La. Admin. Code tit. 28 § LVII-903

Current through Register Vol. 50, No. 11, November 20, 2024

Section LVII-903 - Implementation

A. Local education agencies shall continue to address LRE factors, including integration with non-disabled persons, in the implementation of the ESY program.

1. Whenever possible, ESYP services must be offered in the same site(s) as age appropriate regular summer school programs. (This handbook contains a description of administrative responsibilities.)

2. The ESY-IEP team must consider traditional and non-traditional approaches to achieve integration with non-disabled persons for those objectives on the ESY-IEP for which integration is indicated to be important.

a. The ESYP IEP team must review the ESY-IEP objectives requiring integration with non-disabled persons and must generate a plan of action to achieve the integration. Administrative and instructional personnel must work together to implement this plan.

b. If the student is on a regular school campus with non-disabled students, there may be activities that would accommodate the need for integration (e.g., breakfast, recess, reading class, etc.).

c. The mere presence of students with and without disabilities on the same campus does not ensure integration. Lesson/Activity planning must be used to assure that objectives requiring integration are addressed.

d. If integration on a regular school campus is not possible, the IEP team must be creative and find opportunities/activities to provide the integration necessary to meet the objectives. Some examples may be as follows:

i. use of the local library and summer activities;

ii. providing services at the day care center the student regularly attends;

iii. including neighbors/friends in instructional sessions;

iv. use of the local gym/park/recreation facilities, etc.

3. Documentation of integration activities are to be included in the lesson/activity plans. (Sample Lesson/Activity Plan Forms on file at the department.)

B. Local education agencies shall ensure that the services listed on the ESY-IEP are provided.

1. Local education agencies must provide the service(s) needed to implement each student's ESY-IEP.

a. Service provision to students during the ESYP is documented on the student's ESY-IEP in the instructional resources needed for ESYP section: for example, classroom instruction, APE, OT, PT, speech/language therapy, counseling, etc.

b. The ESY-IEP team will decide when, where, and how the services will be provided.

c. NOTE: If there are differences in the services provided from what are indicated in the instructional resources needed for ESYP section of the ESY-IEP, the director/supervisor of special education is responsible for describing these differences in the ESYP outcome report.

d. The parent must be consulted and notified of any modification(s) to the ESY-IEP.

2. Local education agencies must employ sufficient staff to meet the ESY-IEP requirements for each student. (This handbook contains a description of administrative responsibilities.)

C. Local education agencies shall ensure that instructional activities conducted during ESYP are documented.

1. Local education agencies must encourage the instructional staff to work cooperatively to plan instructional activities for each student during the ESYP.

a. Cooperation and coordination among IEP team members are encouraged so that each student will benefit from consistent instruction and have an increased likelihood of success.

b. The coordination of instructional staff efforts may be accomplished by jointly writing instructional plans. Specific activities may also be taught as a joint endeavor with the data collected cooperatively. In this manner, the instructional activities planned for the student will be consistent and continuous. The cooperative efforts of instructional staff members may be documented in one of the following ways: in lesson plans/activity plans, joint data collection forms, conference records, team meeting notes, etc.

2. Local education agencies must require that the instructional staff maintain accurate records of ESYP instructional activities.

a. As during the regular school year, it is necessary to update records/collect instructional data regularly to indicate whether the student is making progress in acquiring, maintaining, and/or mastering skills outlined in his or her goals and objectives. It is equally important to record information when the student has not made projected progress, since instructional strategies may need to be re-examined. Accurate records are important for reference by the IEP team in the subsequent school year.

b. The ESY teacher may find it helpful to use the same data collection forms and strategies as used in the regular school year teacher. This practice would also facilitate the transfer of information back to the regular school year teacher.

La. Admin. Code tit. 28, § LVII-903

Promulgated by the Board of Elementary and Secondary Education, LR 30:2014 (September 2004).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.