Special Education Services: A Manual of Policies, Procedures and Guidelines
H.12 Summary: Distributed Learning Policy Requirements and Guidelines for Students with Special Needs Taking a Distributed Learning Program.
Policy Statement
These requirements and guidelines apply to school boards that deliver a distributed learning program to enrolled British Columbia students with special needs. The distributed learning program is one option for instructing students with special needs. This policy also applies to public or independent bricks and mortar schools that have students cross-enrolled with distributed learning schools.
These guidelines are not students who are home schooled.
When a distributed learning student in Grades 10, 11, or 12 who has special needs is enrolled with more than one board or authority, the Ministry will fund a single board or authority to identify a “school of record” and be responsible for a student’s special needs services, including the IEP. All boards or authorities that enrol a student must be consulted regarding services and meeting IEP requirements. The Ministry will not release funds to any board or authority sharing a cross-enrolled student until they reach and agreement.
Distributed learning students in K-9 with special needs may enrol with only one board or authority. However, school districts may take their own arrangements to provide students with access to distributed learning programs.
Rationale
As of July 1, 2006, students in Grades 10, 11, or 12 who enrol in a distributed learning school may also enrol in other public or independent schools. This policy allows special needs students to have the same educational program options as other students while avoiding the complexity of multiple IEPs. The funding model also retains funding equity for special needs because all students in a category, in all delivery combinations, will generate the same supplementary funding support.
Legislation/ regulations
See Ministerial Order 526/95, the Distance Education Order.
Also see Ministerial Order 638/95, the Individual Education Plan Order, and Ministerial Order 150/89, the Special Needs Students Order.
Qualified Teacher
In reference to a public school, a teacher certified by the BC College of Teachers. In reference to an independent school, a teacher certified is either by the BC College of Teachers or by the Inspector of Independent Schools.
Policy & procedures
The Policy section, below, includes Requirements that must be followed. The Guidelines are considerations for planning a program for students with special needs. The requirements and guidelines both apply to new programs as well as existing distributed learning programs.
Requirements
If a student with special needs in Grades K-9 wishes to receive part of an educational program through DL, boards or authorities may make their own arrangements to coordinate this. All students in Grades 10-12 that enrol in a distributed learning school may also enrol in other schools, and generate course-based funding for their DL school.
To qualify for Level 1, 2 or 3 special needs funding, school boards must meet the following requirements:
1. Students with special needs must be included in accountability processes.
2. Ministry of Education guidelines found in Special Education Services: A Manual of Policies, Procedures and Guidelines, which contain requirements for assessment and provision of services for students with special needs, must be followed.
3. The Ministry of Education will fund a single board or authority for a student’s special needs requirements. For distributed learning students in Grades 10-12 that enrol with more than one board or authority, the district or authority with the school of record will receive the funding to be responsible for all the student’s special needs services, including the IEP.
4. Individual Education Plans (IEPs) must follow Ministry of Education guidelines found in Special Education Services: A Manual of Policies, Procedures and Guidelines.
5. The distributed learning program provided for a student with special needs must comply with provincially prescribed outcomes of British Columbia K-12 curriculum or the achievement of goals in a student's IEP.
6. When more than one school board provides services, the school board or authority that receives Special Education funding must identify a “school of record” and take responsibility for identification of a student with special needs and consulting with parents on the student's IEP. Each of the boards or authorities must have a copy of the signed IEP in the student’s file and cooperate with the funded board or authority to meet the student’s special needs.
7. Only qualified teachers can deliver instruction through distributed learning schools. School boards or authorities are responsible for ensuring appropriate technical support is available.
8. A board or authority must have a policy that addresses roles and responsibilities, including custodial care, for a student engaged in a distributed learning program. The school board is not responsible for providing personal care or behaviour management for a student taking distributed learning, while the student is at home.
9. Students whose primary educational setting is at home must have the option of participating in a school setting and with school-based support as the need arises.
10. Each student enrolled in a distributed learning program must have access that is equitable to other students in the district or authority to school-based, non-categorical resource services, such as learning assistance services, counselling, school psychology services, speech-language pathology, physiotherapy/occupational therapy, and hospital services with the exception of hospital/homebound services.
11. In the event that services are provided by another school board, authority or service provider, a written agreement must be in place, identifying the roles and responsibilities of each party. Planning such services must be part of the IEP development and the parents must be consulted. Service providers must be under supervision of a qualified teacher.
12. Documentation must be kept on file recording the frequency and duration of student/program and/or service provider contact as a measure of student participation. |
Guidelines
The following are considerations for school boards as they plan distributed learning programs for students with special needs:
1. The organization of the school board's or authority’s program should be consistent with the role and mission of the school board.
2. The board or authority should have in place clear policy and procedures for electronic communications, including an acceptable code of conduct and expectations for participation in electronic communications.
3. When students with special needs require specialized instruction, assessment and/or assistive technologies, this should be done in consultation with a school or district/authority team, the parents, and, when appropriate, the student.
4. In considering the appropriateness of a program delivered at a distance, the school board should:
- a) assess the learning needs and familiarity with technology of each student; and
- b) inform the student/parent of:
(i) required access to technologies;
(ii) technical competence required by the student in the program;
(iii) the components and expectations of the program; and,
(iv) the learning and support services available through the program and/or the school boar
5. Instruction and learning resources should be provided in a format that meets the needs in accordance with the IEP.
6. Frequent opportunities should be provided for individualized and timely interactions between teachers and students and among students.
References/ Resources
Distributed Learning Policy
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