Implementation Memo #19 - Revised, September 2007

MMSD – Department of Educational Services

Revised, January 2013

TO: Special Education Teachers, Student Services Staff, Building Principals

FROM: John Harper, Executive Director, Department of Educational Services

District policy, Wisconsin state statutes and the Individuals with Disabilities Education Act affirm the right of students with disabilities to a free, appropriate public education (FAPE) which includes the right to benefit from the same number of instructional hours in the least restrictive environment that are provided to students without disabilities. The expectation of the MMSD is that all students will attend school for a full day, and that the district is responsible for providing a full complement of educational programming.

There are rare circumstances when it may be appropriate and permissible to consider a shortened day schedule for a student with a disability. The two conditions when a shortened day schedule may be considered are as follows:

1) IEP Team initiated request due to physical or mental health concerns 2) a parent initiated request for reasons other than physical or mental health concerns (e.g., for participation in a private home therapy program)

A student’s schedule may not be shortened for administrative convenience or disciplinary reasons but should be based on individual student needs. Further, if a student’s schedule is shortened as a result of the conditions listed above, the shortened day schedule must be considered a temporary intervention. If a student’s schedule is shortened pursuant to condition 1 above, the student’s IEP team must develop a transition plan that contains measures designed to facilitate the student’s transition back to a full school day.

The purpose of this Implementation Memo is to describe the procedures and best practices related to the two permissible conditions for shortened day schedules listed above.

IEP Team member initiates a request due to physical or mental health concerns If an IEP team member (which includes a parent) initiates a request for a shortened day schedule the IEP team must convene to discuss and document the request. A special education assistant director or the assistant director’s appointed designee must be included on the IEP team as the LEA representative. In addition, if the school nurse or psychologist is not already an IEP team participant, the nurse or psychologist must be appointed to assist in the review of the request. It may be helpful for one of these professionals to communicate directly (per parent’s written

1Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx consent) with the physician regarding the student’s health status. A District IEP team member must also request a physician’s statement regarding the health concern.

Considerations prior to shortening a student’s school day: Prior to the decision to shorten a student’s schedule, the IEP team should address the following questions:  Are all necessary special education and related services for the student identified on the current IEP?  Has the current IEP been implemented fully?  Have other placement arrangements been considered and tried?  If relevant to the situation, has a functional behavioral assessment been completed and a behavior intervention plan developed and fully implemented?

Based on the review of the current IEP and responses to the questions listed above, the IEP team takes one of two courses of action. The IEP team may confirm that its decision to recommend a shortened day schedule is appropriate. The IEP team would then proceed to the next step - changing the IEP and placement to reflect the shortened day schedule. Please note that unlike a parent initiated shortened day (see below) implementing a shortened day schedule via the IEP process does not require Board of Education approval.

Alternatively, the IEP team may determine that the current IEP and/or placement for a full day schedule is appropriate or that the IEP requires revisions short of a reduced schedule. If revisions are necessary, the IEP team would then implement the new goals, programs and/or placement, collecting data on their effectiveness. If the new data continue to document the negative effects of a full day program on the child’s well being, a shortened day schedule may then be reconsidered.

Changes to the IEP and placement to reflect the shortened day schedule The IEP team reviews the student’s current IEP in light of the proposed shortened day schedule to determine what changes are needed to the student’s educational plan. At a minimum, the following sections of the IEP and placement may need to be revised: 1. Present Level of Academic and Functional Performance  The Present Level of Academic and Functional Performance must include a description of the health concern resulting in the consideration of a shortened day schedule. The IEP must also include documentation and data related to the impact of the student’s physical or mental health concern on his/her ability to learn and benefit from a full day program. A physician’s statement may serve as part of the documentation.

 If the student’s shortened day schedule will limit the extent to which the student participates in the general curriculum, the IEP team must respond “No” to the question “Will the student be involved full-time in the general curriculum or, for preschool students, in age appropriate activities?” In addition, the IEP team must provide an explanation of the degree to which the student will not be involved in the general curriculum.

2. IEP Summary  The specially designed instruction, related services, supplementary aids and services and/or program modifications or supports for school personnel and the frequency and amount of each of these, will need to be revised to reflect the student’s shortened day schedule. . A shortened day schedule limits the type and amount of instruction the student will participate in and receive. To the greatest extent possible, the IEP team must develop the

2Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx shortened day schedule with a balance of all instruction and services provided in a full day schedule.  The student’s shortened day schedule will limit the student’s full-time participation in regular education environments. For this reason, the IEP team must select the statement “The student will not participate full time with non-disabled peers in regular education environments, or for preschool students, in age-appropriate settings” and provide an explanation as it relates to the student’s shortened day schedule.

