids and services</B> - Aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with the requirements for a Free and Appropriate Public Education. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.42&amp;title=34#" target="_newtab">34 C.F.R. § 300.42</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(42)">(42)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Transition services -</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(42)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A coordinated set of activities for a child with a disability that - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(42)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(42)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Is based on the individual child's needs, taking into account the child's strengths, preferences and interests; and includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and if appropriate, acquisition of daily living skills and functional vocational evaluation.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(42)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.43&amp;title=34#" target="_newtab">34 C.F.R. § 300.43</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(43)">(43)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Universal design</B> - Universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998, as amended, <a href="https://links.casemakerlegal.com/states/us/books/United_States_Code/browse?ci=25&amp;id=gasos&amp;codesec=3002&amp;title=29#" target="_newtab">29 U.S.C. 3002</a>. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.44&amp;title=34#" target="_newtab">34 C.F.R. § 300.44</a> ]</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(44)">(44)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Ward of the State</B> - <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(44)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A child who is a foster child; a ward of the State; or in the custody of the Department of Human Resources.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(44)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Exception. Ward of the State does not include a foster child who has a foster parent who meets the definition of a parent. [ <a href="https://links.casemakerlegal.com/states/us/books/Code_of_Federal_Regulations/browse?ci=25&amp;id=gasos&amp;codesec=300.45&amp;title=34#" target="_newtab">34 C.F.R. § 300.45</a> ]</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="160-4-7-.21(45)">(45)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>This rule shall become effective July 1, 2007</B>.</td> </tr> </table> <h2><a href="/GAC/160-4-7-.22" name="160-4-7-.22" title="160-4-7-.22">Rule 160-4-7-.22 Repealed</a></h2> <h2><a href="/GAC/160-4-7-.23" name="160-4-7-.23" title="160-4-7-.23">Rule 160-4-7-.23 Repealed</a></h2> <h2><a href="/GAC/160-4-7-.24" name="160-4-7-.24" title="160-4-7-.24">Rule 160-4-7-.24 Repealed</a></h2> <h2><a href="/GAC/160-4-7-.25" name="160-4-7-.25" title="160-4-7-.25">Rule 160-4-7-.25 Repealed</a></h2> <h2><a href="/GAC/160-4-7-.26" name="160-4-7-.26" title="160-4-7-.26">Rule 160-4-7-.26 Repealed</a></h2> <h2><a href="/GAC/160-4-7-.27" name="160-4-7-.27" title="160-4-7-.27">Rule 160-4-7-.27 Repealed</a></h2> </div> </div> </HTML> </div> <div id="toc" class="sidebar noprint"> <ul id="toc-children" class="children"><li><a href="/GAC/160-4-7-.01" name="160-4-7-.01" title="160-4-7-.01">Rule 160-4-7-.01 Purpose for Exceptional Students Rules</a></li><li><a href="/GAC/160-4-7-.02" name="160-4-7-.02" title="160-4-7-.02">Rule 160-4-7-.02 Free and Appropriate Public Education (FAPE)</a></li><li><a href="/GAC/160-4-7-.03" name="160-4-7-.03" title="160-4-7-.03">Rule 160-4-7-.03 Child Find Procedures</a></li><li><a href="/GAC/160-4-7-.04" name="160-4-7-.04" title="160-4-7-.04">Rule 160-4-7-.04 Evaluations and Reevaluations</a></li><li><a href="/GAC/160-4-7-.05" name="160-4-7-.05" title="160-4-7-.05">Rule 160-4-7-.05 Eligibility Determination and Categories of Eligibility</a></li><li><a href="/GAC/160-4-7-.06" name="160-4-7-.06" title="160-4-7-.06">Rule 160-4-7-.06 Individualized Education Program (IEP)</a></li><li><a href="/GAC/160-4-7-.07" name="160-4-7-.07" title="160-4-7-.07">Rule 160-4-7-.07 Least Restrictive Environment (LRE)</a></li><li><a href="/GAC/160-4-7-.08" name="160-4-7-.08" title="160-4-7-.08">Rule 160-4-7-.08 Confidentiality of Personally Identifiable Information</a></li><li><a href="/GAC/160-4-7-.09" name="160-4-7-.09" title="160-4-7-.09">Rule 160-4-7-.09 Procedural Safeguards/Parents' Rights</a></li><li><a href="/GAC/160-4-7-.10" name="160-4-7-.10" title="160-4-7-.10">Rule 160-4-7-.10 Discipline</a></li><li><a href="/GAC/160-4-7-.11" name="160-4-7-.11" title="160-4-7-.11">Rule 160-4-7-.11 Surrogate Parent</a></li><li><a href="/GAC/160-4-7-.12" name="160-4-7-.12" title="160-4-7-.12">Rule 160-4-7-.12 Dispute Resolution</a></li><li><a href="/GAC/160-4-7-.13" name="160-4-7-.13" title="160-4-7-.13">Rule 160-4-7-.13 Private Schools</a></li><li><a href="/GAC/160-4-7-.14" name="160-4-7-.14" title="160-4-7-.14">Rule 160-4-7-.14 Personnel, Facilities and Caseloads</a></li><li><a href="/GAC/160-4-7-.15" name="160-4-7-.15" title="160-4-7-.15">Rule 160-4-7-.15 Georgia Network for Educational and Therapeutic Support (GNETS)</a></li><li><a href="/GAC/160-4-7-.16" name="160-4-7-.16" title="160-4-7-.16">Rule 160-4-7-.16 Georgia Learning Resources System (GLRS)</a></li><li><a href="/GAC/160-4-7-.17" name="160-4-7-.17" title="160-4-7-.17">Rule 160-4-7-.17 Required Reports</a></li><li><a href="/GAC/160-4-7-.18" name="160-4-7-.18" title="160-4-7-.18">Rule 160-4-7-.18 Grants for Services</a></li><li><a href="/GAC/160-4-7-.19" name="160-4-7-.19" title="160-4-7-.19">Rule 160-4-7-.19 Services for Agency - Placed Students</a></li><li><a href="/GAC/160-4-7-.20" name="160-4-7-.20" title="160-4-7-.20">Rule 160-4-7-.20 Mandatory Pre - Determination of Local Educational Agency's Inability to Provide Services to a Student(s) With a Disability</a></li><li><a href="/GAC/160-4-7-.21" name="160-4-7-.21" title="160-4-7-.21">Rule 160-4-7-.21 Definitions</a></li><li><a href="/GAC/160-4-7-.22" name="160-4-7-.22" title="160-4-7-.22">Rule 160-4-7-.22 Repealed</a></li><li><a href="/GAC/160-4-7-.23" name="160-4-7-.23" title="160-4-7-.23">Rule 160-4-7-.23 Repealed</a></li><li><a href="/GAC/160-4-7-.24" name="160-4-7-.24" title="160-4-7-.24">Rule 160-4-7-.24 Repealed</a></li><li><a href="/GAC/160-4-7-.25" name="160-4-7-.25" title="160-4-7-.25">Rule 160-4-7-.25 Repealed</a></li><li><a href="/GAC/160-4-7-.26" name="160-4-7-.26" title="160-4-7-.26">Rule 160-4-7-.26 Repealed</a></li><li><a href="/GAC/160-4-7-.27" name="160-4-7-.27" title="160-4-7-.27">Rule 160-4-7-.27 Repealed</a></li></ul> </div> </div> <!--content ends here--> <div id="footer" class="noprint"><span class="footer">Copyright &copy; 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