3. Determination and Notice of Continuing Placement: If changes are made to any sections of the IEP, a new Determination and Notice of Continuing Placement must be completed.

4. Changes to the IEP describing the plan for return to full day schedule: In addition to revising the IEP and placement to reflect the student’s shortened day schedule, the IEP must include a plan for returning the student to a full day schedule. This plan is described in several sections of the IEP as follows:  Present level of Academic and Functional Performance: The Present Level of Academic Performance includes a narrative description of how and when the student’s schedule will be increased to a full day. Also included is a description of the incremental changes in the student’s performance with specific criteria indicating the student’s readiness for an expanded schedule.  IEP Summary: The service needs section includes a listing of programming and services with gradually increasing frequencies/amounts over time. Each time period may be noted in the duration column. For example:

A. Specially designed instruction: direct teaching and services Duration carried out by special education (beginning and ending staff Frequency Amount Location dates) English 1, 2 hour session per 2 hours/ 4 weeks Regular education 10-6-12 to 10-29-12 Language Arts Instruction week per month classroom English 3, 2 hour sessions per 6 hours/ 4 weeks Regular education 11-3-12 to 11-26-12 Language Arts Instruction week per month classroom English 5, 2 hour sessions per 10 hours/ 4 weeks Regular education 12-1-12 to 6-4-13 Language Arts Instruction week per month classroom

 Goals and objectives: Goals and objectives (if taking WAA) may be added that promote the student’s return to a full day schedule.

Physician’s recommendation for return to a full day schedule: For a student on a shortened day schedule due to a physical or mental health concern, the return to school should be based in part on a recommendation from a physician.

Parent initiated request for reasons other than physical or mental health concerns The MMSD does not support or encourage the shortening of a student’s schedule for reasons other than a physical or mental health concern of the student. Furthermore, Wis. Stat. 118.15 (relating to compulsory school attendance) dictates that a school board must approve modifications to a student’s program that are inconsistent with compulsory attendance.

The District does recognize that there may be circumstances when a parent requests a shortened day schedule for other reasons. For example, a parent may want his/her child to participate in a private home therapy program or other specialized intervention that is only available during the

3Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx regular school day. In these situations, the arrangements for a shortened day schedule are outside of the IEP process. Furthermore, a parent initiated shortened day will potentially limit the amount or number of related services that the child will receive. For example, a student will not be entitled to receive specialized transportation to the therapy/program for which the parent is seeking the shortened day or the child may miss OT/PT sessions if they are scheduled during the times in which the student’s day is shortened.

If a parent requests a shortened day schedule for a reason other than a health concern, school staff should proceed through the following steps:

1. Inform the school principal of the request. 2. Ask the parent to submit the request in writing to the school principal. The parent’s written request must include a description of the following: . the days and times the student will not be in school . the beginning and ending dates for the shortened day schedule . what the student will be doing when not in school . who will be supervising the student when not in school 3. Upon receipt of the parent’s letter, the principal will describe in writing the classes, subjects and/or activities the student will miss when not in school. The principal uses the form, Educational Services Lost Due to Parent-Initiated Shortened Day Schedule (See Attachment A; copies of the form are available on the Department of Educational Services web site). 4. Upon receipt of the principal’s information, the Special Education Assistant Director completes and signs the Verification of Parent-Initiated Shortened Day Schedule Agreement (See Attachment B). The Special Education Assistant Director sends two copies of the form to the parent, requesting that the parent sign the form and return one copy to the Special Education Assistant Director. A copy of the signed agreement and all attachments are attached to the central office copy of the IEP and distributed as noted on the agreement form. 5. During the period between the Agreement being signed by the parent and the Special Education Assistant Director and the Board of Education approving the shortened day (see step 6 below) the shortened day may be implemented. 6. After review of the agreement and all relevant attachments Legal Services will submit the parent’s request for Board approval at the next regularly scheduled Board meeting. 7. Shortened day schedule agreements are in effect for no more than one school year and must be renewed at the beginning of each school year. In addition, the agreement is subject to review at the end of each semester.

4Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx SAMPLE

Madison Metropolitan School District Educational Services Lost Due to Parent-Initiated Shortened Day Schedule

Name Schoo Dat : l: e:

The student will not participate in the following classes, subjects and school activities due to the shortened school day schedule:

Day of Week Beginning and Class, Subject or School Activity Ending Time Monday 12:00 to 12:30 p.m. Physical Education 12:30 to 1:10 p.m. Literacy 1:15 to 1:45 p.m. Speech/Language therapy for expressive language

Tuesday 12:00 to 12:30 p.m. Physical Education 12:30 to 1:10 p.m. Specially designed instruction for behavior strategies with conflict 1:10 to 3:10 p.m. Math/Science

Wednesday 12:00 to 12:30 p.m. Physical Education 12:30 to 1:00 p.m. Music 1:00 to 1:30 p.m. Occupational Therapy for self help and personal care skills 1:30 to 3:10 p.m. Math/Science

Thursday 12:00 to 1:00 p.m. Art 1:00 to 1:30 p.m. Specially designed instruction for 1:30 to 3:10 p.m. reading Math/Science

Friday 12:00 to 12:30 p.m. LMC 12:30 to 1:00 p.m. Reach (computer tech) 1:00 to 1:30 p.m. Supplementary Aids & services – use of laptop to complete written 1:30 to 3:10 p.m. assignments Math/Science 5Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx 6Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx Madison Metropolitan School District

Educational Services Lost Due to Parent-Initiated Shortened Day Schedule (See Agreement, Item #2)

Student Name School Date

The student will not participate in the following classes, subjects and school activities due to the shortened school day schedule:

Day of the Beginning and Ending Time Class, Subject or School Activity Week Monday

Tuesday

Wednesday

Thursday

Friday

Shortened Day Schedule 1/2013

7Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx DISTRITO ESCOLAR METROPOLITANO DE MADISON VERIFICACIÓN DEL ACUERDO PROPUESTO POR EL PADRE PARA RECORTAR EL HORARIO DEL DÍA ESCOLAR

1. De acuerdo con mi carta aquí adjunta y por medio del presente solicito que a mi hijo/hija,

se le permita tener un día escolar corto durante el periodo: . El horario del día escolar corto que estoy solicitando consiste de lo siguiente:

2. Comprendo y estoy de acuerdo que al acortar el horario de clases de mi hijo/hija, él/ella no recibirá los siguientes servicios educacionales tal como están documentados en el formulario adjunto, Pérdida de servicios educacionales debido al recorte en el día escolar propuesto por el padre.

3. Corroboro que el Distrito Escolar Metropolitano de Madison le ha ofrecido a mi hijo/hija una educación pública gratuita y apropiada con educación especial y servicios relacionados tal y como fuera determinado por un equipo IEP adecuadamente convocado y el cual es identificado en el programa educativo individualizado de mi hijo/hija (IEP, por sus siglas en inglés) y en el formulario con la propuesta de colocación. Entiendo que el Distrito Escolar Metropolitano de Madison permanece comprometido y está listo para proveerle a mi hijo/hija un programa de un día entero. Me rehúso a aceptar el IEP del Distrito y la propuesta para la colocación en su totalidad. Deseo sacar a mi hijo/hija del programa académico durante una parte del día escolar.

4. Entiendo que para que el Distrito esté de acuerdo en acortar el horario de clases, yo a cambio y por medio del presente, estipulo que no entablaré una demanda de debido proceso ni ningún otro reclamo, querella o queja en ningún momento en contra del Distrito por daños o servicios para mi hijo/hija o por la remuneración de servicios de 8Implementation Memo #19 – Revised, January 2013 D:\Docs\2018-04-28\0e98a749568a31e8ca5979d1c3243b49.docx cualquier actividad, curso o terapia que mi hijo/hija reciba durante el tiempo en que mi hijo/hija no esté participando en las actividades relacionadas con el horario que corresponde al día escolar corto.

5. Al estar de acuerdo el Distrito en recortar el horario del día escolar, yo comprendo y concurro que el Distrito no pagará, no será responsable ni determinará si los servicios que va a recibir el estudiante o las actividades en las que podrá participar el estudiante durante el lapso de tiempo que el estudiante no esté en la escuela son apropiadas o no.

6. El Distrito reconoce que, si el horario escolar corto se vuelve inaceptable, yo tengo el derecho a solicitar del director, el restablecimiento del horario escolar de día completo para mi hijo/hija. El Distrito se reserva el derecho de rescindir en cualquier momento este acuerdo de acortar el día escolar. Este acuerdo está sujeto a revisión al final de cada semestre.

7. Entiendo que si el Distrito está de acuerdo en acortar el horario del día escolar, yo a cambio estaré de acuerdo en eximir al Distrito de responsabilidad y defenderlo en contra de cualquier reclamo presentado por cualquier persona en contra del Distrito por haber estado de acuerdo en permitirme acortar el horario del día escolar.

8. Comprendo que este acuerdo está sujeto a la revisión y aprobación de la Junta de Educación del Distrito Escolar Metropolitano de Madison.

______Firma del padre Fecha

Aceptado por: ______Administrador Fecha Departamento de educación especial

C: Gerente de expedientes Servicios legales Director, Servicios educacionales Revisado en enero del 2013

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